DSRS8130 Positive Behaviour Support: Implementation

2020

4.5

On Campus
1 x 2-hour lecture weekly
1 x 1.5-hour workshop weekly

Distance Online
2 x 2-hour online lecture fortnightly
2 x 1.5-hour online exercises fortnightly

DSRS8131 - Positive Behaviour Support: Assessment and Functional Analysis

Students are expected to have clear verbal and written communication, individually and in group settings, and be able to use online databases to find evidence-based resources.

Students are also expected to demonstrate critical thinking in problem solving and applying new knowledge to case examples. Students are also expected to have basic knowledge regarding person-centred practice.

Assignment(s), Online activities, Tutorial participation and presentation, Test(s)

Within this topic, we will utilise our knowledge of assessment and functional analysis in the development of Positive Behaviour Support (PBS) plans. We will outline important consideration in the implementation of PBS interventions utilising a person-centred approach, with a focus on self-determination and social role valorisation. We will examine proactive antecedent-based (environmental) strategies, including affect regulation and self-management. Topics will also include systematic instruction and augmentative and alternative communication (AAC), which provide students with the skills needed in supporting individuals with diverse abilities to learn functionally meaningful skills. Multicomponent approaches involving consequence-based strategies will also be explored. Students will be provided with the skills to develop and present PBS plans in a professional format accessible to key stakeholders, including families and support organisations.

The aim of this topic is to enable students to develop and compose individualised Positive Behaviour Support (PBS) plans based on evidence-based practices that reflect functional hypotheses.

On completion of this topic, students will be expected to be able to:

1. Develop and present individualised PBS plans, which are premised on evidence-based practice and reflect functional hypotheses based on the four-term contingency model

2. Provide theoretical and data-based explanations to key stakeholders regarding recommended practice, and develop plans that use professional language that is accessible to key stakeholders

3. Monitor and critically evaluate behaviour support plans to guide reflective practices.