Is your child finding it difficult to:
- Attend school consistently?
- Start and complete everyday tasks?
- Go to certain places, engage in activities, or try new things?
- Stay in a safe, supervised place when they feel distressed, overwhelmed, or curious?
Available with Improved Daily Living (IDL) funding for NDIS participants in Adelaide, Melbourne's west, north west, north, and north east, and in Ballarat
at a glance: about this skills-based behaviour therapy program
short-term
10-15 week programs designed to accelerate skill acquisition
practical
No full assessments or lengthy reports required before starting
flexible
Personalised programs delivered in home, school, community or clinic
led by
Experienced and appropriately qualified practitioners
Collaborative
Working with, and coaching, families and relevant support staff
our approach
Personalised, neuroaffirming and trauma-informed
ndis funding Improved Daily Living (IDL) funding required
About this program
supporting social engagement and participation
Our skills-based Social Engagement and Participation program focuses on helping children build skills that support independence and participation in day-to-day activities, such as:
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Consistently attending school and participating in school-related activities
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Starting and completing everyday tasks
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Not leaving safe, supervised areas without approval from parents, teachers or caregivers
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Feeling able to tolerate feelings of anxiety, rather than avoiding triggers
Your child's personalised program will be tailored to a key focus area, as shown below, and will work towards achieving 3-5 functional skills-based goals.
ATTENDING AND PARTICIPATING AT SCHOOL
STARTING AND COMPLETING TASKS
STAYING IN SAFE, SUPERVISED AREAS
TOLERATING FEELINGS OF ANXIETY
Practical, goal-oriented progams
focus areas and functional goals
As part of this program, your child may focus on a specific day-to-day challenge (a 'focus area'), as shown below. Working collaboratively wth their program practitioner, they will have 3 - 5 functional goals towards achieving 3 - 5 functional goals. Your child's goals will be specific to their needs, goals, and capabilities,
school attendance and participation
Some of the many goals for this focus area may include:
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Creating and consistently follow a step-by-step routine with agreed supports.
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Learning to identify and communicate their top 2 - 3 triggers for avoidance.
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Implementing agreed coping / support options.
starting and completing tasks
Some common skill development goals may include:
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Breaking tasks down into smaller, more manageable tasks.
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Using personalised supports to aid outcome achievement.
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Using personalised scripts to help them express themselves and ask for help when tasks feel overwhelming.
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(Older children) Receiving anxiety education with support to learn and practice coping strategies.
staying in safe, supervised areas
Some common skills development goals include:
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Developing and implementing 'safe exit options', with the ability to use "exit / escape" communication before leaving an area.
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Co-creating and following a safty plan routine.
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Using calming tools to support emotional regulation.
tolerating feelings of anxiety
Some common skills development goals include:
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Learning and being able to identify early anxiety and use coping strategies.
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Working towards reducing avoidance behaviours for a specific situation.
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Anxiety education and the implementation of coping strategies (tailored to age and capabilities).
Building skills to support
school attendance and participation
why doesn't my child want to go to school?
CHALLENGES WITH SCHOOL ATTENDANCE AND PARTICIPATION
Also known as 'school refusal' or 'school avoidance', challenges associated with attending school and / or participating in school activities may occur when a child feels stressed, anxious, or emotionally overwhlemed - perhaps school feels unsafe, or something at school feels unmanageable or uncomfortable.
They may be finding it hard to:
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Manage big emotions at school
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Manage anxiety or worry about activties, places
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Cope with sensory sensitivities
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Deal with the day-to-day demands of school
school avoidance isn't the same as 'skipping' or 'wagging'
School avoiance isn't the same as simply wanting to skip school (or 'wagging'), and it's not a case of a child purposefully being challenging. Many of the children who feel anxiety over attending school know and understand how important it is to go, and some may really want to.
RECOGNISING SCHOOL AVOIDANCE BEHAVIOURS IN CHILDREN AND ADOLESCENTS
Some of the more common behaviours associated with school avoidance can include:
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Regular attempts to stay home, or visits to the sick bay. They may tell you that they feel sick (e.g. tummy aches, headaches, nausea), but visits to the doctor show no signs of ill health. You might also hear them ask to stay home “just for today”.
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Purposely taking an extra long time to get ready for school.
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Struggling with transitions - for example, getting into or out of the car, walking into the classroom, and so on.
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Hiding, needing to run, or withdrawing when they need to go to school.
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Staying very close to parents or carers at drop off and finding it very hard to say goodbye.
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Experiencing big emotions related to thoughts of / attendance at school.
When your child doesn't have to go to school, you might notice that they:
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Feeling noticeably relieved and instantly calmer.
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They may engage in their favourite activities to self-soothe after school, or on days where they realised that they don't have to attend.
school avoidance behaviours don't just happen at school
Behaviours associated with school avoidance can occur at anytime - not just on the way - or when you get to - school. You may notice them in the morning, during the school day, or even at bedtime when thoughts about the next day at school arise.
does your child need support building skills to help improve school attendance and participation?
Find out if this skills-based program is right for you and your family. Fill in the online referral form or contact us directly at 1300 575 329 / 8292 5300 or at info@activ8group.com.au.
