Unit rationale, description and aim
Contemporary approaches to understanding behaviour recognise that behaviour is the result of an individual’s characteristics, interactions with environmental, social factors and interpersonal relationships. Positive Behaviour Intervention Support (PBIS) is the term given to a wide range of practices that aim to understand and address the behaviour difficulties in a holistic manner. The goals of PBIS are to improve both the behaviour and the quality of life of individuals who display challenging behaviour.
This unit emphasises collaborative, assessment-based approaches that integrate behavioural science and a person-centred values framework. It acknowledges the importance of community participation, system and environmental modifications and social relationships in addressing behaviour difficulties. Positive Behaviour Intervention Support builds on the principles of Functional Behaviour Analysis and integrates this with the key principles of Inclusive education to deliver integrated, sustainable, and comprehensive systems for supporting students with disabilities, challenging behaviours and learning difficulties.
This unit aims to assist pre-service teachers to develop an advanced understanding of behaviour within the context of non-aversive approaches to behaviour management. With a combined focus on both preventative and direct behaviour intervention strategies, pre-service teachers will develop critical analysis skills in the assessment, implementation and review of behaviour support strategies.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Identify and analyse possible factors and contempo...
Learning Outcome 01
Describe accurately and objectively behaviours tha...
Learning Outcome 02
Utilise appropriate methods for the collection of ...
Learning Outcome 03
Select behaviour intervention strategies based on ...
Learning Outcome 04
Provide solutions to a complex behaviour problem t...
Learning Outcome 05
Content
This unit has been developed around the following topic themes.
- Understanding of the function of classification of students with disabilities, challenging behaviour and learning difficulties and developing non-categorical approaches
- Identifying and documenting behaviour
- Interpreting student data to evaluate student learning and modify teaching practice
- Contributing factors of behaviour – personal, social and environmental
- Functional Behavioural Assessment and Analysis
- Preventative behaviour support strategies, including verbal and non-verbal communication strategies and curriculum adjustments
- Acknowledgment and corrective intervention strategies to foster student engagement
- Crisis intervention strategies
- Social skill development to support student inclusion
- Focus on competence, strengths and wellbeing; personalised support
- Strategies for reporting and working effectively with parents/carers
- The teacher’s role and conduct whilst working with students with challenging behaviours.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements and the development of Australian Professional Standards for Teachers. Such procedures may include, but are not limited to, essays, reports, examinations, online activities, visits to agencies and services, student presentations and case studies.
Minimum Achievement Standard
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to complete all assessment tasks and gain an overall pass result.
Electronic Submission, Marking and Return
Electronic submission and marking of assignments through Turnitin will be used.
Overview of assessments
Assessment Task 1 Contemporary Issues Investigat...
Assessment Task 1
Contemporary Issues Investigation.
Conduct an in-depth investigation into a contemporary educational issue and its impact on student behaviour (for example, social skills, cyberbullying, single sex classes, culturally diverse classes). Critically evaluate the available research and discuss the efficacy of current approaches to the issue within the class and school community context.
50%
Assessment Task 2 Pedagogy of teaching, and beha...
Assessment Task 2
Pedagogy of teaching, and behaviour management plan
Demonstrate an understanding of the key principles and applications of effective classroom and behaviour management through the implementation of pedagogical practices and curriculum adjustments for the development of positive behaviour intervention support plans.
50%
Learning and teaching strategy and rationale
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed their ability to:
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Australian Curriculum, Assessment ad Reporting Authority (ACARA) www.acara.edu.au.
Recommended references
Chandler, L. K., & Dahlquist, C. M. (2015). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings (4th ed.). Upper Saddle River, NJ: Pearson.
Charles, C.M. & Cole, K.M. (2018). Building classroom management: Methods and models (12th ed. International ed.). Boston: Pearson Education.
Hind, K., Larkin, R., & Dunn, A. K. (2018): Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes. International Journal of Disability, Development and Education. Online May, 2018. DOI: 10.1080/1034912X.2018.1460462.
McDonald, T. (2019). Classroom management: Engaging students in learning (3rd ed.). South Melbourne, Vic: Oxford University Press.
Porter, L. (2014). A comprehensive guide to classroom management: Facilitating engagement and learning in schools. Crows Nest, NSW: Allen & Unwin.
Saggers, B. (2017). Developing positive classroom environments. Sydney: Allen and Unwin.