EDIP604

Assessment 2
Assessment Task 2
Case Study – Personalised Behaviour Plan
Assessment Task 2
Case Study – Personalised Behaviour Plan
PART A (30%)
…requires you to develop a positive personalised behaviour plan for a
student who has complex needs. The plan needs to focus on
collaborative team approach and includes strategies lead/support
colleagues, parents and caregivers to build their capacity to support
the case study student and others within the school or educational
setting.
• Might collaborate with others
• Include how you (might/could/did) collaborate
• Possible collaborators
• Support with research as you go
Assessment Task 2
Case Study – Personalised Behaviour Plan
PART A (30%)
 …This task can be completed by participants relevant to the role you play/plan to play in
schools or educational setting (e.g., classroom teacher, executive teacher, Principal, Support
teacher, etc.). Please carefully review the marking criteria set out in the rubrics before
commencing. Participants do this individually or can form pairs or threes to develop the plan
and include team names on the plan if collaborating with fellow ACU EDIP604 students to
take into account text matching on Turnitin.
• Task designed for multiple purposes – sometimes school
teams do the unit.
• Can upload the same plan – put names of other students in
unit on the plan – to Turnitin happy
• As most plans are done in teams in learning environments
giving you that option – though I know some prefer to go
solo. Either is fine.
• Support with research as you go
 Assessment Task 2
Case Study – Personalised Behaviour Plan
PART A (30%)
The plan needs to:
 be supported by relevant and evidence based literature
 include the case study student’s characteristics, strengths and challenges
 the social & emotional communication and learning needs of the student using positive,
strengths based & inclusive language with focus for development
 specific goals/outcomes for key focus areas based on data collected
 specific strategies that cater for the student’s additional needs (including IT and relevant AT)
 include strategies to assess and evaluate of goals/ outcomes and strategies to cater for the
needs of the student.
• Can use system/school/own PLP/IEP/ format and address the points - include
research support for ideas as you go - use APA
• Will be most useful to you if your student is someone you are working with – make
sure he/she cannot be identified. Can also create your own hypothetical student
• Talk about student’s needs & strengths, age/stage, areas of needs
• Outcomes (SMART format is common), strategies, ways of assessing strategies to
see if outcomes are being reached is usual process
• Brief evaluation of how things might go is useful
Assessment Task 2
Case Study – Personalised Behaviour Plan
PART B (20%)
 The second part of Assessment 2 (20%) relates to reflecting on the plan. Once the plan has
been developed, the plan needs to be discussed with at least one critical friend who will
provide feedback on the plan. You then need to critically reflect on this feedback and based
on this analysis determine possible changes and future directions for the plan. Include the
feedback from the critical friend as an appendix– there is no need to include the name of the
critical friend but identifying his/her role (eg in the school/centre) will be helpful.

• About getting feedback and what we do with the feedback

• Needs to be someone who did not work on developing the
plan
• Give role of person giving feedback – no need to give
name
Assessment Task 2
Case Study – Personalised Behaviour Plan
PART B (20%)
…the plan needs to be discussed with at least one critical friend who
will provide feedback on the plan.

• Can be someone on your school team, someone else doing

the unit, someone who knows about the area
• If there is no-one let me know and I will try to organise
someone to give feedback
Assessment Task 2
Case Study – Personalised Behaviour Plan
PART B (20%)
…You then need to critically reflect on this feedback and based on
this analysis determine possible changes and future directions for the
plan. Include the feedback from the critical friend as an appendix–
there is no need to include the name of the critical friend but
identifying his/her role (eg in the school/centre) will be helpful.

• Include feedback as an appendix

• This part is more about how you reflect on feedback - not
the feedback itself
• You look at the feedback – talk about what you will take on
board and why
• Talk about why you might not agree and why
Remember
• Include feedback from critical friend as an
appendix – de-identify personal information
 Rubric
 Sources/literature
 Characteristics,
 Strengths and challenges
 Social & emotional communication and learning needs of the individual in
positive, strengths based & inclusive language with focus for development
 Documents specific goals/outcomes for key focus area based on data
collected
 Specific Strategies that cater for the student’s additional needs (including
IT and relevant AT)
 Assessment & Evaluation of goals/ outcomes and strategies to cater for
the needs of the student
 Analysis of feedback on plan from critical friends(s) and possible future
directions.
 Communication and presentation
WORDS
PART A IS WORTH 30% AND PART B IS 20%
WORD LIMIT – OVERALL 3000 WORDS – SO
~ 2000 FOR PLAN AND ~ 1000 for reflection
YOU CAN BE 10% + or - OVERALL. DOES NOT
INCLUDE REFERENCES. I DON’T INCLUDE IN-
TEXT REFERENCING IN WORD COUNT AS I
WANT YOU TO REFERENCE
USE APA – 7 is preferable
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ASSESSMENT
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