Inspiration behind what I do
I have a brother that is 2 years younger than me whom I grew up together with. He was diagnosed with expressive and receptive disorder which was quite difficult on him when growing up. Me being the elder sister, naturally I had to brainstorm on ways to coach him for school, is it more visual guidance that he needs for better understanding? Is it more audio guidance that needs for better understanding ? I found it very interesting to explore the different ways for better receptiveness for him . You can say that piqued my interest in the field!
My way
My way always revolves around play and child led, this is the majority of how my session runs. On top of this, I incorporate alot of music elements and sensory elements which also helps promote overall skills. I focus on the skills the child has and use a scaffolded, strengths-based, learner-centered approach informed by educational psychology, behavioral science, and social learning theory.
Sessions usually take place at home/ school and I highly encourage parents to observe my sessions! Parent training is mandatory. I also involve the school in the care plan, with possibility to provide them with training to equip them with methods to work best with their child.
I include updates on every session, monthly meeting on long term and short term goals discussion with parents. Additionally, meeting with other therapist to integrate goals together for the best outcome for the child. I highly recommend a multidisciplinary team, working alongside speech therapist/ occupational therapist etc. ( I have plenty of recommendations for these professionals).
I come to you!
Work
Experience
2020 - present
Behavior supervisor & therapist/ basic psychologist(Netherlands)
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Behaviour Analysis Specialist with experience applying evidence-based behavioural and educational approaches to support autistic children and young people.
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Collaborate directly with government agencies and multidisciplinary stakeholders to develop, implement, and review individualized support plans.
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Lead practitioner and case supervisor, providing end-to-end service delivery including intake assessments, goal development, intervention planning, progress monitoring, and review meetings.
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Extensive experience supporting both verbal and non-speaking children, with expertise in Augmentative and Alternative Communication (AAC) systems, including PECS, Tobii Dynavox (TD Snap/Tobii), and Proloquo2Go, to enhance communication, independence, and participation. Expert in behaviour analysis
2018 - 2019
Special needs teacher (Malaysia)
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Worked in a special needs center, working with a group of children between age 5 to 10. In-charged or personal and general goals of a group of 5 students.
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Weekly sensory play, expert in sensory play ideas
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Professional in tutoring for children who are in school with some needs (ADHD and ASD)
2017
Internships and other relevant experineces
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Multidisciplinary setting with clinical, educational, speech and occupational therapist.
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Research assistant in the United Kingdom, evaluating effectiveness of new mathematics intervention.
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1 to 1 therapy for classroom integration back in Malaysia for children with ADHD/ autism.
Skills
& Expertise
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Languages Dutch (basic) ,(Professional) English, (Professional) Mandarin, (Professional) Malay, (Intermediate) Cantonese
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AGB , SKJ , RBT certificate. Member of NIP
Education
2017 - 2018
University College London (UCL) | Master’s Degree
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MSc in Psychology of Education
2014 - 2017
University of Nottingham | Bachelor's Degree
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BSc Pscyhology (honours)
Testimony
You tutor in a fun way and she has adapted and caught up so well in school! -L.W.M
Our boys would scream whenever they see other people other than their family members. With your help, they stopped that and started to enjoy being around others. Through you, we also managed to identify that they know their ABC's, and one of our boy even started reading through your guidance. -G.N
After starting therapy, he started listen and accept instructions better without a meltdown! -D.D.H
He has come a long way after starting this program 1 year ago with an environment that fostered his differences rather than punishing him for it. You gave him the safety he needed to thrive ! - S.P
His self injurous meltdown that used to daily has now decreased tremendously, he is also now readily repeating after words. -P.N