Service

Behavioural Consultation

Does your child exhibit challenging behaviours?
As a parent are you looking for parenting Strategies?

At Crossroads Collective we have a team of Behavioural Programmers and Behavioural Technicians that work with parents to help their children learn new strategies to deal with big feelings. When working with parents we set up an initial meeting to discuss the behavioural concerns. This meeting would be with one of our Counsellors to discuss your child and family needs. A subsequent meeting would be set up with he parents with our team of support – a behavioural programmer and a behavioural consultant and the team lead counsellor. At this meeting goals and strategies are created to help the child moving forward. Some of the strategies would include our behavioural technician working with the child in our playroom, taking them out into the community, this could include our therapy dog for as well. Our team would also help create a wrap around approach by also working with the parents and attending meetings at the school with various teachers, resource teachers, school counsellors and creating IEP goals that match the programming goals being supported at home in the community. We base our Behavioural Plans on our Wrap Around Approach that includes all facets of the child and the families lives so that learning is across all areas of the child’s world. We call this our Crossroads Collective Wrap Around Approach.

Behavioural Intervention

Behavioural intervention is a type of behaviour modification therapy that uses reinforcement to intervene in behaviours that could negatively affect a child’s life.

One of the biggest challenges parents face is managing difficult or defiant behavior on the part of children. Whether they’re refusing to put on their shoes, or throwing full-blown tantrums, you can find yourself at a loss for an effective way to respond.
For parents at their wits end, behavioral therapy techniques can provide a roadmap to calmer, more consistent ways to manage problem behaviors problems and offers a chance to help children develop gain the developmental skills they need to regulate their own behaviors.

    Behavioural interventionists work directly with clients to implement therapy programs based on their individual needs. This allows your child to receive exposure to programs from each discipline every time they are seen.Skills developed through intervention therapy include but are not limited to:

    • Communication;
    • Daily living skills;
    • Functional life skills;
    • Sensory systems and self-regulation;
    • Gross and Fine motor skills; and
    • Play and Social Skills.

    ABC’s of behavior management at home
    To understand and respond effectively to problematic behavior, you have to think about what came before it, as well as what comes after it. There are three important aspects to any given behavior:

    • Antecedents: Preceding factors that make a behavior more or less likely to occur. Another, more familiar term for this is triggers. Learning and anticipating antecedents is an extremely helpful tool in preventing misbehavior.
    • Behaviors: The specific actions you are trying to encourage or discourage.
    • Consequences: The results that naturally or logically follow a behavior. Consequences — positive or negative — affect the likelihood of a behavior recurring. And the more immediate the consequence, the more powerful it is.

    Define behaviors
    The first step in a good behavior management plan is to identify target behaviors. These behaviors should be specific (so everyone is clear on what is expected), observable, and measurable (so everyone can agree whether or not the behavior happened).

    An example of poorly defined behavior is “acting up,” or “being good.” A well-defined behavior would be running around the room (bad) or starting homework on time (good).

    Antecedents, the good and the bad

    Antecedents come in many forms. Some prop up bad behavior, others are helpful tools that help parents manage potentially problematic behaviors before they begin and bolster good behavior.

    Antecedents to AVOID:

    • Assuming expectations are understood: Don’t assume kids know what is expected of them — spell it out! Demands change from situation to situation and when children are unsure of what they are supposed to be doing, they’re more likely to misbehave.
    • Calling things out from a distance: Be sure to tell children important instructions face-to-face. Things yelled from a distance are less likely to be remembered and understood.
    • Transitioning without warning: Transitions can be hard for kids, especially in the middle of something they are enjoying. Having warning gives children the chance to find a good stopping place for an activity and makes the transition less fraught.
    • Asking rapid-fire questions, or giving a series of instructions: Delivering a series of questions or instructions at children limits the likelihood that they will hear, answer questions, remember the tasks, and do what they’ve been instructed to do.

    Antecedents to EMBRACE:

    Here are some antecedents that can bolster good behavior:

    • Be aware of the situation: Consider and manage environmental and emotional factors — hunger, fatigue, anxiety or distractions can all make it much more difficult for children to rein in their behavior.
    • Adjust the environment: When it’s homework time, for instance, remove distractions like video screens and toys, provide a snacks, establish an organized place for kids to work and make sure to schedule some breaks — attention isn’t infinite.
    • Make expectations clear: You’ll get better cooperation if both you and your child are clear on what’s expected. Sit down with him and present the information verbally. Even if he “should” know what is expected, clarifying expectations at the outset of a task helps head off misunderstandings down the line.
    • Provide countdowns for transitions: Whenever possible, prepare children for an upcoming transition. Let them know when there are, say, 10 minutes remaining before they must come to dinner or start their homework. Then, remind them, when there are say, 2 minutes, left. Just as important as issuing the countdown is actually making the transition at the stated time.
    • Let kids have a choice: As kids grow up, it’s important they have a say in their own scheduling. Giving a structured choice — “Do you want to take a shower after dinner or before?” — can help them feel empowered and encourage them to become more self-regulating.

