What is Early Intervention Behaviour Support?
It involves several approaches to teaching including positive reinforcement, repeated exposure to tasks, modelling and generalisation across settings. Exposure to this type of teaching facilitates a positive change in behaviour and increases acquisition in development within areas of language, play, behaviour, academic and social behaviour.
Positive reinforcement is when a child receives a preferred outcome when an appropriate behaviour being targeted is elicited. Positive reinforcement contingencies are used during therapy to change an individual’s environment which results in an increase in the behaviours and learning we would like to see.
What does EIBS at Hessel Group look like?
EIBS can be effective in working with individuals of all ages. However, research shows that skill development programs that are provided at a young age, between 18 months and 6 years, foster better outcomes and can often reduce the likelihood of more severe or dangerous behaviours later in life.
What does EIBS at Hessel Group look like?
EIBS at Hessel focuses on a Family-Centred approach to learning. This includes all professions, such as your Senior Practitioner (Behaviour), Occupational Therapist, Speech Pathologist, and Psychologist, working alongside the family members to learn how to better understand and help your child.
Hessel Group also ensures that access to learning across all environments is facilitated including across the home, community, school, and centre settings.
Our program is tailored to each individual child, where goals and needs are assessed to determine best approach to weekly therapy.
EIBS can help you with:
- Establishing rapport
- Investigating likes, dislikes, strengths and areas of improvement
- Begin with Foundational Skills
- Early Communicative Language Skills
- Grammatical language and early socialisation
- Socialisation and Peer interaction
- Community Access
To achieve success within these areas children typically work with their therapist for a few minutes at a time interspersed with short play breaks to ensure positive reinforcement is enriched within the session. Skill acquisition is recorded, and data is taken to track progress and ensure each child has the best possible outcomes towards inclusivity.
Every 8 to 10 weeks, your Senior Practitioner will arrange a review meeting with the parents, therapists, and other professionals working with the child. These meetings typically run for around 1 to 2 hours and are held to review progress, make program changes where required, and to provide feedback to therapists.
How long are sessions?
Sessions are typically 2 to 3 hours long. Intensive programs up to 20 hours a week are highly recommended, however, less intense programs are also offered to tailor to every family’s needs.
People of all ages are eligible to have this service.
You may either choose to have these sessions occur in our clinic, the client’s home, educational facility or workplace.
Laura has been working within the field of Specialist Behaviour Support for over 5 years. She holds a Bachelor of Psychological Science obtained at the University of Adelaide, as well as a Master in Education (Special Education) majoring in Autism Spectrum Disorder from Flinders University.
Laura’s main interests within the field include Functional Communication Training, development of Positive Behaviour Support plans and providing support within an educational setting. The best part about her role is getting to share in the wins (big and small) with families and seeing the positive outcomes Behaviour Support can provide.
Isabella graduated with a Bachelor of Psychology (Honours) from Flinders University in 2018. Isabella has experience in the sector, where she has worked alongside children to enhance engagement with their peers and local communities as well as in clinical research, administering early childhood developmental assessments.
Isabella’s passion for providing support, positive opportunities and optimising wellbeing has led her to Early Intensive Behaviour Intervention where she looks forward to assisting individuals and their families to overcome challenges and have children reach their full potential.
Leigh began his career in disability support over 10 years ago, facilitating swimming programs for students with disabilities. From there, his interest and passion for inclusive education rapidly grew and led him to work at a primary school as an Education Support Officer, assisting children with Autism Spectrum Disorder, Dyslexia and Intellectual Disabilities.
Seeking an avenue to expand his knowledge and skill set, he then discovered the brilliant world of Applied Behaviour Analysis and began his Registered Behaviour Technician Training. He has now been involved in Early Intensive Behaviour Intervention for almost 2 years and has loved every moment of it.
He especially enjoys teaching new skills in fun, play-based learning environments and drawing on his experiences in school settings to support children in their kindergarten to school transitions.
Leigh loves being beside the families he works with as they celebrate achieving their goals and reaching important developmental milestones and looks forward to a future of continued learning and success in the field of Behaviour Support.
Stephanie is currently working towards her Bachelor of Occupational Therapy at the University of South Australia and aims to complete her Masters in Speech Pathology.
Stephanie has always had a passion for working with children, in particular those who have disabilities and when she was introduced to Applied Behaviour Analysis, she was especially interested in the enjoyable, play-based learning which it involves.
Stephanie believes in providing children with optimal support and care through the use of Early Intervention in order for them to reach their full potential and increase their quality of life.