Paul
02/12/2019
Damien, a 5-year-old, struggled to engage with peers. He often played alone, refused to share, and became distressed when others approached preferred toys. Assessment and observation showed he engaged more calmly when guided by an adult. The behaviour consultant provided a weekly 2-hour session focused on early social skills such as sharing, turn-taking, requesting, and managing winning and losing. Parents and educators were coached to use the same strategies in everyday routines. A short facilitated play activity allowed Damien to practise these skills with a peer. Support was gradually reduced as he became more confident, independent, and able to join social play.
02/12/2019
At 8 years old, Skylar had been suspended for throwing objects and making verbal threats in the classroom. The school advised she needed a structured plan to continue her enrolment. The behaviour consultant met with the teacher and principal to identify when the behaviours occurred and how staff were responding. A support plan was developed using early prevention and replacement-skill teaching. With school approval, the consultant provided weekly in-class support to model how to redirect early signs of escalation and teach safer communication skills. Data was reviewed weekly, and staff were trained to implement the strategies so support could be gradually faded.
02/12/2019
At 16 years old, Cirian often refused to get out of bed for school, sometimes taking up to four hours to complete his morning routine. He stayed in bed, became aggressive when prompted, avoided grooming or breakfast tasks, and would return to bed and undress if left alone. The behaviour consultant reviewed Cirian’s sleep patterns and observed the family’s morning routine before developing a structured support plan. The first goal was getting up calmly, then reducing the time to under 15 minutes, followed by building independence with self-care tasks. The consultant coached the family across multiple mornings and reviewed progress regularly, adjusting the plan as Cirian improved.
02/12/2019
Jasmine, a 9-year-old with no disability, had restricted her diet to four foods: chips, nuggets, plain pasta, and cheese. She previously ate a wider range but had eliminated many items and showed refusal behaviours such as screaming, gagging, and running from the table. A paediatrician warned this could lead to health concerns. The behaviour consultant developed a plan to encourage Jasmine to try new and previously accepted foods. Her parents were coached through demonstrations at mealtimes and collected data on her progress. Weekly phone or video reviews guided adjustments, and support was gradually faded as Jasmine began eating a broader range of foods.
02/12/2019
Tim, 3½ years old with a diagnosis of Autism Spectrum Disorder, had no spoken language, frequent tantrums and self-injury, and limited ability to follow directions. He was not toilet trained, did not use a spoon, and did not play with toys meaningfully. He also had no reliable way to express preferences. The behaviour consultant provided a weekly home-based early childhood session focused on coaching Tim’s parents. Strategies were modelled and practised with them, targeting simple communication routines, early play skills, and independence in daily tasks. Parents applied the strategies throughout the week, and progress was reviewed and adjusted during each session as Tim developed new skills.