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Emotional regulation

Reach Children's Services

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Positive Behaviour Support

After the wonderful feedback we received from our short online course Top Ten Tips for Preventing Behaviours That Challenge, we’ve decided to make it available here. If you want to hear our top tips for preventing tantrums and making life easier for both the children you love and support and yourself, view now.

Watch now

Behaviours that challenge occur when someone is trying to communicate a need they want met. Often, this is the only way they know how. All behaviour happens for a reason, but often the reason may not be clear. We aim to reduce instances of challenging behaviour through creating a Positive Behaviour Support plan. 

When children engage in challenging behaviours it can:

  • interfere with their daily routines and functional performance,
  • impair family/sibling relationships,
  • or pose risk of harm to themselves or family members.

Behaviour management strategies and support must be individualized. In other words, they are based on the specific reason(s) for the behaviour.

How does it work?

Firstly, a functional behaviour assessment (FBA) is carried out. This aims to identify the relationship between the behaviour, what caused it and the consequences of the behaviour. The FBA also identifies skills to help the individual to communicate, cope, and/or self-manage their behaviour better.

This assessment typically involves detailed discussion with those that know the child best, observation, and logging instances. This is carried out over a period of time to look for patterns to help explain the behaviour and inform strategies.

The aim is to prevent instances of challenging behaviour by:

  • identifying effective strategies that can be implemented by carers,
  • teaching behaviours that will replace or reduce the need for challenging behaviour,
  • and identifying appropriate ways to respond to the behaviour.

​We understand that each child, family, and set of circumstances are different. It is important that the type or form of support meets the needs of each family. Some children benefit from individual sessions with a member of our team, while for others it would be most appropriate to provide consultation and training to caregivers.

Who carries out Positive Behaviour Support?

Families who seek support for behaviours that challenge are encouraged to schedule an initial intake with our Board Certified Behaviour Analyst (BCBA).

During the intake, to develop your Positive Behaviour Support plan, the BCBA will review your current situation and your desired outcomes. This discussion will be thorough, and involve your active input. This is necessary so that the BCBA can develop and establish the ideal plan of action for your unique situation.

It is always our priority to assist you in understanding your child’s behaviours, and work with you to establish an effective, but realistic support plan.

For more information, please contact us.

Get in touch with us, we’d love to help!

We want to hear from you!

Send us a message, or give us a call.

One of us will get back to you to talk about how we can help.

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Get In Touch

+353 83 0021958
info@reachchildrens.com

Opening Hours: Mon – Fri 9am – 5pm

and by appointment

Business Name /Contact Person: Reach Children’s Service

Address
Ballinakill
Tubberclair
Westmeath
Ireland
N37 RT72

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Becoming involved in your child’s early intervention can feel intimidating and overwhelming. You may not feel like you have the skills needed to support your child’s needs and it is better to leave it to the therapist.

The fact of the matter is, your child will spend a lot more time with you, their parents, than they will with their therapist. If you picture all the hours in the week as individual marbles, there will be 168 marbles. The jar on the left has 1 marble, representing 1 hour of time spent with a therapist each week. The jar on the right has 167 hours representing all the other hours in the week.

At Reach, we want to empower parents to become involved in their child’s growth. Research shows that involving parents in our supports allows the parents we work with to support their children’s development and achieve more progress in areas such as communication skills and parent-child relationships.

We know this is a common anxiety amongst parents of children who are accessing supports, so we wrote a blog on this topic where we laid out the advantages of parental involvement, and our ethos around involving parents in supporting their children. You can find a link to our website where you can find this blog ion our website
... See MoreSee Less

6 hours ago
Becoming involved in your child’s early intervention can feel intimidating and overwhelming. You may not feel like you have the skills needed to support your child’s needs and it is better to leave it to the therapist.

The fact of the matter is, your child will spend a lot more time with you, their parents, than they will with their therapist. If you picture all the hours in the week as individual marbles, there will be 168 marbles. The jar on the left has 1 marble, representing 1 hour of time spent with a therapist each week. The jar on the right has 167 hours representing all the other hours in the week.

At Reach, we want to empower parents to become involved in their child’s growth. Research shows that involving parents in our supports allows the parents we work with to support their children’s development and achieve more progress in areas such as communication skills and parent-child relationships. 

We know this is a common anxiety amongst parents of children who are accessing supports, so we wrote a blog on this topic where we laid out the advantages of parental involvement, and our ethos around involving parents in supporting their children. You can find a link to our website where you can find this blog ion our website www.reachchildrens.com
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Are you working with your little one or a child you support in an early years setting, trying to encourage them to repeat sounds and words?

Did you know that before a child can imitate sounds and words they should focus on imitating actions.

⭐Start by imitating your child when they complete an action. This can be banging a drum, rolling a car, shaking a rattle.

⭐Try to move the activity to a turn taking activity. They shake - you copy -they shake - you copy etc.

⭐When they stop, you can then try to initiate the action. Shake the rattle yourself first and see do they then imitate you.

⭐Once you can get them to imitate this action after you, try to change the action and see if they will imitate that e.g. bang the rattle off the floor.

⭐Once they can imitate various actions you can then begin to add sound effects. Imitating sound effects will begin earlier than whole word approximations e.g. boom book boom while banging the rattle off the ground.

Once you have progressed through all these steps you can then begin to work on imitating whole words.

***Remember to keep the interactions fun! This should be done on the floor or wherever your child would typically engage with toys or similar materials. Don't try to do too much in one sitting. Think small achievable steps.

Set up for success and celebrate the small wins! 🏆

#repost #reachchildrens #reachchildrensservices #imitation #earlyintervention #imitateactions #BCBA #childled #followtheirlead #asd #specialeducation
... See MoreSee Less

4 days ago
Are you working with your little one or a child you support in an early years setting, trying to encourage them to repeat sounds and words?

Did you know that before a child can imitate sounds and words they should focus on imitating actions. 

⭐Start by imitating your child when they complete an action. This can be banging a drum, rolling a car, shaking a rattle. 

⭐Try to move the activity to a turn taking activity. They shake - you copy -they shake - you copy etc. 

⭐When they stop, you can then try to initiate the action. Shake the rattle yourself first and see do they then imitate you. 

⭐Once you can get them to imitate this action after you, try to change the action and see if they will imitate that e.g. bang the rattle off the floor. 

⭐Once they can imitate various actions you can then begin to add sound effects. Imitating sound effects will begin earlier than whole word approximations e.g. boom book boom while banging the rattle off the ground. 

Once you have progressed through all these steps you can then begin to work on imitating whole words. 

***Remember to keep the interactions fun! This should be done on the floor or wherever your child would typically engage with toys or similar materials. Dont try to do too much in one sitting. Think small achievable steps. 

Set up for success and celebrate the small wins! 🏆

#repost #reachchildrens #reachchildrensservices #imitation #earlyintervention #imitateactions #BCBA #childled #followtheirlead #asd #specialeducation
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0 CommentsComment on Facebook

Delighted to be here at @rare_ireland Disability Information Day & Conference.

#rareireland
#rareaware
#disabilityawareness
... See MoreSee Less

1 week ago
Delighted to be here at @rare_ireland Disability Information Day & Conference. 

#rareireland 
#rareaware
#disabilityawareness
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3 CommentsComment on Facebook

Well done Reach Children's Services!

Great to see ye ❤

Lookin good ladies 👍🏻

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