Autism STEP

Autism STEP AutismSTEP provides home based one to one ABA and Speech Therapy & School Shadowing for children with Autism

This surprises many parents.Because often the very things done out of care…may unintentionally keep a behaviour going.An...
29/05/2026

This surprises many parents.

Because often the very things done out of care…

may unintentionally keep a behaviour going.

And that is very common.

The good news is:
Patterns can change.

💡 What we often work on instead is:

✔ Identifying what may be maintaining the behaviour
✔ Changing responses that may strengthen it
✔ Reinforcing more appropriate alternatives

This is where we often start to see:

❌ Behaviour repeated to get the same outcome
➡️ More functional and appropriate responses

👉 When the payoff for challenging behaviour changes, behaviour often changes too.

A different route.A changed routine.The wrong cup.To adults it may seem small.To some children, change can feel very big...
27/05/2026

A different route.
A changed routine.
The wrong cup.

To adults it may seem small.

To some children, change can feel very big.

And often the behaviour is about coping, not control.

🧩 What often makes a difference is working on:

✔ Preparing children for change ahead of time
✔ Teaching flexibility in small manageable steps
✔ Reinforcing coping during transitions

This is where we begin to see:

❌ Distress over minor changes
➡️ Greater tolerance for flexibility

👉 Flexibility is often a skill to be built, not simply expected.

Sometimes what looks like resistance…may actually be confusion.Or task demands moving too fast.Often children show us wh...
25/05/2026

Sometimes what looks like resistance…

may actually be confusion.

Or task demands moving too fast.

Often children show us when teaching needs adjusting.

📌 In many cases we focus on:

✔ Teaching in smaller achievable steps
✔ Prompting enough for success, but not dependence
✔ Reinforcing progress, not perfection

This is where we often start to see:

❌ Resistance during learning
➡️ Greater participation and success

👉 Learning often improves when success is easier to access.

When behaviour escalates, parents often naturally:• Give in to stop the meltdownOR• Increase demands in the momentVery u...
23/05/2026

When behaviour escalates, parents often naturally:

• Give in to stop the meltdown
OR
• Increase demands in the moment

Very understandable.

But sometimes both can accidentally strengthen the cycle.

What often helps is changing the pattern.

✨ From our experience, we often focus on:

✔ Reducing accidental reinforcement of challenging behaviour
✔ Teaching an alternative response the child can use
✔ Reinforcing calmer and more appropriate behaviour

This is where we often start to see:

❌ Behaviour used to escape or get access
➡️ More appropriate ways of coping and communicating

👉 When a child learns another way to get needs met, difficult behaviour often reduces.

When a child is not speaking yet, many parents naturally focus on words.But speech often does not begin with speech.It m...
21/05/2026

When a child is not speaking yet, many parents naturally focus on words.

But speech often does not begin with speech.

It may begin with:
• requesting
• joint attention
• imitation
• taking turns
• communicating for a purpose

Often these foundations matter first.

🌱 Often what helps is focusing on:

✔ Creating situations where communication becomes necessary
✔ Building pre-language skills step by step
✔ Reinforcing every attempt to initiate

This is where we often start to see:

❌ Passive understanding only
➡️ More active attempts to communicate

👉 When communication has purpose, children are more likely to use it.

Many parents tell us:“I have to repeat and repeat before my child responds.”Very often it may not simply be “not listeni...
19/05/2026

Many parents tell us:

“I have to repeat and repeat before my child responds.”

Very often it may not simply be “not listening.”

Sometimes:
• Instructions may be too broad
• Too many prompts may be given
• Delayed responding may have been unintentionally reinforced

Small shifts here can matter a lot.

✨ From our experience, we often focus on:

✔ Giving clearer and simpler instructions
✔ Reducing repeated prompting
✔ Reinforcing quicker responses

This is where we often start to see:

❌ Repeated prompting just to get compliance
➡️ More independent first-time responding

👉 When responding becomes easier and worthwhile, children are more likely to do it.

