Behaviour Help

Free Downloadable Resources

These free downloadable booklets have been written for parents, child care professionals, educators and health professionals supporting children of all ages with a range of disabilities.

Visual Systems in Medical Services

This resource discusses a range of visual strategies to address communication barriers experienced by people with developmental disabilities with complex needs in medical
services.

 

Using visual systems to promote communication

Having a communication difficulty can limit a child’s ability to participate in everyday activities. When a child can’t get their message across, they usually become frustrated. Whatever a child’s age, it is important to address this frustration. Visual systems can provide the child with an effective method for communicating needs, wants, information, feelings and ideas. Strategies for promoting the child’s speech and language skills have also been provided.

Using visual systems to promote play

Play is how children learn to socialize, to think, to solve problems, to mature and most importantly, to have fun. Play connects children with their imagination, their environment, their parents and family and the world.   Some children have difficulties with developing play skills.  This booklet focuses on the play space model which outlines various techniques and skills that can be used to help your child MOVE forward in developing play skills.  Information on the various stages of play, strategies, materials and visual systems that can be used are provided.

 

Balanced Timetable Key to Student Engagement

The growing number of students disengaging from schools is a growing societal concern. Simply telling or encouraging the student to re-engage is seldom enough. Hence, as educators this means changing the nature of what happens in our classrooms. This resource discusses the use of a ‘Balanced Timetable’ to enable re-engagement.  A ‘Balanced Timetable’ is a customised timetable that takes into account the student’s abilities, interests and learning styles so that they can learn effectively and progress.

Communication development of students who are pre-intentional and intentional communicators

 For the majority of students, the development of communication through the early stages to more complex stages occur rapidly and without much effort; however, for students with profound Intellectual disability may progress through the communication stages slowly or remain at a particular stage for a long time. They are dependent on their communication partners (i.e. parents, educators, peers and others) to support and guide their communication development.  This resource provides a range of communication strategies to promote communication skill development.

Teaching Students with Sensory Impairments: Strategies for mainstream teachers.

This resource is the result of an international, collaborative effort among educators in the United States, Australia, and New Zealand, who work with students with vision or hearing impairments. The aim is to provide a resource for professionals, parents, and university students involved in fully including students with sensory impairments in our educational systems.

Crime Prevention Education: Helping Children with Intellectual Disabilities make Smart Choices

Helping Children with Intellectual Disabilities make Smart Choices has been produced with funding received by School for Parents (Carson Street School) from 2015 SGIO Community Grants Program. The free resource has been developed for educators who support children with Intellectual Disabilities. The aim of this educational resource is to deter criminal behaviour in children with Intellectual Disabilities through developing their understanding of the concept of right vs. wrong, learning how to choose the right friends and stay away from the wrong people.

Promoting Participation in Everyday Home Activities

to encourage learning and development in children with development disability has been produced with funding received by School for Parents from the non-Government Centre Support for Non-School Organisations of Western Australia.

Developing a Positive Identity

A positive sense of identity is developed over a lifetime as we all experience the many highs and lows that are part of the journey through life. As educators our role is help our student understand who they are, accept their whole self and help them learn the skills they need so that they can feel more capable when faced with any of life’s many challenges.  This book will discuss the various components and strategies that can be used together to guide the student to develop a positive sense of their identity.

Making changes through goal setting

his workbook aims to guide caregivers through a series of questions to help set goals for their child and create the road map to guide their child achieve the goal.

This workbook has been put together by Dolly Bhargava (speech pathologist) for the Developmental Disability Council of WA (DDWA).

Personalised Learning Support Plans Used in Education

This book provides parents with information on the variety of support plans used in schools to support students with disabilities. Included are several example Individual Education Plans for a child’s academic, emotional and social needs.

This workbook has been put together by Dolly Bhargava (speech pathologist) for the Developmental Disability Council of WA (DDWA).

A for Argumentative Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the A for Argumentative: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

A for Attention Seeking Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the A for Attention Seeking: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

B for Biting Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the B for Biting: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

C for Cheating Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the C for Cheating: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

D for Defiant Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the D for Defiant: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

E for Excessive Reassurance Seeking Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the E for Excessive Reassurance Seeking: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

E for Excessive Technology Use Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the E for Excessive Technoloyg Use: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

F for Flopping Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the F for Flopping: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

H for Hitting Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the H for Hitting: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

H for Hyperactivity Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the H for Hyperactivity: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

I for Impulsivity Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the I for Impulsivity : Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

K for Kicking Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the K for Kicking: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

L for Lying Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the L for Lying: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

R for Repetitive Questioning Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the R for Repetitive Questioning: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

S for School Refusal Behaviour Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the S for School Refusal Behaviour : Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

S for Separation Anxiety Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the S for Separation Anxiety: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

S for Stealing Forms: Positive Behaviour Support

The forms contained in this pdf booklet are from the S for Stealing: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

T for Task Avoidance: Positive Behaviour Support

The forms contained in this pdf booklet are from the  T for Task Avoidance: Positive Behaviour Support guide that can be used as part of the process of developing a PBS plan.

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Get In Touch

Location: Melbourne, Victoria

Telephone: 0423 293 254

Email: dolly@behaviourhelp.com

Hours: M-F: 8am - 5pm