Learning Outcomes:

1. 1. 1. Act independently to learn about behaviours that may be considered challenging and the role and function of the multidisciplinary / agency team in assessing and supporting those who challenge.
      2. Act independently to research the various strategies (non-therapeutic) that can be implemented with students exhibiting challenging behaviour.
      3. Integrate knowledge from various sources and outline a range of specific assessment tools/methods and therapeutic interventions, including family therapy, behavioural therapy, cognitive therapy and other complementary therapies that can be used for students exhibiting challenging behaviour.
      4. Act independently to learn about the associations and differences between challenging behaviour and mental ill-health.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

75% [2K] assignment/25% individual presentation

Total Contact Hours:

45

Supervised Placement and Practice Hours:

0

Self-Study Hours:

80

Assessment Hours:

25

Learning Outcomes:

1. 1. 1. Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Expressive Language difficulties
      2. Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Reading Difficulties
      3. Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Receptive Language Difficulties
      4. Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Mathematic Difficulties

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

75% resources toolkit; 25% [2K] assignment

Total Contact Hours:

60

Supervised Placement and Practice Hours:

0

Self-Study Hours:

110

Assessment Hours:

30

Learning Outcomes:

1. 1. 1. Act independently to observe and assess a child’s play and social skills, and identify the characteristics of a socially competent child
      2. Integrate knowledge from various sources to explain strategies for helping and encouraging children with communication and language difficulties when they play, including social stories;
      3. Act independently to learn about a child’s sensory integration skills, describe the hidden senses and explain what sensory integration disorder means
      4. Interact with families through effective communication strategies

Mode of Teaching:

Lectures/  synchronous/ asynchronous

Mode of Assessment:

100% [2K] assignment

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Act independently to learn how to observe and assess (functional assessments) a school-aged student’s communication skills and recognise different types and stages of communication;
      2. Integrate knowledge from various sources to list appropriate strategies and procedures when confronted with challenging behaviours in school-aged students with autism.
      3. Instruct team members on appropriate activities to help school-aged students learn self-regulation
      4. Act independently to develop effective strategies that can assist school-aged students on the Autism Spectrum in their learning and also in their socio-emotional realm.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

100% [2K] assignment

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15