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PANEL DISCUSSION: Positive and Proactive - Getting Behaviour Support Right in Schools

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Additional Needs
Friday, June 4, 2021
1:05 PM - 3:00 PM
Room P3

Details

Learn from a panel of experts who will cover positive and proactive behaviour topics such as; the need for change – statistics and research, multi-tiered systems of support, ethical decision making, evidence-based practices for classroom management, support for teachers; and engaging families/student voice.


Speaker

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Vicky Booth
Director, Autism Hub
Department of Education QLD

PANEL DISCUSSION: Positive and Proactive - Getting Behaviour Support Right in Schools

Biography

Vicky Booth is the Director of the Autism Hub, within the Disability and Inclusion Branch of the Queensland Department of Education. The Autism Hub portfolio has a broad scope across state, independent and catholic schools throughout Queensland, supporting young people with autism, their educators and families from 0-18 years of age. Vicky’s professional background includes experience in the area of education policy and legislation to support students with diverse learning needs. Vicky is frequently called on to provide high level independent advice on operational policies and strategies relevant to behaviour, disability and student support services.
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Lorna Hepburn
PBL Project Manager, Behaviour Team, Qld Dept of Education
QLD Department of Education

PANEL DISCUSSION: Positive and Proactive - Getting Behaviour Support Right in Schools

Biography

Dr Lorna Hepburn is the State Coach for Positive Behaviour for Learning (PBL) with the Queensland Department of Education. Lorna recently completed her PhD at Griffith University on the implementation of evidence-based practices for classroom management and support for teachers. Lorna trained as a teacher in Scotland and has extensive experience as a teacher, head of department, behaviour consultant and regional coordinator PBL. Lorna is interested in ways to build teacher capacity in proactive classroom management and in bridging the research-to-practice gap.
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