This course introduces students to positive, person-centred approaches for understanding and supporting behaviour in diverse learning environments.It equips pre-service pedagogues with the knowledge and skills necessary to support children or students in their future educational practice. It explores behaviour as a form of communication and examines how individual needs, emotions, relationships, and environmental factors influence their behaviors. Students will be introduced to key principles of positive behaviour support, neurodiversity, self-regulation, inclusive communication, and supportive learning environments. Through a blended learning approach combining online learning with face-to-face sessions, students will engage in case studies, interactive activities, group discussions, environmental audits, and collaborative design challenges. Students are expected to apply their learning to develop practical, inclusive strategies that promote positive behaviour, meaningful participation, and wellbeing in educational and community settings. References: Botha, M., Hanlon, J., & Williams, G. L. (2023). Does language matter? Identity-first versus person-first language use in autism. Autism, 27(1), 565?570. https://link.springer.com/article/10.1007/s10803-020-04858-w Beqiraj, L., Denne, L. D., Hastings, R. P., & Paris, A. (2022). Positive behavioural support for children and young people with developmental disabilities in special education settings: A systematic review. Journal of Applied Research in Intellectual Disabilities, 35(3), 719?735. https://onlinelibrary.wiley.com/doi/10.1111/jar.12989 Positive Behavioural Support Coalition. https://pbscoalition.com/ European Association for Behaviour Analysis. https://www.europeanaba.org/
Student can explain the key principles and values of positive behaviour support in inclusive learning environments. Student can interpret behaviour as a form of communication and identify possible underlying needs, emotions, and contextual factors.. Student can analyse the contextual factors and environmental events of behaviors using the ABC framework. Student can identify barriers to participation and wellbeing in learning environments. Student can develop proactive, person-centred strategies to support positive behaviour and meaningful participation. Student can apply respectful and inclusive communication strategies in challenging situations. Student can reflect critically on the ethical implications of behaviour support, including dignity, autonomy, choice, and participation.
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Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science.
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Koegel, L. K., Koegel, R. L., & Dunlap, G. (Eds.). (1996). Positive behavioral support: Including people with difficult behavior in the community.
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