Individualised Behavioural Intervention

Symetry Pschological Services offers individualised behavioural intervention for pre-school and primary school age children who are experiencing difficulties communicating and interacting with peers or adults.

Individualised behavioural therapy begins with an analysis of the causes of problematic behaviour, and then targeting specific behavioural difficulties in a range of contexts.

Following a detailed developmental history, a period of observation, and assessment, the consultant psychologist will provide an individualised programme for your child, utilising the most appropriate treatment methods.

Weekly therapy sessions will be undertaken at your home, teaching the whole family new skills to help manage your child’s behaviour. The consultant psychologist will liaise with your child’s pre/school teacher/s to reach the best possible outcome for your child.

In addition to specific behavioural intervention, the consultant psychologistcan develop an individualised education plan (IEP) for your child, providing a variety of exciting and rewarding learning experiences to assist your child in the use of language, cognitive and social skills. The aim is to enhance your child's strengths while addressing any areas of vulnerability. 

The consultant psychologist will provide initial training workshops for new therapists and family members who will work with your child as a team. The consultantpsychologist will undertake regular assessment, and monitor your child’s progress. Ongoing supervision of your child’s programme will include fortnightly or monthly team meetings and provision of programme updates as necessary.

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                                                   Supervision and Training

A team of highly motivated and skilled therapists are needed to implement interventions undertaken in the family home. Therapists work under the direct supervision of the consultant psychologist, but are not employees of Symetry Psychological Services.

Case-conferencing allows for collaboration with therapists and other professionals to develop new learning objectives in the child's programme.

Supervision is important. At monthly or quarterly team meetings, I provide training updates for team members.

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                                       Individualised Education Programmes

Home-based intervention programmes share a common focus on increasing socially-appropriate behaviours and decreasing non-functional or stereotypical behaviours. Each child has a different profile of strengths and weaknesses, thus each programme needs to be tailored to the child's unique cognitive profile.

A neuro-developmental assessment will determine the child's current level language skills, motor skills, cognitive, social-emotional, and adaptive functioning, and provide a baseline for a developmentally-appropriate individualised programme. 

My typical Individual Education Programmes (IEPs) cover five learning domains: 

Cognitive Domain, Social-Emotional Domain, Language and Communication, Academic Learning Domain, and Motor Domain 

Cognitive skills involve perception of stimuli, auditory and visual memory, problem solving skills, and executive functioning. The type of tasks (activities) chosen to develop these skills include pattern sequencing, memory games, sound lotto, matching games, and imitation games. 

Social-Emotional skills include learning about ones own body, linking emotion to behaviour, social rules for communication, adaptive functioning, self-help and hygiene skills, and shared play. These skills are targeted using routines, songs, and scripts.  

Communication involves receptive language (word knowledge and understanding), non-verbal decoding (understanding body language), expressive language (alibility to make sounds) and pragmatics (understanding the purpose and rules of communication). Communication is targeted using a picture exchange communication system (e.g., PECS™ or Boardmaker™ symbols, and/or Makaton™ signing, and a visual cue system (e.g., photographic schedule). Speech is encouraged using oral-motor exercises, imitation drills, and songs. Augentative communication tools such as TechTalk™ are also introduced if these methods do not lead to verbal communication. 

Academic learning involves learning how to organise information (e.g., categories, function of items, and features). Most academic programmes focus on pre-reading and pre-writing skills, and numeracy skills. I focus on conceptual understanding. Matching and grouping tasks form the backbone of an academic programme. 

Gross motor skills involve using large muscles (e.g., jumping, running, climbing).Fine motor (manipulative) skills involve moving fingers and hands in a coordinated manner. Fine motor skills are vital if the child is to develop writing skills. Hand-eye coordination is targeted with a variety of games, including catching balls, hitting balls with a bat, inserting pieces, pushing, pulling, and finger imitation games.