Therapy Services
1:1 Behaviour Therapy
In 1:1 therapy sessions, I work directly with the client to target skill development across a variety of domains via a mix of play-based and topical learning. Parents are always invited to observe or get involved. When aligned with therapeutic goals, siblings and peers are also welcome to join in!
Intervention Planning
Because behaviour encompasses everything we do, behaviour analysts are well-placed to take on a key worker role. I work collaboratively with your child's broader allied health team, support the generalisation of goals across environments, facilitate team communication, and help guide families through what can be a complex and overwhelming journey. This includes supporting families in school meetings and helping ensure their child's needs are understood and represented in educational settings.
I enjoy working with educators to help set learners up for success in the classroom. I always value teachers' input and aim to ensure any recommendations are practical and realistic for their environment. Consultations might include student observation, problem-solving brainstorms, designing tailored teaching strategies, and staff coaching on specific recommendations or broader neuroaffirming practices.
School Consultation
Online Sessions
For some learners, a telehealth approach is preferred, and it works. When distance or client preference makes in-person sessions impractical, I find creative ways to play, connect, and work towards goals via online platforms
Shadow Support
In shadow sessions, I work with your child in their group settings - classrooms, sandboxes, sports fields, and more- to provide in-the-moment skill-building therapy that helps them participate fully, build meaningful connections with peers, and increase their independence over time. These sessions also create a natural opportunity to collaborate with and support the educators and group leaders around them.
Key Worker Support
For children who would benefit from a consistent, structured approach across their support team, I develop individualised intervention plans that guide teachers, support workers, and carers in how to best support the child. Plans outline environmental adjustments, proactive strategies, and evidence-based teaching strategies tailored to the child's needs. Direct training and ongoing support is provided to the child's team to ensure strategies are understood, practical, and sustainable.
Caregiver Coaching
Focus Areas for Skill Development
Therapy goals are individualised based on the learner's needs and interests. Below is a sample of skills I may focus on within sessions.
Emotional Regulation
Learning-to-learn Skills
School Readiness
Communication
Social Skills Support
Client-Led Goal Setting & Self-Development
Starting school is a big transition — for children and families alike. I work alongside families in the preschool years to build the foundational skills that make that transition feel manageable: learning in group settings, cooperating with peers, and navigating the rhythm of a structured day. Goals are embedded in play-based learning so the preparation feels natural, not pressured.
Daily Living Skills
Can your child speak up when something feels hard or unsafe? Do they know how to set a boundary with a friend, or ask for help when they need it? Self-advocacy looks different at every age and stage — and it's always an area of focus in my work.
Many challenging behaviours are simply unmet needs in disguise. When someone doesn't yet have the skills to communicate what they need, want, or feel, things get hard for everyone. In collaboration with your child's speech therapist, I work on goals across early language development, alternative and augmentative communication (AAC), and building the confidence to express needs clearly and independently.
Social & Emotional Learning
Emotional regulation begins with self-awareness: understanding your own emotional experiences, recognising personal triggers and early warning signs, and building a toolkit of strategies that actually work for you. For many learners, ACT-based approaches play a significant role here, helping them respond to difficult moments in ways that are consistent with who they want to be.
For learners at earlier developmental stages, the foundations might look different - early steps might focus on finding connection and joint attention - doing the detective work of discovering what helps each person feel happy, relaxed, and engaged.
After developing self awareness, SEL goals extend on understanding yourself in the context of others: developing perspective-taking and an awareness that other people have their own thoughts, feelings, and experiences. For older learners, this might extend to understanding social dynamics, reading unspoken context, and navigating the unwritten rules of different environments.
Social connection looks different for every person — and the goal is never to make a child fit a particular mould. I support learners to apply their social understanding in real interactions with peers: cooperation, negotiation, conflict resolution, and everything in between. Does your child love handball but struggle with losing? Are they desperate for connection but unsure how to make that first move? I work alongside learners where it counts, helping them build the confidence to navigate social situations in a way that feels genuine to them.
Some skills are foundational to everything else - the building blocks that make subsequent learning possible. For learners at earlier developmental stages, goals often focus on pivotal skills such as joint attention, imitation, following instructions, and engaging cooperatively with others. Progress here opens the door to so much else..
With adolescents and young adults, I aim to help learners connect with what matters most to them - their values, interests, and sense of who they want to be - and then build the skills to set, break down, and work towards their own goals.
Toilet training, washing hands, making a snack, tidying up, catching the bus, grocery shopping...the list of things we all need to do go on and on. I work with learners to break down age-appropriate tasks into achievable steps, building skills that carry into everyday life and support greater autonomy over time.
