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QQI Level 6 Positive Behavioral Support Assignment Example Ireland

This assignment sample discusses the course on “Positive Behavioral Support” having course code 6N2215. Successful finishing of the course in context leads to granting of award (Minor) to the Irish students.

The objective of the award is to make the learners know about Positive Behavior and Support and how it acts as a model for helping individuals having challenging behaviour.

The assignment sample also discusses the course learning outcomes, the assessments, and assessment techniques that are used to evaluate the skills and competencies of the students attending the course.

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Positive Behavioral Support (6N2215) Level 5 Course Important Learning Outcomes

The following are the learning outcomes for studying the course on Positive Behavioral Support (6N2215):-

What are the stages of a positive-behaviour-support model?

This course on Positive Behavioral Support (6N2215) discusses the stages of the positive behaviour support model. These include developing a behaviour and support team, using a person-centred plan, assessing functional behaviour, developing hypotheses, develop a behaviour support plan, monitoring the outcomes.

Need for non-aversive interference

To support positive behaviour often there is a requirement for non-aversive interference. The course in this context explains the need for such interference in detail.

What are the parts of multi-element PBS?

Three main parts of a multi-element PBS are teaching skills for replacement, strategies for prevention, responses to behaviours that are challenging. The course in context discusses all these things in detail.

Understanding target behaviour

Behaviours are expected to be observable and they are expected to be measurable as well as repeatable. The course helps the students and learners to understand target behaviours in operational terms.

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Understanding the concept of functional analysis

Functional analysis is a process to comprehend the working of a complicated system. The course on Positive Behavioral Support (6N2215) helps the learners to know more about this in detail.

Why environmental accommodations are important?

Environmental accommodations are useful for students as they help to accommodate students with learning disabilities. For more on this read the course in context.

What are the categories of skills teaching?

These categories include reading, writing, listening, speaking properly. The course on Positive Behavioral Support (6N2215) discusses these categories in detail and it also discusses the importance of these categories.

Evaluate communicative and cognitive skills

The course in this context helps the students or learners to evaluate communicative and cognitive skills. Persons with disabilities lack such skills.

Detect a functional skill using assessment data

There are several functional skills like convey or exchange information, know-how, and notions. The course helps the students to detect such skills using assessment data.

What is the importance of direct intervention?

The course helps the learners to understand the significance of direct information. It also helps to spot various types of rewarding contracts.

What are the stages in crisis development?

The course on Positive Behavioral Support (6N2215) helps the students to know the various stages in crisis development. It also helps them to know about the stages of verbal escalation.

Why there is a need for crisis intervention (non-violent)?

Understand the requirement for crisis intervention (non-violent). Also know the various types of reactive strategies. For that learn the course on Positive Behavioral Support (6N2215).

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Other Learning Outcomes

The other learning outcomes are discussed as follows:-

  • The course helps the students to build a hypothesis regarding behavioural functions based on evidences.
  • The course on Positive Behavioral Support (6N2215) also furnishes instances of environmental accommodations.
  • The course in context helps the students and learners to design environmental accommodations based on results of behavioural evaluations, functional analysis (behaviour). It also helps the learners to utilize information from person-centred plans.
  • The course helps the students to design skill-teaching programs. For that, it uses assessment data as also objectives from the plans that are person-centred. It also emphasized community inclusion.
  • The course in context demonstrated skills while utilizing prompts, fading techniques, reinforces.
  • The course on Positive Behavioral Support (6N2215) also helps to design (direct intervention) using assessment data.
  • The course also demonstrated know-how of behavioural-reward contract, antecedent control, co-operation training, and satiation.
  • Positive Behavioral Support (6N2215) also helped students to design a plan (reactive) based on assessment evidence.
  • The course helps to collect as well as record pertinent background information of individuals having challenging behaviour.
  • Positive Behavioral Support (6N2215) also helps to analyze based on information related to behaviour evaluation.
  • The course in context also helps to do a functional analysis of behaviour.
  • The course also helps in demonstrating skills while incorporating team members for recording and observing data.
  • The course also helps to design a multi-element PBS plan using behavioural evaluations as well as functional analysis (behaviour). Such plans encompass the objectives (person-centred) and help to promote inclusion at the community level.
  • The course also helps to communicate with families as well as team members about the different components of a plan about PBS.
  • The course also helps in developing plans for the setting up of environmental accommodations. It also provides information on setting up environmental accommodations that are in context with PBS.
  • The Positive Behavioral Support (6N2215) also helps the students and learners to plan a teaching program about communication skills that are augmentative.
  • The course also plans the setting up of direct interventions.
  • The course in context also assists in observing and recording various challenging behavior incidents. It also helps in the creation of graphical representations of such incidents.
  • The course in context also helps the Irish learners and students to complete a review (periodic-service). It also helps them to pen down progress reports.
  • This is a limited worded assignment sample and therefore as students and learners, you can know more about the course learning outcomes by referring to the course in context.

Obtain Positive Behavioral Support (6N2215) Assignment QQI Level 6 from qqiassignments.com

Students pursuing the course on Positive Behavioral Support (6N2215) are required to sit for assessments after the completion of the course. The assessors are all certified by the QQI. The successful students are awarded the certifications (Minor).

The assessors use suitable assessment techniques and plan to assess the knowledge and skills of the students who have participated in the course curriculum. The students are required to sit for portfolio or collection of work (70%) and they are required to sit for examination theory (30%).

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