Behaviour and Learning (EDUC90290)

Graduate courseworkPoints: 12.5On Campus (Parkville) and Online

You’re viewing the 2025 Handbook:
Or view archived Handbooks

Overview

Availability
Semester 1 (Early-Start) - Online
Semester 1 (Early-Start) - On Campus
August - On Campus
August - Online
FeesLook up fees

This subject examines theory and interventions for developing learning environments using positive behaviour support. Critical theoretical perspectives that underpin working effectively with behaviours of concern will be explored. The subject will assist students to understand how to use multi-tiered systems of support to promote positive behaviours, including School-wide Positive Behaviour Support. There will be a focus on understanding the communicative function of behaviour and the functional relationship between environment and behaviour. The impact of behaviour on school engagement will be investigated and explore how systems may limit access to education for students who may be exhibiting behaviours of concern. The importance of using function-based interventions for all learners including those who require more targeted or individualised responses will be examined. Students will demonstrate the use of function-based thinking and functional behaviour assessment to support learners. 

Intended learning outcomes

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

  • Review and contrast major theoretical perspectives of behaviour.
  • Recognise that behaviour is a form of communication and investigate the functional relationship between environment and behaviour.
  • Examine frameworks for promoting positive behaviour including the use of multi-tiered systems of support.
  • Analyse the prevalence and impacts of behaviours of concern on engagement with schooling.
  • Apply interventions for behaviours of concern within a tiered framework.
  • Collaborate with caregivers and professionals in the process of developing behavioural interventions.

Generic skills

This subject will develop the following set of key transferable skills:

  • Critical reasoning and thinking
  • Problem solving
  • Communication
  • Evidence based decision making
  • Teamwork and professional collaboration

Last updated: 4 March 2025

Eligibility and requirements

Prerequisites

Prerequisites

Admission into or selection of one of the following:

  • MC-LI Master of Learning Intervention
  • GC-LI Graduate Certificate in Learning Intervention
  • MC-ED Master of Education
  • MC-TESOL Master of TESOL
  • MC-INSLEAD Master of Instructional Leadership

Students in the 200-point program of the Master of Education, Master of TESOL or Master of Modern Languages Education, must have completed the following four compulsory subjects*:

Students that commenced their course prior to 2021 may have completed EDUC90830 in place of EDUC91029, and EDUC90900 in place of EDUC91030:

Or permission of Coordinator

Corequisites

None

Non-allowed subjects

None

Recommended background knowledge

This subject is recommended for students with the following background knowledge:

  • practical experience in teaching; or
  • practical experience working in allied health within educational settings.

Inherent requirements (core participation requirements)

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home

Last updated: 4 March 2025

Assessment

DescriptionTimingPercentage

Online quiz about behavioural theories and key behavioural concepts

  • 500 words (equivalent)
Week 410%

Critical review of tier one behavioural supports being used in education settings

  • 1500 words
Mid semester30%

Case study – function-based assessment of behaviour and development of interventions

  • 3000 words
During the examination period60%
Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). Throughout the teaching periodN/A

Last updated: 4 March 2025

Dates & times

  • Semester 1 (Early-Start) - Online
    CoordinatorAnthea Naylor
    Mode of deliveryOnline
    Contact hours24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities)
    Total time commitment170 hours
    Pre teaching start date17 February 2025
    Pre teaching requirementsDuring the pre-teaching period, students are expected to engage with materials on the LMS.
    Teaching period 1 March 2025 to 1 June 2025
    Last self-enrol date28 February 2025
    Census date31 March 2025
    Last date to withdraw without fail 9 May 2025
    Assessment period ends27 June 2025

    Semester 1 (Early-Start) contact information

    Anthea Naylor <anthea.naylor@unimelb.edu.au>

  • Semester 1 (Early-Start) - On Campus
    CoordinatorAnthea Naylor
    Mode of deliveryOn Campus (Parkville)
    Contact hours24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities)
    Total time commitment170 hours
    Pre teaching start date17 February 2025
    Pre teaching requirementsDuring the pre-teaching period, students are expected to engage with materials on the LMS.
    Teaching period 1 March 2025 to 1 June 2025
    Last self-enrol date28 February 2025
    Census date31 March 2025
    Last date to withdraw without fail 9 May 2025
    Assessment period ends27 June 2025

    Semester 1 (Early-Start) contact information

    Anthea Naylor <anthea.naylor@unimelb.edu.au>

  • August - On Campus
    CoordinatorLisa McKay-Brown
    Mode of deliveryOn Campus (Parkville)
    Contact hours24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities)
    Total time commitment170 hours
    Pre teaching start date21 July 2025
    Pre teaching requirementsDuring the pre-teaching period, students are expected to engage with materials on the LMS.
    Teaching period 9 August 2025 to 25 October 2025
    Last self-enrol date24 July 2025
    Census date15 August 2025
    Last date to withdraw without fail 3 October 2025
    Assessment period ends14 November 2025

    August contact information

    Lisa McKay-Brown <lisamb@unimelb.edu.au>

  • August - Online
    CoordinatorLisa McKay-Brown
    Mode of deliveryOnline
    Contact hours24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities)
    Total time commitment170 hours
    Pre teaching start date21 July 2025
    Pre teaching requirementsDuring the pre-teaching period, students are expected to engage with materials on the LMS.
    Teaching period 9 August 2025 to 25 October 2025
    Last self-enrol date24 July 2025
    Census date15 August 2025
    Last date to withdraw without fail 3 October 2025
    Assessment period ends14 November 2025

    August contact information

    Lisa McKay-Brown <lisamb@unimelb.edu.au>

What do these dates mean

Visit this webpage to find out about these key dates, including how they impact on:

  • Your tuition fees, academic transcript and statements.
  • And for Commonwealth Supported students, your:
       -  Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
     

    Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.

Last updated: 4 March 2025

Further information

  • Texts

    Prescribed texts

    Dunlap, G., Iovannone, R., Kincaid, D., et al. (2019). Prevent, teach, reinforce : the school-based model of individualized positive behavior support (2nd ed.). Baltimore, MD: Paul H Brookes.

    or

    Dunlap, G., Wilson, K., Strain, P., & Lee, J. K. (2013). Prevent, teach, reinforce for young children: the early childhood model of individualized positive behavior support. Baltimore, MD: Paul H Brookes.

  • Related Handbook entries

    This subject contributes to the following:

    TypeName
    CourseMaster of Learning Intervention
    CourseMaster of TESOL
    CourseGraduate Certificate in Learning Intervention
    CourseMaster of Education
    CourseMaster of Modern Languages Education
    Specialisation (formal)Disability
    Specialisation (formal)Learning Difficulties
    Specialisation (formal)Deaf Education
  • Links to additional information

    Faculty of Education: https://education.unimelb.edu.au/

  • Available through the Community Access Program

    About the Community Access Program (CAP)

    This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.

    Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants

    Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.

    Additional information for this subject

    Approval of Subject Coordinator is required to enrol in this subject.

Last updated: 4 March 2025