This training is designed as the third part to a series of trainings in behaviour management within the classroom. A basic knowledge of behaviour functions required prior to attending this course (attendance to part one is recommended but not a requirement).This course focuses on the implementation of functional communication training to increase appropriate language skills while reducing challenging behaviours. Reduction of challenging behaviour and improvement in communication abilities can help promote inclusion within the classroom environment. Within almost every classroom setting there is at least one student who exhibits some form of challenging behaviour which not only disrupts and minimises their learning but limits learning opportunities for those around them. Dealing with these challenging behaviours after they happen can be costly in both time and resources further removing teaching opportunities from the class as a whole. In addition to the logistical issues surrounding this type of behaviour management, reactive responses to challenging behaviour are only short term solutions; they do not focus on why the behaviour is happening, how to prevent it or how to teach an appropriate alternative. As such reactive responses (alone) to challenging behaviour will have limited impact on long term success. In contrast, implementation of simple, positive, support strategies can foster improved attending, participation and inclusion within the classroom.
Educators will leave the course with
A simple assessment tool for use within the classroom. The tool will guide educators in identifying challenging behaviour and why it is happening
Theoretical knowledge of functional communication training; how to implement it, how to individualise it for different student needs, how to teach it and manage it within the classroom setting.
Practical knowledge on how implementation of such positive behaviour supports can help establish inclusive opportunities within the classroom by focusing on the increase of appropriate behaviour rather than the decrease of challenging behaviour.
The course includes a remote supervision session to be completed after the training; attendees will be given the opportunity to video themselves implementing the suggested strategies within their own classroom for feedback and support from the trainers.
Completing this course will contribute to 2 hours of NESA Registered PD addressing standards 4.1.2 (supporting student participation), 4.2.1 (managing challenging behaviour), 5.1.2 (assessing student learning), 5.3.2 (making consistent and comparable judgements) 6.2.2 (engaging in professional learning and improving practice) and 6.3.2 (engage with colleagues and improve practise) from the Australian Professional Standards for teachers maintaining proficient teacher accreditation in NSW.