Participant stories
Our team works alongside families, educators, and community partners to build practical skills that make everyday life easier. We tailor our supports to each child’s developmental stage, strengths, and needs, while coaching the important adults in their life to create consistent, predictable routines. Below are four examples that show how weekly or short-term behaviour support can create meaningful change.
Tim
Tim, aged 3½ with a diagnosis of Autism Spectrum Disorder, had no spoken language and showed frequent self-injury, tantrums, and limited ability to follow directions. He did not use a spoon, was not toilet trained, and did not play with age-appropriate toys. He also had no reliable way to make choices or express preferences.
The behaviour consultant provided daily early childhood intervention in the home, focusing on communication, play, self-help, and following simple instructions. Teaching occurred through structured, play-based routines suited to Tim’s developmental level. His parents were coached to use the same strategies between sessions, and progress was reviewed and adjusted regularly.
The behaviour consultant provided daily early childhood intervention in the home, focusing on communication, play, self-help, and following simple instructions. Teaching occurred through structured, play-based routines suited to Tim’s developmental level. His parents were coached to use the same strategies between sessions, and progress was reviewed and adjusted regularly.
Skylar
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.
Cirian
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.
Damien
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.
Regular facilitated play sessions that increased in duration 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.