    Creating effective consequences

    Not all consequences are created equal. Some are an excellent way to create structure and help kids understand the difference between acceptable behaviors and unacceptable behaviors while others have the potential to do more harm than good. As a parent having a strong understanding of how to intelligently and consistently use consequences can make all the difference.

    Consequences to AVOID:

    • Giving negative attention: Children value attention from the important adults in their life so much that any attention  — positive or negative — is better than none. Negative attention, such as raising your voice or spanking — actually increases bad behavior over time. Also, responding to behaviors with criticism or yelling adversely affects children’s self-esteem.
    • Delayed consequences: The most effective consequences are immediate. Every moment that passes after a behavior, your child is less likely to link her behavior to the consequence. It becomes punishing for the sake of punishing, and it’s much less likely to actually change the behavior.
    • Disproportionate consequences: Parents understandably get very frustrated. At times, they may be so frustrated that they overreact. A huge consequence can be demoralizing for children and they may give up even trying to behave.
    • Positive consequences: When a child dawdles instead of putting on his shoes or picking up his blocks and, in frustration, you do it for him, you’re increasing the likelihood that he will dawdle again next time.

    Effective Consequences:

    Consequences that are more effective begin with generous attention to the behaviors you want to encourage.

    • Positive attention for positive behaviors: Giving your child positive reinforcement for being good helps maintain the ongoing good behavior. Positive attention enhances the quality of the relationship, improves self-esteem, and feels good for everyone involved. Positive attention to brave behavior can also help attenuate anxiety, and help kids become more receptive to instructions and limit-setting.
    • Ignoring actively: This should used ONLY with minor misbehaviors — NOT aggression and NOT very destructive behavior. Active ignoring involves the deliberate withdrawal of attention when a child starts to misbehave — as you ignore, you wait for positive behavior to resume. You want to give positive attention as soon as the desired behavior starts. By withholding your attention until you get positive behavior you are teaching your child what behavior gets you to engage.
    • Reward menus: Rewards are a tangible way to give children positive feedback for desired behaviors. A reward is something a child earns, an acknowledgement that she’s doing something that’s difficult for her. Rewards are most effective as motivators when the child can choose from a variety of things: extra time on the iPad, a special treat, etc. This offers the child agency and reduces the possibility of a reward losing its appeal over time. Rewards should be linked to specific behaviors and always delivered consistently.
    • Time outs: Time outs are one of the most effective consequences parents can use but also one of the hardest to do correctly. Here’s a quick guide to effective time out strategies.
    • Be clear: Establish which behaviors will result in time outs. When a child exhibits that behavior, make sure the corresponding time out is relatively brief and immediately follows a negative behavior.
    • Be consistent: Randomly administering time outs when you’re feeling frustrated undermines the system and makes it harder for the child to connect behaviors with consequences.
    • Set rules and follow them: During a time out, there should be no talking to the child until you are ending the time out. Time out should end only once the child has been calm and quiet briefly so they learn to associate the end of time out with this desired behavior.
    • Return to the task: If time out was issued for not complying with a task, once it ends the child should be instructed to complete the original task. This way, kids won’t begin to see time outs as an escape strategy.

    By bringing practicing behavioral tools management at home, parents can make it a much more peaceful place to be.

    If you are having difficulties with behaviours at home, give us a call to discuss your child’s needs and we would be happy to set a consultitative meeting.  We would also be able to help you find funding through local agencies should you need to access these resources.

    We also offer these additional services:

    CHILD & YOUTH THERAPY

    • Child Play Therapy
    • Self Esteem and Confidence Coaching
    • Anxiety and Depression
    • Career Exploration with Youth
    • Dealing with Separation and Divorce from the child and parents perspective
    • Helping parents and children with strategies to deal with ADHD and ADD
    • Assessments for Autism, ADHD, Oppositional Defiance Disorder

    CO-PARENT COUNSELLING & PARENT COACHING

    • Conflict management

    • Improving communication

    • Creating & managing parenting plans

    • Parent education

    • Healthy discipline strategies

    • Building healthy parent/child connections

    • Repairing relationships

    • Focused on best interests of the child

    PARENTS WITH SPECIAL NEEDS ADVOCACY AND MEDIATION

    • Access to Assessments and Diagnosis

    • Psycho-Educational, Autism, ADHD Testing

    • Referral to local Psychologists for Assessments and Testing

    • Referral to local Behavioural Consultants and Creating a Behavioural Intervention Team