When a child has frequent meltdowns, many parents naturally focus on stopping the behaviour.But from our experience, beh...
17/05/2026

When a child has frequent meltdowns, many parents naturally focus on stopping the behaviour.

But from our experience, behaviour often makes more sense when we ask:

❓What happened before the meltdown?
❓What was too difficult, unclear or overwhelming?
❓What may the child be trying to communicate?

Often the behaviour is only showing us a skill gap.

✨ From our experience, these are areas we usually focus on:

✔ Understanding what is triggering the behaviour
✔ Teaching a more appropriate way to request, cope or protest
✔ Reinforcing calmer alternatives before behaviour escalates

This is where we often start to see:

❌ Tantrums as the main way to communicate
➡️ More appropriate ways to express needs

👉 When children have a better way to communicate, behaviour often becomes easier to support.

This is one of the most common concerns parents bring up.And often there may be more happening beneath it.Sometimes chil...
14/05/2026

This is one of the most common concerns parents bring up.

And often there may be more happening beneath it.

Sometimes children:
• Hold themselves together all day
• Cope through structure in school
• Release stress where they feel safest — at home

Seen this way, the behaviour may give us information.

✨ From our experience, we often focus on:

✔ Understanding what demands differ across settings
✔ Building predictability and regulation supports at home
✔ Teaching coping strategies during difficult transitions

This is where we often start to see:

❌ Big after-school meltdowns
➡️ Smoother transitions and calmer evenings

👉 When regulation is supported, behaviour often becomes easier across settings.

Many parents say:“He knows how to do it… but when asked, he doesn’t.”Very often, there may be more behind this.Sometimes...
12/05/2026

Many parents say:

“He knows how to do it… but when asked, he doesn’t.”

Very often, there may be more behind this.

Sometimes:
• The child can do it in one setting, but not generalise it elsewhere
• The skill exists, but consistency has not developed
• The child may perform only when motivation is strong enough

Knowing and doing can be different things.

And that matters.

✨ What tends to make a difference is focusing on:

✔ Building consistency across different situations
✔ Strengthening motivation for using the skill
✔ Reinforcing usage, not just ability

This is where we often start to see:

❌ Skills shown only occasionally
➡️ More reliable and independent use

👉 A child may “know” a skill before they can use it consistently — and those can be two different teaching goals.

This is one of the most common concerns parents bring up.Many parents try things like:Talking calmlyExplaining what is r...
10/05/2026

This is one of the most common concerns parents bring up.

Many parents try things like:

Talking calmly
Explaining what is right and wrong
Scolding or setting consequences

But the behaviour still keeps happening.

So what’s actually going on?

From what we’ve seen, meltdowns don’t just “happen”.

There is usually a reason behind it.

Here are 3 common ones:

1. The child does not know how to express what they want
So the meltdown becomes their way of communicating.

2. The child has learned that the meltdown works
If they eventually get what they want, the behaviour gets repeated.

3. The child is overwhelmed but doesn’t know how to cope
And no one has taught them what to do instead.

Over time, we’ve found that progress usually comes from focusing on a few key things:

✔ Understanding what the behaviour is trying to communicate
✔ Teaching a clearer and more appropriate way to express needs
✔ Responding in a way that does not reinforce the meltdown

When this is done consistently, many children start to:
❌ Have frequent meltdowns
➡️ Communicate and regulate themselves better

👉 When children are taught what to do instead, things can start to change.








Address

9 Temasek Boulevard #29-01 Suntec Tower 2
Singapore
038989

Opening Hours

Monday 08:00 - 21:00
Tuesday 08:00 - 21:00
Wednesday 08:00 - 21:00
Thursday 08:00 - 21:00
Friday 08:00 - 21:00
Saturday 08:00 - 21:00
Sunday 08:00 - 21:00

Telephone

+6564569950

Website

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