During the last few years I have been working in several schools in Bangkok and Phuket. Whilst the initial focus was on Autism, work developed into several interesting areas, and has given me the opportunity to work alongside schools’
Learning support departments which has been productive and exciting.

Currently I have the resources to conduct a wide range of psychometric assessments (details on request) between the ages of 2.5 and 16.5. Children I have worked with are attending schools such as ELC, NIST, BANGKOK PREP, BIS (Phuket).

All children pass through what are called developmental stages or milestones, These milestones are behaviors that emerge over time, forming the building blocks for growth and continued learning. Some of the categories within which these behaviors are seen include:

Cognition (thinking, reasoning, problem-solving, understanding)
Motor coordination (gross/fine motor, jumping, hopping, throwing/catching, drawing,stacking)

Social interaction (initiating peer contact, group play)

Adaptive (dressing, eating, washing)

During a consultation I will observe your child in natural surroundings. This will inform us of where your childʼs strengths and weaknesses are in relation to developmental milestones. Such information often reduces anxiety levels in parents, particularly those with one child.
During the assessment stage, I use a range of measures to ensure that your child will benefit from our programme of change development. Your involvement in each stage will give you a clear insight into how assessment, intervention and practice are interconnected, and, how shifting the balance towards an emphasis on processing strengths is used to effect change where it is needed.

Successful inclusion in a local mainstream school is usually a primary goal for you and your child. This goal is achieved through: consistent behavioural expectations, consistent social training, making full use of peer mediated learning, first within the home where available and then in small groups of unfamiliar children in a school setting.

I work with the belief that your children are as gifted as you encourage them to be. Consequently, transforming parent and schools states and beliefs are a priority . We do not seek to remove the diagnosis of autism, rather change the expectations that come with the label, remembering a deficit is not equitable with a total absence.

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