EPSE 433- Assessment and Positive Behavioural Support in School and Community Settings   (elective course )

The objective of EPSE 433 was learning to …”Conduct functional behaviour assessments and design positive behaviour support plans for individuals with significant behaviour problems in home and school settings.” UBC, EPSE.

 

 

 

EPSE 433 Positive Behaviour Support PLan

Taking this course supported classroom management strategies and promoted ways to implement self regulating behaviours for students with behavioural challenges. This was best met by developing a Behavioral Support Plan. Theory to application was transformative in nature as it was a practical exercise in identifying, analyzing, and synthesizing information. I implemented a behaviorial support plan with a lot of success. I found this course to be very practical and helpful for understanding learners who need behaviorial support. One article that stands out as significant for me is one about Positive Behaviour Support and Applied Behaviour Analysis by Johnston J.M. et al (2006). This article critiques the PBS strategies that framework this course and how to develop a support plan which was the major assignment. It gives explicit evaluations of PBS and describes the many variability in methods.

“If we teach today as we taught yesterday, we rob our children of tomorrow.” – John Dewey

References

Carr et al., (2002). Positive Behavior Support: Evolution of an Applied Science, State University of New York. Journal of Positive Behaviour Interventions. Volume 4, Number 1 Winter 2002, pages 4-16, 20.

Johnston, J.M. et al., (2006). Positive Behavior Support and Applied Behaviour Analysis, 2006 Spring;    29  (1): 51–74.

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