Building skills to support
startIng and completing tasks
why won't my child do what i ask them to do?
challenges starting and completing tasks
Sometimes referred to as 'task refusal' or 'demand avoidance', when a young person finds it difficult to start or complete tasks, it may be because they're feeling overwhelmed, anxious, or as though they've lost a sense of control.
Behaviours associated with 'task refusal' are not your child being purposefully defiant. They are typically a sign that they're finding it hard to manage demands and regulate their emotions. And in turn, this can impact how they participate in day-to-day activities and routines.
Why won’t my child do what’s asked... everything FEELS LIKE a battle?
If your child feels overwhelmed, anxious, or unsure how to start or complete a task, they may communicate this through refusing to do as asked -even if you've asked really nicely and patiently.
Sensory sensitivities, struggles with transitions, and a need to feel more in control may also contribute.
RECOGNISING demand avoidance (task refusal) IN CHILDREN AND ADOLESCENTS
If your child is having trouble starting and / or completing tasks for the reasons we've discussed, you might notice them doing one or more of the below:
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Saying “no” when you ask them to do something, or finding it hard to get started
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Ignoring requests you make - this could also look like them walking away
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Putting tasks off - saying "I'll do it later" or asking what feels like an excessive amount of questions
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Getting distracted by another activity before starting
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Negotiating or pushing back on tasks
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Having a strong emotional reaction - including feeling overwhelmed or upset - when being asked to do something
could skill-building support help your child feel more confident starting and completing tasks?
Contact us to learn if this may be suiable for your child. Fill in the online referral form or contact us directly at 1300 575 329 / 8292 5300 or at info@activ8group.com.au.
Building skills to support young people to
Stay in safe and / or supervised areas
why might my child be leaving safe, supervised spaces without telling anyone or asking permission?
Many people might call this 'running away', 'fleeing'. You could also hear clinicians refer to this as 'absconding'. Whatever you choose to call it, leaving a safe, supervised area without permission - or without telling someone where you're going - can be a serious challenge that impacts participation and safety - and proves challenging to others impacted by their actions. Especially in scenarios where the young person is not aware of the risks that may be associated with their actions.
This can happen quickly and without warning - for example, moving far away (out of sight) from a trusted adult at the playground or park, leaving a classroom.
Such behaviours commonly occur when a child feels distressed, overwhelmed, or very curious about something they're interested in (i.e. they know that there are ducks in a pond over the other side of the park).
what might be making my child want to leave?
Leaving without asking or telling a trusted adult isn't usually a child deliberately trying to break the rules or be unsafe.
It's usually a response to feeling overwhelmed, confused, or full of emotions that are difficult to manage.
For example, they may be:
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Feeling overwhelmed or distressed
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Experiencing sensory sensitivity
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Unable to pause and behaving impulsively
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Unable to fully understanding the risks of their behaviours
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Struggling to communicate unmet needs
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Seeking predictability or control
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Exploring something they're really interested in
RECOGNISING absconding behaviours IN CHILDREN AND ADOLESCENTS
Absconding can look different for each child and may vary depending on the environment, their needs, and what they are responding to. Some examples include:
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Leaving the house or yard without telling a parent or carer
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Walking or running away from a parent or carer in public places (e.g. at the shops, park, or car park)
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Leaving the classroom, playground, or school grounds without permission
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Moving away from a group during an excursion or community outing
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Running off when feeling overwhelmed, distressed, or asked to complete a task
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Wandering away to explore something of interest (e.g. water, playground equipment, a favourite place)
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Leaving a therapy session or waiting area unexpectedly
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Getting off track or separating from others when transitioning between places (e.g. walking between classrooms)
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Going into unsafe areas (e.g. roads, car parks, or unfamiliar spaces) without recognising the risk
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Hiding or finding a quiet place away from others without letting anyone know
is your child finding it difficult to stay close when feeling overwhelmed, distressed, or curious?
Contact us to learn if this may be suiable for your child. Fill in the online referral form or contact us directly at 1300 575 329 / 8292 5300 or at info@activ8group.com.au.
Skills to support children to
tolerate feelings of anxiety
my child is avoiding activities, situations, and / or trying new things - why?
Also known as 'anxiety avoidance', young people may find themselves avoiding situations, activities or expectations that feel worrying, unsafe, or overwhelming to them.
This may be due to:
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Anxiety or fear of the unknown
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Difficulty coping with change or uncertainty
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Experiencing challenges with emotional regulation
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Being unsure how to start tasks, i.e. not knowing where to begin
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Distressing or overwhelming experiences in the past
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A need for greater predictability, routine, or a sense of control
While avoidance can help reduce feelings of distress in the moment, and possibly even in the short-term, over time it can reduce their confidence and stop them from taking part in day-to-day activities, including those that they once loved.
RECOGNISING anxiety avoidance behaviours IN CHILDREN AND ADOLESCENTS
You may notice one or more of the following actions in young people who are finding it difficult to navigate anxiety and change. They may:
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Avoid school, social events, or new experiences
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Need lots of reassurance before giving things a go
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Withdraw, stay in their room, or stick very closely to routines
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Become distressed or overwhelmed when something feels unfamiliar
is your child finding it difficult to stay close when feeling overwhelmed, distressed, or curious?
Contact us to learn if this may be suiable for your child. Fill in the online referral form or contact us directly at 1300 575 329 / 8292 5300 or at info@activ8group.com.au.