What is Behaviour Therapy?

Behaviour therapy offers a practical, skills-based approach to learning. It focuses on building the skills people need to participate in everyday life - skills such as communication, emotional regulation, social interaction, and independence in daily routines.

Behaviour is not "bad" or "good", it's everything we do. A thorough, scientific understanding of how people learn allows us to break skills down into manageable steps and teach them in a way that is clear, supportive, and effective.

I practice as a contextual behaviour analyst, which means I believe every behaviour makes sense within its environment. I always consider the learner's experience, what their behaviour might be communicating, and what's happening around them. Rather than asking, "how do we stop this behaviour?", we focus on,"What skills would make this easier?"

When working on new skills, we:

• Break tasks into achievable, step-by-step components

• Adapt teaching to suit the individual learner

• Build supportive environments that set people up for success

• Use reinforcement in a meaningful and individualised way

• Monitor progress and adjust strategies as needed

Sessions are practical and flexible. Skills are taught in ways that can be practiced and shown off in real life - not just in session.

My work sits within the Capacity Building – Improved Daily Living NDIS funding category. This means the focus is not just on support in the moment, but on developing skills that lead to greater independence over time. To learn more about behavioural interventions, the NDIA provides an overview here.

My Approach

My certification is based in Applied Behaviour Analysis (ABA), a field that, like many other sciences, has evolved significantly over time - and continues to do so. I recognise that past applications of ABA have caused harm, particularly to neurodivergent individuals, with a prior focus on task compliance and reducing visible differences. This is not my approach, but it has immensely shaped how I think about my role as a therapist.

I am continuously committed to learning from the lived experiences of neurodivergent individuals and studying developments in trauma-informed and neuro-affirming practice. For me, this means being thoughtful about the experience of therapy, not just the outcomes. It means prioritising trust, respecting autonomy, finding connection and joy, and supporting each person in a way that feels safe, collaborative, and aligned with who they are.

Every person brings their unique strengths, preferences, and ways of engaging with the world. This is where therapeutic learning and connection starts. Rather than working towards a fixed idea of how someone "should" be, I focus on understanding what matters to them and building skills that support a life that feels genuinely theirs.

In practice, this means that:

• The focus is on building meaningful, functional skills that support independence and participation

• Self-advocacy is always an area of focus

• Sessions prioritise connection, trust, and genuine engagement

• Teaching strategies are positive, flexible, and responsive to the learner

• Approaches, goals, and supports are decided in collaboration with the child, caregivers, and broader support network

I was primarily trained in Natural Environment Teaching (NET), a therapeutic approach that targets skills within activities that are already meaningful and motivating to the learner. This looks like...play! For younger children this might include traditional toys such as blocks, trains or playdoh. Older children and teens typically enjoy my board game stash, my Nintendo Switch, and teaching me about their interests.

I incorporate strategies from Acceptance and Commitment Therapy (ACT) - also called Acceptance and Commitment Training - into all of my work. ACT is an evidence-based psychological approach with theoretical foundations in behaviour analysis. Rather than fighting difficult feelings, ACT encourages us to accept them as part of life. We then identify strategies that help us navigate tricky moments in ways that are consistent with our values. Values, once identified, can heighten our self-awareness and act as a compass for our decisions. You can read about my values here.

An ACT-aligned perspective is threaded through my work with clients of all ages, and plays a particularly significant role with adolescents and young adults around emotional regulation and social-emotional learning.

ACT also shapes how I work with families. Parent and caregiver involvement is non-negotiable for my paediatric services. Scientific research (and my own professional experience) has shown that caregiver collaboration is the most reliable path to effective, lasting, and meaningful outcomes. For all clients, dedicated caregiver sessions without the child present are an important part of the work, especially at intake. For families of early learners, this is more structured; for older children and young adults, the style of involvement is more flexible. ACT practices support caregiver wellbeing, strengthen therapeutic alliance, and improve outcomes for the young person at the centre of our work.

I work with a small number of clients at a time so I can do my best to show up fully for each person and family I support. The work is sometimes slow, always intentional, and built on genuine connection.

I commit to serving all clients to the absolute best of my ability. I abide by the the NDIS code of conduct, the Ethics Code for Behavior Analysts, and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).