"Behaviour is information. Most behaviours make sense... once we have all of the information." If you're parenting, teaching or supporting a neurodivergent child, you'll probably recognise this moment. Things have been travelling along reasonably well, and then seemingly overnight... Your child starts hitting. They refuse to go to school. They're suddenly waking multiple times each night. They're melting down over things that never bothered them before. They're seeking more sensory input....

What if the way a child plays is telling us far more than their words ever could? As therapists, educators, and parents, we often hear phrases like: "They're obsessed with lining things up." "All they want to do is crash things." "She keeps playing the same game over and over." "He only wants to pretend he's a dragon." It's easy to view these behaviours as quirks, challenges, or habits that need to be redirected. But what if they are actually communication? What if play is one of the most...

What we are doing when we observe, ask questions, and gather information Schools are often key partners in supporting children and young people with disability. When a Positive Behaviour Support (PBS) practitioner becomes involved, it’s common for school staff to wonder: “What is their role?”“Why are they mostly observing or asking questions?” This guide is designed to provide clarity around: The role of a PBS practitioner What a Functional Behaviour Assessment (FBA) involves What the NDIS...