EDU8509 Positive Behaviour Support within School Contexts
|Semester 1, 2019 Online|
|Short Description:||Postve Behavr Suprt Schl Cntxt|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Linguistics, Adult and Specialist Educ|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||079999 - Education not elsewhere classi|
|Grading basis :||Graded|
Examiner: Karen Glasby
Students will require access to e-mail and have internet access to UConnect for this course.
Schools today are faced with diverse student enrolment. It is becoming increasingly recognized that schools and teachers need a whole school behaviour support process to respond effectively to the problems posed by student with challenging behaviours. In providing support for these students within the school context, a collaborative, team-based approach is essential.
In this course students are introduced to a set of advanced strategies and procedures for whole school implementation of positive behaviour support systems. Collaborative process which help engage key stakeholders are explored. Contemporary positive behaviour support strategies such as School Wide Positive Behaviour Support (SWPBS) also known as Positive Behaviour for Learning (PBL) and Functional Behavioural Assessment (FBA) are examined within a diversity of contexts. This course has, as its major focus, the essential knowledge and skills necessary for teachers working towards becoming leaders of behaviour support within their current school context.
On successful completion of this course students should be able to:
- communicate Education Queensland legislation, policy and documents relevant to behaviour support (Assignment 1)
- outline the history and current context of positive behaviour support and functional behavioural assessment (FBA) (Assignment 1)
- explain positive behaviour support principles programs and functional behavioural assessment strategies and how these apply within school contexts (Assignment 1)
- acquire and employ a repertoire of positive behaviour support strategies to build teacher capacity (Assignment 1 & 2)
- critically examine the diversity of contexts within which functional behavioural assessment is applied and positive behaviour supports are implemented (Assignment 2)
- identify key stakeholders and collaborative processes to employ a team-based approach to positive behaviour support (Assignment 2)
- communicate the functional behavioural assessment process and write an individualised behaviour support plan (BSP) (Assignment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 1 and 2).
|1.||State legislation, policy and documentation relevant to behaviour support||10.00|
|2.||History and current context of functional behavioural assessment positive behaviour support||10.00|
|3.||Positive behaviour support principles, programs and functional behavioural assessment strategies||30.00|
|4.||Team-based approach to positive behaviour support||20.00|
|5.||Functional behaviour assessment and individualised behaviour support plans.||30.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=EDU8509)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||24 Apr 2019|
|ASSIGNMENT 2||60||60||04 Jun 2019|
Important assessment information
There are no attendance requirements for this course. However, it is the students’ responsibility 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 for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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.
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware.
Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.