SPE3005 Managing Challenging Behaviours
|Semester 1, 2012 On-campus Fraser Coast|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Susan Carter
Moderator: Barry Fields
It is recommended that students successfully complete EDC2100 prior to enrolment in SPE3005.
Behaviour management is widely acknowledged as a major concern of educators, and is ranked by practitioners, novice and experienced, along with catering for student diversity, as their most significant professional challenge. Likewise, both state and private employing authorities have recognised the importance of behaviour management in the teaching-learning process, by identifying it as a priority in teacher education and in resource allocation. In the initial preparation of educators, behaviour management is broadly regarded as a core skill, essential to effective practice and positive student-educator relations. For pre-service teachers in the special education specialisation the task of behaviour management is even more challenging given the high incidence and wide variety of problem behaviour exhibited by children with disabilities.
In this course pre-service educators are introduced to a set of advanced strategies and procedures for the management of student behaviour, with particular attention given to the management of students with disabilities and other students in regular primary classrooms who exhibit significant behavioural, emotional and social adjustment problems. The course builds on knowledge and competencies gained in EDC2100 Managing Supportive Learning Environments. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- Demonstrate familiarity with and understanding of State Legislation and Education Queensland policy relevant to behaviour management in schools ( Assessment 1)
- Demonstrate familiarity with and critical understanding of the structure and purpose of Responsible Behaviour Plans for Students (Assessment 1)
- Apply appropriate preventative and corrective behaviour strategies to case studies of student misbehaviour (Assessment 1 and 2)
- Identify and apply appropriate strategies to help foster positive teacher-student and student-student relations in school contexts ( Assessment 1 and 2)
- Demonstrate an understanding of and skill in the use of Functional Behaviour Assessment (Assessment 2)
- Demonstrate a knowledge of and skill in the development of Individual Behaviour Plans (Assessment 2)
- Demonstrate competence in written language and scholarly writing including correct spelling, grammar, and bibliographic referencing (All assessment items)
- Demonstrate, where appropriate, ways in which ICT's could be used to assist in establishing effective classroom and school behaviour management (All assessment items)
- Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||State legislation and policy relevant to student behaviour and behaviour management||10.00|
|2.||Understanding challenging behaviour||20.00|
|3.||Managing children requiring targeted and intensive behaviour support||30.00|
|4.||Support personnel, services and programs||20.00|
|5.||Functional Behaviour Assessment||10.00|
|6.||Developing Individual Behaviour Plans||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=SPE3005)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Chandler, L.K., Dahlquist, C.M 2010, Functional Assessment: Strategies to Prevent and Remediate Challenging Behaviour in School Settings, 3rd edn, Merrill.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||16 Apr 2012|
|ASSIGNMENT 2||60||60||06 Jun 2012|
Important assessment information
It is the studentsí responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience and the combined academic component/s.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.