Hi, I’m Erin Reed.
She / Her
Teacher, Positive Behaviour Support (NDIS)
Working with me
Identifying the Function, Not Just the Symptom
Every behaviour plan should be built on a clear hypothesis about why the behaviour is happening, not just a list of strategies to manage what it looks like. I use a functional behaviour assessment approach (the ABCH model) to identify whether behaviour is serving to escape a demand, access something preferred, communicate distress, or meet a sensory or regulation need. A student who is escape-motivated needs a fundamentally different plan to one who's seeking attention or connection, and plans that skip this step tend to be ineffective at best and reinforcing of the problem behaviour at worst.
Coaching the Adults Around Your Child
A plan is only as good as its implementation. I coach teachers, SSOs, and school leaders on how to apply the strategies in a plan consistently and confidently, not just hand over a document and walk away. Where there's a gap between what's written and what's happening day to day, I'll name it and work with the school to close it.
What This Isn't
I'm not there to work against your child's school. Most of the plans I review have good intentions behind them; what's usually missing is the functional analysis and the follow-through. My role is to bring an independent, evidence-informed voice into the room that keeps the focus on your child's actual needs, and to make sure you're not the only one holding the school to account.
If you'd like support advocating for a more individualised, workable plan for your child, I'd be glad to talk it through with you.lose it.
Reviewing and Strengthening the School's Plan
I read behaviour plans the way I'd want someone to read one for my own child: closely, and without assuming it's right just because it's been written by a professional. I look for the gaps, the untested assumptions, and the parts that sound reasonable but don't hold up against the evidence. If a plan addresses regulation but says nothing about what happens at the transition out of a regulated space, for example, that's a gap that predicts exactly where the next escalation will happen. I bring this analysis to the school in writing, clearly and respectfully, and I always keep the focus on what the evidence shows and what your child needs, not on assigning blame.
Making Sure Goals Are Individualised and Measurable
Behaviour plans work best when they're built around specific, individualised goals rather than generic strategies. I help translate your child's needs into SMARTR goals and GAS (Goal Attainment Scaling) targets that the whole team, you, the classroom teacher, the SSO, and any allied health professionals involved, can actually track and act on. This also means making sure any funding documentation, such as IESP or NCCD mapping, accurately reflects your child's needs and supports the resourcing they're entitled to.
Sitting at the Table With You
I attend TAC (Team Around the Child) meetings and school planning meetings alongside families, not instead of them. Having someone in the room who understands both the clinical and educational side of behaviour support can shift these conversations, from talking about a child in the abstract to building a genuinely shared understanding of what they need and how everyone, home and school, will respond consistently. I've coordinated multi-agency involvement across departments including DCP, SAPOL, and allied health services when a situation calls for it, and I know how to keep those conversations focused and productive.
What I BelieveCompassion creates the foundation for growth.You are not broken; you are human.
Every behaviour has a story. Understanding the story creates compassion and the opportunity for change.
You are not behind. You are learning, adapting, and growing at your own pace.
You are stronger than you realise.
A Few Things About Me
Beyond the professional
Sunsets are my favorite time of day
My two horses are my favorite kind of chaos - because some days could be peaceful, while others they are the four-legged version of a drama department
The travel bug bites now and then, sparking my adventurous spirit and deep curiosity to explore another corner of the world.
You don’t have to have it all figured out
Whatever brought you here, there’s space for it. There’s space for you.
Let’s work it out together
→ Reach out when you’re ready. I’ll be here.