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Behaviour and Learning (EDUC90290)
Graduate courseworkPoints: 12.5On Campus (Parkville) and Online
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
March
March
Semester 2 (Extended)
Semester 2 (Extended)
Overview
| Availability | March - On Campus March - Online Semester 2 (Extended) - On Campus Semester 2 (Extended) - Online |
|---|---|
| Fees | Look 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: 10 February 2024
Eligibility and requirements
Prerequisites
Admission into the 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
Or permission of Coordinator
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*:
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Understanding Education in Context |
Semester 1 (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
| EDUC90930 | Local Literacies in Global Contexts |
Semester 1 (Dual-Delivery - Parkville)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 1 (Dual-Delivery - Parkville)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships |
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
*Students that commenced their course prior to 2021 may have completed EDUC90830 in place of EDUC91029, and EDUC90900 in place of EDUC91030:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90830 | The Student as Learner |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC90900 | Resilience and Relationships |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
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: 10 February 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Online quiz about behavioural theories and key behavioural concepts
| Week 4 | 10% |
Critical review of tier one behavioural supports being used in education settings
| Mid semester | 30% |
Case study – function-based assessment of behaviour and development of interventions
| During the examination period | 60% |
| 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 period | N/A |
Last updated: 10 February 2024
Dates & times
- March - On Campus
Coordinator Lisa McKay-Brown Mode of delivery On Campus (Parkville) Contact hours 24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 2 March 2024 Pre teaching requirements During the pre-teaching period, students are expected to engage with materials on the LMS. Teaching period 16 March 2024 to 1 June 2024 Last self-enrol date 4 March 2024 Census date 5 April 2024 Last date to withdraw without fail 10 May 2024 Assessment period ends 24 June 2024 March contact information
- March - Online
Coordinator Lisa McKay-Brown Mode of delivery Online Contact hours 24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 2 March 2024 Pre teaching requirements During the pre-teaching period, students are expected to engage with materials on the LMS. Teaching period 16 March 2024 to 1 June 2024 Last self-enrol date 4 March 2024 Census date 5 April 2024 Last date to withdraw without fail 10 May 2024 Assessment period ends 24 June 2024 March contact information
- Semester 2 (Extended) - On Campus
Coordinator Anthea Naylor Mode of delivery On Campus (Parkville) Contact hours 24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 13 July 2024 Pre teaching requirements During the pre-teaching period, students are expected to engage with materials on the LMS. Teaching period 22 July 2024 to 26 October 2024 Last self-enrol date 26 July 2024 Census date 2 September 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 18 November 2024 Semester 2 (Extended) contact information
- Semester 2 (Extended) - Online
Coordinator Anthea Naylor Mode of delivery Online Contact hours 24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 13 July 2024 Pre teaching requirements During the pre-teaching period, students are expected to engage with materials on the LMS. Teaching period 22 July 2024 to 26 October 2024 Last self-enrol date 26 July 2024 Census date 2 September 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 18 November 2024 Semester 2 (Extended) contact information
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: 10 February 2024
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:
Type Name Course Graduate Certificate in Learning Intervention Course Master of Learning Intervention Course Master of TESOL Course Master of Modern Languages Education Course Master of Education Specialisation (formal) Deaf Education Specialisation (formal) Disability Specialisation (formal) Learning Difficulties - 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.
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: 10 February 2024