<p>Conducting a functional behaviour assessment (FBA)</p>

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Report A2 of 2

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.

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Building Positive Behavior Support Systems in Schools: Functional behavioral assessment

EDU8509-TR1-OL-TWMBA

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Weekly 2 hour online tutorials for 10 weeks

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EDU8509 - Positive Behaviour Support within School Contexts

Positive Behaviour Support within School Contexts

communicate Education Queensland legislation, policy and documents relevant to behaviour support (Assignment 1);

acquire and employ a repertoire of positive behaviour support strategies to build teacher capacity (Assignment 1 & 3);

explain positive behaviour support principles programs and functional behavioural assessment strategies and how these apply within school contexts (Assignment 1 & 2);

identify key stakeholders and collaborative processes to employ a team-based approach to positive behaviour support (Assignment 2 & 3);

outline the history and current context of positive behaviour support and functional behavioural assessment (FBA) (Assignment 1);

demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 2 & 3).

critically examine the diversity of contexts within which functional behavioural assessment is applied and positive behaviour supports are implemented (Assignment 2 & 3);

communicate the functional behavioural assessment process and write an individualised behaviour support plan (BSP) (Assignment 2 & 3);

UniSQ Handbook

EDU8509 - Positive Behaviour Support within School Contexts

1 Unit