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Unit of Study TCH10005 - Positive Behaviour Support (2019)

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Unit Snapshot

  • Unit type

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Intermediate

  • Former School/College

    Former School of Education

  • Enrolment information

    Available to Education Students only

Unit description

Introduces a holistic, data-driven model of behavioural management designed to guide teachers in promoting a positive and constructive learning climate in schools and other educational settings. Students analyse, evaluate, and apply the concepts, processes, academic skills, and functional skills required to teach appropriate social behaviours and promote positive group and individual behaviour in students.

Unit content

  1. Introduction: Classroom management as discipline; as a system; as instruction
  2. Concepts and issues in behaviour management at the early childhood and primary levels
  3. Understanding the concept and implications of behavioural function - Building rapport with your students and children
  4. Intervention designs and data collection issues - Data-driven decision making
  5. Behaviour change programs: Developing specific support strategies for schools, classrooms and individual students/children
  6. Learning hierarchies, generalisation and student/child self-management - Promoting positive behaviour in students and children
  7. Creating a proactive, positive learning environment - Designing support from a functional perspective
  8. More on proactive management - Student self-management & token economy systems
  9. Curriculum-based assessment and cog-behavioural interventions - Connecting with children and students
  10. Summary and synthesis - PBS as a generalising model of management

Availabilities

Location Domestic International
Online
Session1
N/A

Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
Learning outcome count Learning outcome description GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 demonstrate a knowledge of existing institutional policies relating to the management of individual and group social behaviour, and the effect these policies have, or are likely to have, on the practice of behaviour management
2 analyse the roles and responsibilities of teachers in managing student behaviour, in partnership with parents and caregivers
3 identify and categorise appropriate data collection strategies and methods
4 demonstrate applied knowledge and understanding in designing and implementing Individual Education Plans (IEPs) within a mainstream educational framework
5 identify and apply proactive processes that lead to student engagement and support positive student behaviour, such as social skills training, conflict resolution, and cooperation
6 analyse a range of approaches to behaviour management, and synthesise the different approaches in developing an individualised and contextually driven management model.

On completion of this unit, students should be able to:

  1. demonstrate a knowledge of existing institutional policies relating to the management of individual and group social behaviour, and the effect these policies have, or are likely to have, on the practice of behaviour management
    • GA1:
  2. analyse the roles and responsibilities of teachers in managing student behaviour, in partnership with parents and caregivers
    • GA4:
  3. identify and categorise appropriate data collection strategies and methods
    • GA1:
    • GA4:
  4. demonstrate applied knowledge and understanding in designing and implementing Individual Education Plans (IEPs) within a mainstream educational framework
    • GA4:
  5. identify and apply proactive processes that lead to student engagement and support positive student behaviour, such as social skills training, conflict resolution, and cooperation
    • GA1:
    • GA7:
  6. analyse a range of approaches to behaviour management, and synthesise the different approaches in developing an individualised and contextually driven management model.
    • GA1:
    • GA7:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.