023821 Inclusive Education: Behaviour

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject develops an understanding of the underlying causes of behaviour disorders in children and adolescents. It examines the intervention strategies that can be applied by teachers to prevent and support behaviours. Students learn how to identify the function of behaviours and develop intervention programs to support students.

Subject learning objectives (SLOs)

a.	Collect and interpret indirect and direct data on behaviour
b.	Identify the causes and function/s of student behaviour through Functional Behaviour Assessment and Risk Assessment
c.	Understand the contextual nature of behaviour and examine environmental triggers
d.	Understand the role of Positive Behaviour Support
e.	Select appropriate antecedent/consequence interventions to prevent/decrease inappropriate behaviours
f.	Identify and safely manage escalating aggressive behaviour chains
g.	Develop as critical readers of literature in the field of behaviour management which will carry through later professional practice

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Know students and how they learn (encourage self-knowledge, know yourself to engage, critically evaluate contexts; physical, social and emotional dimensions of learners, i.e. special needs) (1.1)
Know the content and how to teach it, demonstrating a broad knowledge of a teaching program to critically evaluate its delivery (1.2)
Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
Critically analyse and reflect on and synthesise theories of learning and teaching (2.2)
Assess, provide feedback and report on student learning (6.1)
Are effective communicators highly skilled in new literacies (6.3)
Are able to make well-informed contributions to contemporary debates pertinent to education. (6.4)

Contribution to the development of graduate attributes

Students will develop critical literacy skills necessary for continuous professional development. In addition it contributes to those aims concerned with use and development of professional knowledge and ethical and effective teaching practice.

This subject contributes to the following Course Intended Learning Outcomes:

1. Professional readiness
1.1) Know students and how they learn, with an ability to critically evaluate the physical, social and emotional dimensions of learners
1.2) Know the content and how to teach it, demonstrating a broad knowledge of a teaching program to critically evaluate its delivery
1.3) Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems
2. Critical and creative inquiry
2.2) Critically analyse and reflect on and synthesise theories of learning and teaching

6. Effective communication
6.1) Assess, provide feedback and report on student learning
6.3) Are effective communicators highly skilled in new literacies
6.4) Are able to make well-informed contributions to contemporary debates pertinent to education.

Teaching and learning strategies

Students will attend and actively participate in 9 x two-hour weekly tutorial on campus. Subject content is accessed via Canvas. For each topic students will be provided with readings and additional media (via Canvas) that needs to be reviewed prior to workshops and/or post-workshops, as advised on a weekly basis.

Content (topics)

The following are the topics that are covered in this course:

Defining challenging behaviours
Universal interventions underpinned by sound theory
Positive Behaviour Support
Introduction to Applied Behaviour Analysis (ABA)
Functional Behavioural Assessment (FBA)
Reductive practices in preventing and managing excess challenging behaviours
Rectification of deficit behaviours
Behaviour management strategies for students with various commonly occurring disabilities in the regular classroom
Planning, writing and evaluating behavioural intervention programs based on FBA

Assessment

Assessment task 1: Behaviour Intervention Plan

Objective(s):

a, b, c, d, e and g

Weight:

55%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Part A (20%) (group)	0
Clarity of operational definition of the problem behaviour	5	a	1.1
Accuracy in identifying missing information and how to collect it	5	a	1.2
Validity of hypothesis/es and identification of clear means of testing hypothesis/es with suggestions of likely behavioural responses	15	b, c	1.2
Clarity of the proposed competing behaviour models/pathway for behaviour	15	c, d	1.1
Clear and logical match of function to intervention strategy	5	e	1.2
Part B (35%) (individual)	0
Comprehensiveness in the array of intervention strategies	20	e	1.3
Clarity of the procedures for monitoring the BIP	10	a	6.1
Logical linkages between Interventions to manage routines and BIP	10	e	1.3
Accuracy and relevance of reference to, and synthesis of quality research literature	15	g	2.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Lead Peer Discussion

Objective(s):

Weight:

45%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Clarity and overview of key concepts/ issues	10	g	6.3
Evidence of wide and critical reading	10	g	6.4
Effectiveness in engaging and stimulating peer discussion and active learning	15	g	6.3
Critical reflectiveness in self-evaluation	10	g	2.2
Critical reflectiveness on peer�s lead discussions	55	g	6.4

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each tutorial. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one tutorial is missed, additional make-up work may/will be assigned. Students who fail to attend 8 of the tutorials may be refused to have their final assessment marked (UTS Rule 3.8).

Required texts

Compulsory weekly readings are available on Canvas