Engaging in Positive Behaviour Support Practices

Overview

Effective educators build safe and respectful learning environments. This course offers practical, proactive strategies to manage classroom behaviour positively and inclusively. Positive behaviour support (PBS) is progressively being adopted by state and national governments as a preferential model to address behaviours of concern displayed by individuals with diverse needs.

This programme, comprised of three modules, will provide essential knowledge relating to functional behaviour assessment and individualised behaviour support planning. Overall, the programme will equip participants with essential skills to develop and implement PBS strategies with confidence, and to meet part of the requirements for registration as a Core Behaviour Support Practitioner

Who is this course designed for?

Teachers, teaching assistants, learning support staff, and school counsellors

Eligibility Criteria

This programme does not require prior study, but will be best suited to educators, disability support workers, and allied health professionals.

Instructors’

Facilitated by behavioural psychologists and inclusive education consultants.

Course Objectives

Understand behaviour as communication.
Implement initiative-taking classroom management strategies.
Support students through positive reinforcement and relationship-building.

Course Fee

AED 2379 + VAT (AU$ 610)

Rebates and Bursaries

Contact us at [email protected] or call +971 4 279 1464 to determine your eligibility for a course fee reduction.

Course Outline

- Module One: Foundations of Functional Behaviour Assessment and Positive Behaviour Support
  - The medical, social, and human rights models of disability
  - The purpose of the United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD)
  - The relationship between the UN-CRPD Convention and Australian education and disability policy and legislation
  - Key components of functional behaviour assessment and individualised positive behaviour support in schools, homes, and community-based settings
  - Features of capable environments
  - Components of person-centred planning
  - Components of active support
  - Components of support decision-making
  - What capable environments, person-centred planning, active support, and supported decision-making might be used to protect and uphold the rights of people with disabilities
  - The roles and responsibilities of professionals who conduct functional behaviour assessments and develop individualised positive behaviour support plans
  - Identifying and building your current scope of competence in functional behaviour assessment and positive behaviour support
  Module Two: Understanding Behavioural Function and the Components of a Functional Behaviour Assessment
  - The purpose of a functional behaviour assessment.
  - Core components of a functional behaviour assessment
  - Compare and contrast topography (what the behaviour looks like) and function (why it occurs)
  - Compare and contrast setting events, motivating operations, antecedents, and consequences
  - Common functions of behaviour
  - Considerations for selecting and defining a behaviour as part of a functional behaviour assessment
  - Indirect assessments and direct observational assessments
  - Strategies for conducting a record review as part of a functional behaviour assessment
  - Strategies for conducting an open-ended interview as part of a functional behaviour assessment
  - Strategies for conducting a closed-ended checklist or rating scale as part of a functional behaviour assessment
  - Strategies for conducting a descriptive assessment as part of a functional behaviour
  - Strategies for conducting an ecological (or environmental) assessment as part of a functional behaviour assessment
  - Strategies for identifying a person’s likes, strengths, and preferences as part of a functional behaviour assessment
  - Strategies for identifying a person’s method of communicating as part of a functional behaviour assessment
  - Components of a functional behaviour assessment report
  Module Three: Strategies for Designing and Implementing Skill-Based Positive Behaviour Support Plans
  - Evidence-based practice
  - Interim plan and a positive behaviour support plan
  - Skill-based positive behaviour support plan
  - Proactive positive behaviour support strategies
  - Functional replacement behaviours
  - Selecting a functional replacement behaviour
  - Teaching a functional replacement behaviour
  - Non-aversive reactive strategies
  - Types of restrictive practices
  - Basic strategies for reducing and eliminating the use of restrictive practices
  - How and when to report the use of a restrictive practice
  - Ways to enhance safety when addressing high risk behaviours of concern
  - How to monitor the effectiveness of a positive behaviour support plan
  - The relationship between positive behaviour support and quality of life

Delivery Hours and Duration

Self-paced online learning: 12 hours, plus approximately 10 hours of independent study.

Course Testing and Evaluation Methods

There is no assessment associated with this programme.

Accreditations

You will receive a Certificate of Completion from the Faculty of Education, Monash University.

Pending KHDA approval – Certificate of Completion issued by BUiD – PDI.

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