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SPE3005 Managing Challenging Behaviours

Semester 1, 2013 On-campus Springfield
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 21 July 2014

Contents on this page

Staffing

Examiner: Susan Carter
Moderator: Barry Fields

Other requisites

It is recommended that students successfully complete EDC2100 prior to enrolment in SPE3005.

Rationale

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.

Synopsis

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 ONLINE offering and advised of this change before semester commences.

Objectives

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:

  1. Demonstrate familiarity with and understanding of State Legislation and Education Queensland policy relevant to behaviour management in schools ( Assessment 1)
  2. Demonstrate familiarity with and critical understanding of the structure and purpose of Responsible Behaviour Plans for Students (Assessment 1)
  3. Apply appropriate preventative and corrective behaviour strategies to case studies of student misbehaviour (Assessment 2)
  4. Identify and apply appropriate strategies to help foster positive teacher-student and student-student relations in school contexts ( Assessment 1 and 2)
  5. Demonstrate an understanding of and skill in the use of Functional Behaviour Assessment (Assessment 2)
  6. Demonstrate a knowledge of and skill in the development of Individual Behaviour Plans (Assessment 2)
  7. Demonstrate competence in written language and scholarly writing including correct spelling, grammar, and bibliographic referencing (All assessment items)
  8. Demonstrate, where appropriate, ways in which ICT's could be used to assist in establishing effective classroom and school behaviour management (All assessment items)
  9. Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)

Topics

Description Weighting(%)
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 10.00
5. Functional Behaviour Assessment 10.00
6. Developing Individual Behaviour Plans 20.00

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=2013&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.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 15 Apr 2013
ASSIGNMENT 2 60 60 05 Jun 2013

Important assessment information

  1. Attendance requirements:
    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.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. 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.

  8. 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.

Assessment notes

  1. 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

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.