Handbook
Unit
EDF5687 - Evidence-
based instructional
design
Overview
In this unit, you will be introduced to evidence-based
instructional tactics for teaching learners with diverse
needs. We will explore child development from a
behaviour analytic perspective, with an emphasis on
communication, language, social, and emotional
development. You will learn to select meaningful
intervention goals and strategies based on the learners
strengths, needs, preferences, supporting
environments, risks, constraints, and social validity. We
will explore how and when to use evidence-based
instructional tactics (including shaping, chaining,
discrete trial teaching, natural environment teaching,
multiple exemplar instruction, and precision teaching)
and how to use data to inform teaching decisions and
clinical problem solving. We will also review strategies
for promoting maintenance and generalisation of skills,
with an emphasis on facilitating the social inclusion of
our learners. This unit primarily aligns with sections 2G
and 2H of the BACBs 5th Edition Task List.
Faculty:
Faculty of Education
Faculty of Education
Owning organisational unit:
Faculty of Education
Study level:
Postgraduate
SCA band:
SCA Band 4
EFTSL:
0.125
Credit points:
6
Open to exchange or study abroad students?
No
Offerings
S1-01-CLAYTON-BLENDED
Location: Clayton
Teaching period: First semester
Attendance mode: Activities scheduled as a mix of
on-campus and online activities (BLENDED)
S2-01-CLAYTON-BLENDED
Location: Clayton
Teaching period: Second semester
Attendance mode: Activities scheduled as a mix of
on-campus and online activities (BLENDED)
Requisites
Prohibition
Behaviour
analysis:
12 Implementation
EDF5681
CP and
experimental
methods
Prerequisite
Concepts and
6
EDF5684 principles of
CP
learning
Measurement,
data analysis
6
EDF5686 and
CP
experimental
design
Rules
Enrolment Rule
Must be enrolled in D6015 or D6017
Contacts
Chief Examiner(s)
Associate Professor Erin Leif
Email: [email protected]
Offering(s):
Applies to all offerings
Unit Coordinator(s)
Associate Professor Erin Leif
Email: [email protected]
Offering(s):
Applies to all offerings
Learning outcomes
On successful completion of this unit, you should be
able to:
1. interpret the results of behaviour analytic
skills assessments
2. identify potential interventions based on
assessment results and the best available
scientific
evidence
3. recommend intervention goals and
strategies based on such factors as client
preferences,
supporting environments, risks, constraints,
and social validity
4. identify select, and teach new behaviours
using a variety of evidence-based teaching
tactics
5. make data-based decisions about the
effectiveness of teaching and the need for
effectiveness of teaching and the need for
teaching
revision
6. use procedures to promote maintenance and
generalisation of behaviour change
Teaching approach
Active learning
You will be provided with the opportunity to engage with
relevant literature and resources. Further, you will be
encouraged to deepen your understanding of topic
areas through collegial discussion and debate, and by
participating in activities designed to extend your
understanding.
Assessment
1 - Individual learning plan (2000 words
or equivalent)
Value %: 50
2 - Skill acquisition procedure (2000
words or equivalent)
Value %: 50
3 - Directed online learning activities
Hurdle type: Competency
Hurdle description:
Students must complete at least 90% of the directed
online learning activities in order to pass the unit
Scheduled and non-scheduled
teaching activities
Tutorials
Total hours: 24 hours
Offerings:
Applies to all offerings
Workload requirements
Workload
The minimum total expected workload to achieve the
learning outcomes for this unit is 144 hours per
teaching period comprising a mixture of scheduled
learning activities and independent study.
Usually, you can expect to engage with:
• 12 hours of scheduled learning delivered on campus
via weekly/regular directed learning activities, plus 33
hours of scheduled learning delivered online via a
combination of synchronous and asynchronous directed
learning activities and the remaining hours to be
allocated towards self-directed/independent study
OR
• 45 hours of scheduled learning delivered online via a
combination of synchronous and asynchronous directed
learning activities and the remaining hours to be
allocated towards self-directed/independent study^
^ International students studying in Australia are not
permitted to undertake this scheduled learning delivery
mode.
Scheduled learning activities may include a
combination of teacher directed learning, peer directed
learning and online engagement.
Learning resources
Recommended resources
Please visit the unit Moodle site for further information.
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