Expert, Friendly & Safe Behaviour Support Strategies
Transforming lives with tailored behaviour screening, assessment, strategies and education supports.
Welcome to Murray Behaviour Support
Director, Carlie Jones, is an experienced and passionate teacher of over 20 years based on the mighty Dungala River in Echuca-Moama. Holding a Masters Degree in Applied Behaviour Analysis, Carlie has many years of experience leading and advocating in the wellbeing, disability and inclusion sectors of education. Having worked in a secondary setting with the Disability Inclusion Profiles (DIPs) in Victoria - she is well versed in the need for student/client centred, trauma informed, data driven supports and evidence. Carlie has previously presented at national and state conferences on her strategies to best support students, particularly those with additional needs, through school transitions. Carlie is a strong advocate for embedded First Nations perspectives and neuroaffirming practices.
A proud mum of four daughters, Carlie has lived experiences of negotiating and celebrating education pathways, allied health systems and government agencies.
Assistant Director, Luna Jones, is the youngest member of the Murray Behaviour Support team. When Luna is big enough, she aims to become a qualified therapy dog. Luna will be able to assist clients in assessments and help make them feel safe, supported and show our clients a fun environment.
At the moment, Luna loves chasing balls, eating, snoring and cuddles. Luna likes chasing her older brother-dog, Hank, especially his tail. Hank likes to show Luna things that only grown up dogs can do - just to rub it in.
Luna is aware that not all people are dog people. If you are one of these people, Luna understands and is happy to take a rostered day off - it is after all 'a dog's life'.
Murray Behaviour Support Screening & Assessment Packages
We prioritise understanding your learner's needs, wants and challenges - building their confidence and voice to self advocate. We use evidence based assessment to create detailed reports with tailored strategies to support learners. Additionally, we ensure that these reports are in user friendly language so all parties can assist in building the client's capacity.
Consultation
A 15min FREE, no obligation, phone or video consultation to discuss how Murray Behaviour Support can help support you or your young person.
Advocacy & Support
Support to attend and engage in school support meetings to better understand the "edu-speak" and "jargon" that often comes with supporting learners in a school setting. Such supports require introductory meeting(s) to outline current situation, challenges and celebrations.
Learning Plan Profile
Introductory meeting with the young person and family to create a learning profile about the person's wants, needs and voice about their own learning to inform stakeholders of potential strategies of support.
Functional Behaviour Assessment
A problem-solving assessment process to understand why a specific behaviour occurs by gathering information on what happens before, during, and after the behaviour. The aim is to identify the behaviour's "function" - why does the behaviour occur? This information is used to create a tailored behaviour support plan with effective strategies to support positive behaviour change.
*As a neuroaffirming practice our goal is to understand what the behaviour is communicating not stopping it.
Educational Screening & Assessment
Also known as an academic assessment, measures how a client is performing in a range of academic skill areas and how this compares with their peers and age expectations.
Assessment and detailed report to identify and support a young person's education levels - both strengths and challenges - around literacy, numeracy, memory, language and phonological awareness and/or auditory processing.
It could assist with identifying Specific Learning Disorders and the creation of an ILP.
Adaptive Behaviour Assessment
An adaptive skills assessment compares a child’s skills in the areas of communication, social interaction, motor skills and self-care skills to the level of skill expected for their age.
The purpose of the assessment is to determine whether a client is showing age-appropriate development in skills needed for everyday life.
A formal report is written outlining strengths and challenges alongside recommendations for supports.
ADHD &/or Conduct Screening Assessment*
ADHD screening and assessment aims to evaluate behaviour, concentration and focus particularly in the areas of inattention, hyperactivity, and impulsivity.
Assessments can be used to determine whether a client’s behaviour meets the diagnostic criteria for ADHD.
Report includes strategies for support for the targeted setting(s).This can assist in making environmental changes to support a young person in and out of school.
Sensory Profiling
Assessment and detailed report to understand an individual's unique responses to sensory input, like sounds, lights, movement, and touch. It may help identify sensory processing patterns and how these might affect behaviour, daily activities, and overall function.
Creating an understanding of preferences allows for planning around regulation and environmental supports.
Autism Screening & Assessment*
ASD assessment involves a multi-disciplinary approach that includes a developmental history review, observation, and standardised diagnostic tools to evaluate social communication, restricted interests, and repetitive behaviours. This information is used to identify the individual's strengths and needs, with strategies for support to allow for capacity building for both home and education.
Behavioural Assessment*
A combination of parent and educator interviews, observations, questionnaires, and use of different assessment tools. The comprehensive screening assessment helps understand the behaviours and emotions of children and adolescents e.g. aggression, anxiety, social skills, self-esteem etc.
This could assist in the diagnosis of behavioural diso, developmental concerns or the effectiveness of interventions. The report includes strategies to assist with positive change in the targeted setting(s).
Specific Learning Disorder (SpLD) Screening*
Screening may be required if a client’s reading or spelling remains well below age expectation, despite having received at least 6 months of intervention or support targeting the area of difficulty.
This report provides strategies for immediate intervention whilst evidence to proceed to a formal diagnosis.
Observations
Attendance at the client’s school/educational setting/home and conducting direct, authentic observational assessments on the client’s behaviour and interactions within the space.
Consultation with the relevant setting and staff is required. This introductory consultation with all parties is key to the success of observations in promoting clarity of goals and intended outcomes.
*Please note all clients will need follow up appointments with the necessary health professionals to formally diagnose. All reports could be used to assist with diagnosis pathways, disability inclusion profile and NDIS applications where relevant.