Early years behaviour support project (EYBSP)
Application of tele-classroom consulting (TCC) practices to support classroom teachers to meet the challenging and complex needs of students on the autism spectrum in the early years of schooling (5–8 years)
Autistic students present unique challenges to school systems and successful inclusion ensures these challenges are addressed and that the unique needs of autistic students are met. Challenging and complex behaviour is more frequent in children with autism, and without appropriate intervention these behaviours tend to persist across an individual’s lifespan. Positive behaviour support is one approach for reducing challenging behaviours that has received evidence-based support and is a comprehensive approach to assessment, planning and intervention for students who exhibit challenging behaviours.
This project will be implemented in a range of settings with the explicit aim of developing a model to support the needs of autistic children and their complex needs. The overall aims of the projects are:
(a) To gain a comprehensive profile of the high impact social, emotional and behavioural needs of a sample of autistic early year learners and to assess the impact on their participation and engagement in educational settings
(b) To identify the needs of a sample of educators within educational contexts to effectively manage and support autistic early year learners with complex needs
(c) To describe the goals identified by a sample of parents, students and educators that form the basis of intervention and support of autistic early year learners with complex needs
(d) To identify information gathering, intervention processes and models of service delivery that can be successfully utilised – which will not only effectively support the complex needs of the students but also meet the needs of a range of educational contexts
(e) To identify inclusive educational applications that can support the needs of teachers, parents and students with autism with complex and challenging needs across a range of educational settings
(f) To develop, trial and evaluate innovative support practices using a suite of TCC practices through a multidisciplinary model within rural and remote regions of Australia
(g) To determine the outcomes of behavioural interventions and support in terms of goal attainment, client satisfaction (children parents, educators), skill acquisition, and mastery, participation and engagement for a sample of children in a range of educational contexts.
Reports and Documents
- Beth Saggers, Queensland University of Technology