• Parent/carer participation is important to us. Parent/carers who are actively involved with their child's intervention plan often see more progress resulting in better outcomes for the child.

  • The goal of parent/carer coaching is to identify strategies that can be used effectively in the natural environment a child.

  • Prior to implementing any program, we ensure it works for your family and that you are comfortable with implementation. 

  • Areas of concern may include: toilet training, sleep training, reinforcement, positive behaviour support, communication issues and functional skills

  • We offer the Balance Program (FTF Behavior Consulting, 2020) to provide parents with an evidence-based method of addressing emerging problem behaviour in children with Autism. Balance is a home-based program designed for young children, approximately 3 - 6 years old, recently diagnosed with Autism. The goals of the program are to:

    • Create a balance between child-led and adult-led interactions

    • allow the child some control of their experiences via functional communication

    • teach children that problem behaviour is unnecessary to have their needs met (K. Ruppel & G. Hanley, 2020)

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  • The transition into the school environment can be difficult to navigate for parents of children with disabilities.

  • We provide consultation on school readiness and transitions.

  • Many parents may not know the processes involved or how to advocate for their child with regards to support. Changes or adjustments may be needed to help a child participate on the same basis as other students.




Based on research carried out by Dr Greg Hanley and his colleagues at FTF Behavioural Consulting based in Worcester Massachusetts, the Practical Functional Assessment (PFA) & Skill-Based Treatment (SBT) process provides a highly effective and humane option for families for the treatment of problem behaviours of children with Autism and other developmental disabilities.

  • The initial consultation involves an open-ended interview with parents/carers/significant others to discover the context and outcomes that seem relevant to the problem behaviour. 

  • A Functional Analysis is then designed. This involves both test and control conditions to identify a functional relationship between the problem behaviour and identified reinforcers. If the problem behaviour can be controlled during the functional analysis (i.e. turned off and on), the behaviour can be treated.

  • From here we move straight into the SBT where the focus is replacing the problem behaviour with a more appropriate and efficient form of communication. Skills are then taught relevant to tolerating delays and denials of the materials, activities, or actions of others that are often the target of the communications. Finally, important leisure, academic, or vocational skills are strengthened during treatment in the same situations that used to occasion problem behaviour and relying on the same consequences that used to maintain problem behaviour (Hanley, 2019). 

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  • Early intervention aims to provide evidence-based specialised support for the development of skills including social, communication, cognitive and self-care.

  • We provide individual interventions to assist a child with Autism Spectrum Disorder (ASD) or other developmental disorders with experiences and opportunities that help them gain and use the functional skills they need to participate meaningfully in their environment.

  • Some interventions may require a short-term intervention or specialised long term intervention, therefore the time frame will vary for each child dependent on the level of support they will need to make progress. 

  • Programs we use include: Early Start Denver Model (Rogers & Dawson, 2010); PEAK Relational Training System (Dixon, 2014); VB-MAPP Language and Social Skills Assessment Program (Sundberg, 2016); Essential For Living (McGreevy, Fry & Cornwall, 2014); ABLLS-R (2018). 

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  • We provide parent workshops and professional development training to schools and community organisations

  • Topics include Reinforcement; Understanding Challenging Behaviour (Rubi Parent Training); Using ABA in Schools; Acceptance and Commitment Training (ACTraining); PreSchool Life Skills Curriculum (Hanley, 2014); Practical Functional Assessment (IISCA) & the Skill-Based Treatment process, Classroom Management.

  • We can also customise a workshop to your organisation's individual needs