Supporting Positive Learning Environments

Supporting Positive Learning Environments

by B3ln4iNmum

SPL404_Assessment 1 Brief_Critical Reflection_Due Module 2.2 Page 1 of 5

ASSESSMENT 1 BRIEF
Subject Code and Title SPL404 Supporting Positive Learning Environments
Assessment Assessment 1: Critical Reflection (Case Study Scenario –
Interoception and Positive Behaviour Support)
Individual/Group Individual
Length 1000 words
Learning Outcomes a) Critically reflect on interoception, communication
and the environment in the role of supporting
positive learning environments in self-regulation
and its relationship to learning
b) Critically analyse own and community biases,
prejudices and assumptions associated with
behavioural supports in educational and care
settings
c) Apply supportive positive learning environmental
strategies, including interoception and
communication, with an individual to support
self-regulation skill development and increase
engagement in learning
Submission By 11:55pm AEST/AEDT Sunday of Module 2.2 (Week 4)
Weighting 20%
Total Marks 100 marks

AssignmentTutorOnline

Context:
This assessment is prescribed to demonstrate reflective practise and analysis of the role of
interoception in self-regulation, and how to support individuals to develop their
interoception.
The assessment prepares you to move your perspectives away from the ‘deficit model’ of
behaviour toolbox, instead challenging and supporting students to deepen their knowledge
to apply a range of interoception strategies to support individuals on the Autism Spectrum
and/or individuals with trauma.
The assessment is about your own and others’ perspectives of sympathetic nervous system
overload and requires deep reflection on the important voice of lived experience and seeing
the individual as a person with interoceptive support needs rather than with challenging
behaviour.
SPL404_Assessment 1 Brief_Critical Reflection_Due Module 2.2 Page 2 of 5
Instructions:
This assessment requires you to reflect using a person first perspective to gain a deeper
understanding of the lived experience for individuals with autism and/or trauma and their
teachers/carers.
To prepare for completing this assessment you are required to critically reflect by drawing
upon your own current understandings about interoception, self-regulation and selfmanagement difficulties for people with atypical interoception and challenging behaviours.
Further, you are required to reflect on your own and others’ views about behaviour support.
Structure your reflection as follows:
1. Describe a challenging behaviour that a person with lived experience of
trauma and/or autism has exhibited and give an explanation of why this
behaviour may have occurred in the context of difficulties self-regulating.
2. Citing the relevant literature and based on your work in this subject, identify
contemporary strategies for an individual with trauma and/or autism to
develop their self-regulation skills via interoception and how these could be
applied in the scenario you described. Consider how your own beliefs may
have been extended, reinforced, or challenged as a result of this subject.
Submission Instructions:
Submit the project process plan via the Assessment link in the main navigation menu
in SPL404: Supporting Positive Learning Environments. The Learning Facilitator will
provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in
My Grades.
SPL404_Assessment 1 Brief_Critical Reflection_Due Module 2.2 Page 3 of 5
Learning Rubric: Assessment 2

Assessment
Attributes 		Fail (Unacceptable) (Functional) Pass (Proficient) Credit (Advanced) Distinction High (Exceptional) Distinction
Grade
Description
(Grading Scheme)		 Fail grade will be
awarded if a student is
unable to demonstrate
satisfactory academic
performance in the
subject or has failed to
complete required
assessment points in
accordance with the
subject’s required
assessment points.		 Pass is awarded for work
showing a satisfactory
achievement of all
learning outcomes and
an adequate
understanding of theory
and application of skills.
A consistent academic
referencing system is
used and sources are
appropriately
acknowledged.		 Credit is awarded for work
showing a more than
satisfactory achievement
of all learning outcomes
and a more than adequate
understanding of theory
and application of skills. A
consistent academic
referencing system is used
and sources are
appropriately
acknowledged.		 Distinction is awarded
for work of superior
quality in achieving all
learning outcomes and a
superior integration and
understanding of theory
and application of skills.
Evidence of in-depth
research, reading,
analysis and evaluation is
demonstrated. A
consistent academic
referencing system is
used and sources are
appropriately
acknowledged.		 High Distinction is
awarded for work of
outstanding quality in
achieving all learning
outcomes together with
outstanding integration
and understanding of
theory and application of
skills. Evidence of in‐
depth research, reading,
analysis, original and
creative thought is
demonstrated. A
consistent academic
referencing system is
used and sources are
appropriately
acknowledged.
Knowledge and
understanding of the
role of interoception in
the expression of
challenging behaviour
and self-regulation
Percentage for this
criterion = 25%		 The role of interoception
in self-regulation and the
challenging behaviour is
not identified, is incorrect
or unclear.		 The role of interoception in
self-regulation and the
challenging behaviour is
identified, with some gaps
or unclear elements.		 The role of interoception in
self-regulation and
challenging behaviour is
clearly identified and
discussed.		 Very good understanding of
role of interoception in self
regulation and challenging
behaviour evident with
clear linkages and analysis
evident.		 Excellent understanding of
role of interoception in self
regulation and challenging
behaviour evident with
excellent analysis and
critical thinking evident.

