behaviour management

This course is ideal for anyone who works in education or other settings, including teachers, teacher’s aids or classroom support officers. The Certificate of Behaviour Management is a professional development course that will give you proven behaviour management strategies to guide the responsible behaviour of children and young people within an educational context.

In this online behaviour management course, you will discover a range of strategies to help children self-regulate their behaviour in a safe and supportive environment. You will learn about learning styles, different developmental stages, learning difficulties and developmental changes, and understand how to apply flexible and positive support techniques to meet the educational needs. You will also discover the tools and techniques required to support both individual and group plans for developing cooperative behaviour.

Learning Outcomes

Outcomes achieved by undertaking behaviour management courses include:

• Learning how to support the behaviour of children and young people
• Exploring safe and support environments
• Studying the six principles of NQS
• Gaining insights into learning styles and participation
• Examining inclusive gender and language
• Understanding cultural diversity and adapting to differences
• Learning about developmental challenges and mental health issues
• Exploring environmental factors and flexibility
• Studying positive support techniques
• Gaining insights into behaviour expectations
• Understanding positive enforcement and self-control
• Learning about the CRC approach
• Exploring ADD/ADHD guidelines
• Studying communication techniques
• Gaining insights into redirecting behaviour
• Examining how to defuse situations
• Understanding data collection and how to record observations
• Learning about ABC charts and scatter plots
• Exploring anecdotal notes and problem behaviour questionnaires
• Studying additional support needs
• Gaining insights into behaviour management
• Understanding goals and objectives
• Learning how to identify areas of concern
• Exploring personalised support plans
• Studying the implementation process
• Gaining insights into monitoring new strategies
• Understanding how to adapt support levels
• Learning about body language and behavioural cues
• Exploring the signs of distress
• Studying how to establish and implement plans for developing cooperative behaviour
• Gaining insights into initiating strategies and managing behaviour

And more!

The Six Principles of the NQF

In terms of working in education or any settings with children or young people, when you study behaviour management courses you will become familiar with the Australian National Quality Framework (NQF). The objectives of the NQF are to:

• Ensure the safety, health and wellbeing of children attending education and care services.
• Improve the educational and developmental outcomes for children attending education and care services.
• Promote continuous improvement in the provision of quality education and care services.
• Establish a system of national integration and shared responsibility between participating jurisdictions and the Commonwealth in the administration of the NQF.
• Improve public knowledge and access to information about the quality of education and care services.
• Reduce the regulatory and administrative burden for education and care services by enabling information to be shared between participating jurisdictions and the Commonwealth.

 

The six guiding principles of the NQF are:

#1 – The Rights and Best Interests of the Child are Paramount

The NQF aligns with the United Nations Convention of the Rights of the Child. This treaty ensures that children have the right to be free from abuse, violence and neglect, have the opportunity to thrive, be heard, take action and be accountable, and to be engaged in civics and citizenship. A rights-based approach to delivering care and education means understanding these rights and implementing practice which reflects them.

#2 – Children are Successful, Competent and Capable Learners

The NQF views children as capable learners who “actively construct their own understandings and contribute to others’ learning”. It recognises children’s capacity to initiate and lead learning and their rights to participate in decisions that affect them, including their learning.

Viewing children as decision makers and active participants opens up possibilities for educators to move beyond pre-conceived expectations about what children can achieve. This requires educators to respect and work with each child’s unique qualities and abilities.

#3 – Equity, Inclusion and Diversity Underpin the Framework

The NQF recognises all children’s right and capacity to succeed regardless of abilities, diverse circumstances and cultural background. Inclusion is an approach where diversity is celebrated. It requires educators to hold high expectations for the learning and development of all children, and recognises that every child treads an individual learning path and will progress in different and equally meaningful ways.

In recognising each child’s experience of learning and development, educators can implement equitable, responsive and individualised opportunities, and implement additional support if barriers to success are identified.

#4 – Australia’s Aboriginal and Torres Strait Island Cultures are Valued

The NQF is underpinned by a commitment to “Closing the Gap” and acknowledges Australia is a nation of great diversity, and an ancient land that has been cared for by Indigenous Australians for many thousands of years. Education and care services have a shared responsibility to contribute to building a sustainable environment and better society and to support children, families, colleagues and the local community to understand, respect and value diversity.

Through all aspects of their practice, educators should challenge bias and stereotyping. They should find sensitive and respectful ways to negotiate tensions that may arise, for example, because of differing beliefs, values and expectations within a local context, and within the broader contexts of Australian society. Educators should take every opportunity to extend children’s understanding of their local context and of their wider world.

#5 – The Role of Parents and Families is Respected and Supported

The NQF acknowledges a view of children in the context of their family and community, and that families are children’s first and most influential teachers. It is envisaged that education and care services will actively seek out partnerships and develop secure respectful relationships to ensure families are informed, consulted and supported in regards to their child’s learning and development.

#6 – Best Practice is Expected in the Provision of Education and Care Services

Inherent within the NQF is a commitment to striving for “best practice” and continuous improvement. While the NQF does not prescribe what best practice looks like, it encourages education and care services to draw on a range of the current theory and understandings about early and middle childhood. This can provide educators with an understanding of the best and most suitable practice in the unique and changing context of their services.

 

What is ABC Data?

Behaviour management courses like our Certificate of Behaviour Management that focus on children or young people, often touch on data, in particular ABC data. But what is it exactly?

ABC data stands for Antecedent (A), Behaviour (B) and Consequence (C) data, and is often referred to as the ABCs of behaviour. This data can help behaviour analysts and those in education settings identify patterns of behaviour.

Triggers or antecedents to behaviours of concern may include common situations such as having preferred items or activities restricted. Examples include when a student is undertaking independent work, when they are asked to put away their iPad or they are required to complete a difficult or less-preferred academic task or school routine.

Knowing the elements (antecedents) that trigger a student’s reaction (behaviour) and how peers and educators respond to the behaviour (consequences) can provide useful information as to why the behaviours continue.

When combined, this information can ultimately guide educators in developing effective interventions. Assisting teams with changing the environment, adapting the ways in which they respond to behaviours of concern, and improving young peoples’ fine motor skills can all prevent or reduce the future likelihood of these behaviours.

How is ABC data collected?

ABC data is collected by one or more staff members who frequently work or interact with a student. It can be collected over two or three days or several weeks, depending on how often the student attends school and how often behaviours of concern are observed.

Data may be collected throughout the day or for specified periods of time in which the behaviours are more likely to occur. The goal is to gather enough information to develop a firm hypothesis regarding the student’s behaviours that will assist with the development of effective strategies or interventions.

 

Gain confidence in your ability to use proven techniques and strategies to manage the behaviour of children and young people in a positive and supportive way with behaviour management courses, such as our Certificate of Behaviour Management.