Child Psychology Clinic Illawong  + 61 2 9541 1177

Child Psychology Clinic Westmead  + 61 2 9541 1177

Behaviour Support Plans

At AzzA's clinic, we aim in assisting young people with their functioning in the preschool/schooling or home environment to ensure that they are reaching their potential in their emotional, social, learning and behavioural development.

Our educational and behavioural support plans aim to create individualised strategies to cater for each young person's individual needs, based on finding from their assessment profile. The following lists some of the specific plans developed for common presentations:

  • Positive Behaviour Support

    Positive Behaviour Support (PBS): is based on the understanding that challenging behaviour in young people may arise from a complex range of issues which may include (but not limited to):

    • Limited expressive and receptive communication skills
    • Difficulties with social relatedness
    • Poor impulse control 
    • Inflexible behaviour 
    • Problems in behavioural inhibition 
    • Restricted interests
    • Rigidity in thinking 
    • Significant shyness
    • Complex sensory processing.

    Research evidence indicates that poor emotional control and regulation may increase challenging behaviour in young people. The purpose of a PBS is to promote proactive strategies of skill development and behaviour replacement.

    At ACPC, the following lists some of the common presentations that we develop positive behaviour support systems for:

    • Attention Deficit Hyperactivity Disorders (ADHD)
    • Autism Spectrum Disorders (ASD)
    • Oppositional Defiant Disorders (ODD)
    • Children with Intermittent Explosive Disorder
    • Children with Selective Mutism 
    • Children with language delays 

  • Addressing Learning Needs

    Executive Dysfunction

    Many young people with various presentations including children with autism spectrum disorders, attention deficits disorders, learning difficulties experience deficits in Executive Functioning. This indicates that they have poor abilities in:

    • Problem-solving
    • Planning & organising
    • Utilising inner resources (working memory, imagination, experience, feeling states)
    • Sustained attention
    • Time management
    • Initiate (get started)
    • Monitoring their performance
    • Effectively completing a task to achieve goals
    • Emotional Control

    At ACPC, we aim at making suggestions to modify aspects in young people with executive dysfunction to ensure that their learning is maximised in the school environment 

    Giftedness 

    Many gifted children are likely to underperform in their learning environment when their learning needs are not met. Some of the concerns experienced may include; low self esteem, feeling 'different' from peers, acting out in the classroom, perfectionism, avoidance and underachievement to name a few. 

    Such negative outcomes can be avoided/reduced by identifying these advanced children and ensuring that their learning needs are being met in their learning and academic environment. In addition, early intervention can be accessed around emotional concerns to prevent any further escalation of anxiety and negative thinking patterns. 

    Through early assessment and individualised therapy of a young person considered 'gifted', our team is able to make recommendations for the preschool/school as well as make home based suggestions to ensure that the young person reaches their emotional, social, and learning potential. 

    Learning difficulties (Dyslexia, Dyscalculia, Dysgraphia)

    Following identification of a diagnosis of a specific learning disorder in Reading (i.e. Dyslexia), Maths (Dyscalculia) or Written Expression (i.e. Dysgraphia), our assessing psychologist aims to assist by making suggestions regarding intervention programs suitable for the young person's learning profile.

    In addition, the treating/ assessing psychologist can make recommendations to the young person's school, with parental consent, by contributing to the young person's existing or developed Individual Educational Plan (IEP) and/or by conducting a meeting with educators at the young person's school to discuss the young person's learning needs. 

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Our goal is to ensure your advocacy needs are met through the process of continuous engagement and genuine understanding of your needs