    • Mediation with School Districts and IEP Planning

    • Access to 3rd party Funding and Ministry of Children and Family Case Workers

    • Completing government and agency paperwork to obtain funding, therapy and resources

    • Family Planning at transitional ages: birth, school age and adult

    GROUP THERAPY & SUPPORT

    •  Anxiety Management for Children
    • Anxiety Management for Youth
    • The Defining Decade
    • Healthy boundaries
    • Couples retreats
    • Healing relationships

    Click here to view our counselling services

    Meet The Team

    DEMOGRAPHIC: Children, Youth, Adults and Family Therapy 

    SPECIALTIES: Play Therapy, Special Needs Advocacy and Diagnosis, Anxiety, Depression, Career Counselling, Addictions, LGTBQ, Aboriginal Issues

    Lisa Moore, ma
    Lead Counsellor

    Sometimes in life people go through painful experiences and unexpected events.  It is my goal to help people heal and grow through periods of transitions in their lives.  Many of us experience loss, grief, unhappiness or a sense of loss when we transition from one role to another in our daily lives.  Some of us lose people we love, dreams we can no longer achieve, changes in careers, the diagnosis of a child with special needs, a loved one entering Long Term Care, or who is ailing in health, Divorce from a spouse, the beginning of a new marriage, perhaps with a blended family.  It is my honour to help counsel you during these difficult transitions and help you heal from these difficult experiences.

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    I am a Registered Clinical Counsellor (RCC) through the BC Association of Clinical Counsellors (BCCAC).  I am also licensed through the Canadian  Counselling Psychotherapy Association (CCPA) and hold a CCC license.

    I completed my Masters of Counselling Psychology at Trinity Western University and began working in my own private practice in 2016.  Before going back to school to pursue my masters I worked as a Senior Executive in Sales and Marketing.  I believe that my unique education has allowed me to help people grow and develop and create change for themselves.

    I work with clients who are often stuck and want to transition themselves, whether it be a change of career, how to make difficult decisions whether it be to leave or a job or a relationship.  How to deal with the loss of a divorce.  Helping people work through blended families and or helping someone to create a new life for themselves after a separation or divorce.  I also work with individuals who want to manage their time better, take on more challenges or who feel stuck in a current situation.  I often work with those individuals who suffer from anxiety or depression and need help dealing with every day life and stressful circumstances.

    About 10 years ago I became involved in helping a family with special needs children and it was through that journey that I came to the work I am most passionate about; helping parents of special needs families.  I also meet with children and work with them using play therapy.  It is during those sessions that I assess children for ADHD, Oppositional Defiance Disorder, Autism or and/or other types of learning disabilities.  I then work with parent(s) to help them have their child formally assessed and diagnosed by a registered psychologist.  Once the family receives the diagnosis I work with parents to help them get resources such as Applied Behavioural Analysis, and Behavioural Intervention, OT/PT therapy, additional counselling for the child and various other required therapies.  I work with the family to help them get funding for these therapies through charitable organizations and through the application to CRA to receive the Child Disability Benefits.  I also go into the schools with the parents to work with their school based team to develop robust IEPS’ for their child which will follow them until graduation.

    The following list below are my areas of specialization and those I am passionate about:

    • Personal Development
    • Assertiveness / Boundaries
    • Depression, Anxiety & Panic Disorders
    • Phobias
    • Past or Recent Trauma or Abuse
    • Relationship and Couples Counselling
    • Addictions
    • Divorce, Separation and Blended Families
    • Eating Disorders and Addictions
    • Life Transitions
    • Gender Dysphoria, LGBTQ Transitions & Other Issues
    • Communication Building
    • Grief Counselling
    • Career Planning

    CHILD AND YOUTH THERAPY

    • Child Play Therapy
    • Self Esteem and Confidence Coaching
    • Anxiety and Depression
    • Career Exploration with Youth
    • Dealing with Seperation and Divorce from the child and parents perspective
    • Helping parents and children with strategies to deal with ADHD and ADD
    • Assessments for Autism, ADHD, Oppositional Defiance Disorder

    PARENTS WITH SPECIAL NEEDS ADVOCACY AND MEDIATION:

    • Access to Assessments and Diagnosis
    • Psycho-Educational, Autism, ADHD Testing
    • Referral to local Psychologists for Assessments and Testing
    • Referral to local Behavioural Consultants and Creating a Behavioural Intervention Team
    • Mediation with School Districts and IEP Planning
    • Access to 3rd party Funding and Ministry of Children and Family Case Workers
    • Completing government and agency paperwork to obtain funding, therapy and resources
    • Family Planning at transitional ages: birth, school age and adult

      DEMOGRAPHIC: Children, Youth, Adults & Parents

      SPECIALTIES: Child Play Therapy, Assessments for various Diagnoses, ADHD, Autism, ODD

      Nadine Viker
      Behavioural Technician

      As parents we sometimes feel at a loss as to how to help our child, particularly when they are experiencing difficulties in more than one area of their lives: at school, with friends, regulating emotions, academically, socially or behaviourally.  My personal experience and my love for children has helped me to realize that many parents need support and I have a passion for helping children and parents navigate these challenges.