SPL404_Assessment 1 Brief_Critical Reflection_Due Module 2.2 Page 4 of 5

Critical analysis of own
and community biases,
prejudices and
assumptions associated
with behavioural
supports in educational
and care settings
Percentage for this
criterion = 25%		 No evidence of critical
analysis or understanding
of own or community
biases, prejudices and
assumptions around
challenging behaviour or
behaviour supports.		 Limited evidence of critical
analysis or understanding of
either own or community
biases, prejudices and
assumptions around either
challenging behaviour or
behaviour supports.		 Good evidence of critical
analysis or understanding of
either own or community
biases, prejudices and
assumptions around either
challenging behaviour or
behaviour supports.		 Very good evidence of
critical analysis and
understanding of own and
community biases,
prejudices and assumptions
around challenging
behaviour or behaviour
supports with clear linkages
and analysis evident.		 Excellent evidence of
critical analysis and
understanding of own and
community biases,
prejudices and assumptions
around challenging
behaviour and behaviour
supports with excellent
analysis and critical
thinking evident.
Application of
interoception teaching
with an individual to
support self-regulation
skill development
Percentage for this
criterion = 25%		 No evidence of
translational
understanding of
interoception.		 Limited evidence of
translational understanding
of interoception with
strategies described being
unclear or limited to
reproducing existing
strategies.		 Good evidence of
translational understanding
of interoception with links
between desired self
regulation skills and
interoception activity chosen.		 Very good evidence of
translational understanding
of interoception with clear
links between desired self
regulation skills and
personalised interoception
activity chosen.		 Excellent evidence of
translational understanding
of interoception with
detailed links between
desired self-regulation skills
and personalised
interoception activity
described.
Consider how your own
beliefs may have been
extended, reinforced, or
challenged as a result of
this subject.
Percentage for this
criterion = 15%		 No evidence of growth in
understanding of or
response to challenging
behaviour.		 Limited evidence of growth
in understanding of either
challenging behaviour or
effective responses to
challenging behaviour.		 Good evidence of growth in
both understanding of
challenging behaviour and
effective responses to
challenging behaviour.		 Very good evidence of
growth in both
understanding of
challenging behaviour and
effective responses to
challenging behaviour with
analysis of changes.		 Excellent evidence of
growth in both
understanding of
challenging behaviour and
effective responses to
challenging behaviour with
insightful analysis of
changes.

SPL404_Assessment 1 Brief_Critical Reflection_Due Module 2.2 Page 5 of 5

Use of evidence and
correct citation
Percentage for this
criterion = 10%		 Demonstrates
inconsistent use of good
quality, credible and
relevant resources to
support and develop
ideas.
Referencing is omitted or
does not resemble APA.		 Demonstrates use of
credible and relevant
resources to support and
develop ideas, but these
are not always explicit or
well developed.
Referencing resembles APA,
with frequent or repeated
errors.		 Demonstrates use of credible
resources to support and
develop ideas.
Referencing resembles APA,
with occasional errors.		 Demonstrates use of good
quality, credible and
relevant resources to
support and develop
arguments and statements.
APA referencing is free
from errors.		 Demonstrates use of high
quality, credible and
relevant resources to
support and develop
arguments and position
statements.
APA referencing is free
from errors.

 

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