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      I am a mother of two children, and through my travels working with children in the school based system, I came to realize that I had a special gift for helping parents and children find solutions to difficult issues. Having resolved these issues, both parents and children experienced better quality of life.

      I have worked with children for the past five years in the school system as an Education Assistant.  This passion for helping children grow and excel propelled my quest for learning.  I began to learn and practice counselling through child play therapy.  I also have experience doing assessments with children to help get parents diagnoses for their child, and then put a plan in place to help parents access resources and funding within the community and the school district.

      My hope is to make a difference in the lives of these families and I would very much like to meet with your family and help make a difference in your lives.

      DEMOGRAPHIC: Children, Youth, Young Adults and Parents.

      SPECIALTIES: Behavioral Intervention, Behavioral Consultation, programming, Child play therapy, Autism, Anxiety, ADHD, ODD, Assessments, Positive Behavioral support plans, social skills, social groups, IEP’s, job placement supervision, parent teaching.

      Shannon Lawrence
      Behavioural Programmer and Technician

      “Why fit in when you were born to stand out?”Dr. Seuss

      Sometimes when you are given the results or diagnosis of your child, you may feel helpless, and you may not know what to do or even where to start. It can be overwhelming, and you feel like you’re in a downward spiral. Where to go, who to talk to, what to do? Let it be known; there is light at the end of the tunnel with the right guidance and knowledge. This is where I bring my expertise and experiences.

      As a Behavioral Programmer and Technician, I see myself as a facilitator of learning. It is my responsibility to create and maintain an environment where the children and families feel valued, motivated, supported and encouraged to learn and progress continuously. I believe that children with Autism and/or any other diagnosis have the right to an effective and individual treatment to meet their own needs, as well as their families. I provide programming that addresses all areas of the child’s development, behavioural problems, school issues and social skills.

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      I have been working with children since the early 2000s as an ECE provider. After my experience within daycares, I wanted to expand my skills. I was very intrigued by the minds of children on the spectrum, so I took a diploma program at Douglas College. This is where my journey started into the world of Autism and other neurological disorders. Since then, I have worked in the Surrey School District as an Applied Behaviour Analysis (ABA) / Support Worker (SW) and an Education Assistant. I have been a Behavioral Programmer and Technician for children over six since 2012. Within that time, I have had experience working with a wide range of children with various diagnoses. Whether it is Autism, Asperger’s, Anxiety Disorder, ADHD and ODD, I have worked with many different multidisciplinary teams supporting individuals with challenging behaviours. I have taken various workshops, and I am always learning new skills to improve and assist the families that I am working with.

      I have a passion for teaching, playing, learning and bringing out the best in all children. I want to provide all the families that I am working with a meaningful social and learning environment, regardless of prior skill or ability. We can make a difference!

      DEMOGRAPHIC: Children, Youth, Young Adults and Parents.

      SPECIALTIES: Autism and Anxiety, Behavioural Intervention, Programming, Respite, Play therapy, Social Skills, Special needs swim instructor 

      Cassandra Hildebrand
      Behavioural Programmer and Technician

      Your child is having difficulties…. Now what? Every child is unique, and it is important to have a good fit when considering a behavioural interventionist. If the right relationship and experience is there your child will blossom.

      I find the best outcome to my intervention is to look for strengths in each individual child and use those to help their areas of need. This allows a child to learn in a way that is not only meaningful to them, but also in the way their brain works best. I will help ease challenging behaviours by using ABA and other expressive methods to help with anxiety, social/emotional, behavioural and sensory issues.

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      I hold a Bachelor of Arts in Psychology with a minor in Counselling from KPU. I am currently completing a Counselling Psychology Masters Degree. 

      For the past ten years I have been involved on multiple ABA teams. I have worked with children in a variety of settings including, home-based, swim instructing, and community-based programs. I am employed with Langley School District as both a Special Education Assistant and a Child and Youth Care Worker supporting students from kindergarten to grade 12.

      Through collective collaboration I will support your family with practical techniques that can be implemented into daily life. My goal is to build a strong foundation for the now and future by incorporating play and fun into our sessions. I love finding ways to disguise work as games to create a positive and enriching experience for your child. I can ensure peace of mind knowing your child will enjoy their time with me and look forward to coming back.