Blog
Bringing science into practice.
The Good Behaviour Game
A Whole-Class Strategy That Actually Has Evidence
Most whole-class behaviour systems are folklore. The Good Behaviour Game has five decades of research, including longitudinal follow-ups into adulthood. Here's how it works and how to run it.
Transitions and Tidy-Up Time
What Makes Them Hard and What Helps
Transitions are where most early-years behaviour spikes — the move from a preferred activity to a non-preferred one, with little warning. Why tidy-up time melts down, and what reliably helps.
Visual Schedules: Why They Work and How to Build One
Making Time Visible
Visual schedules aren't just for autism classrooms. Why making the day visible reduces transition behaviour, and a step-by-step for building one that students actually use.
When a Child Won't Join Circle Time
Reading It and Responding
A child who bolts, wanders, or melts down at circle time is usually telling you something. How to read carpet-time refusal and respond without turning it into a daily battle.
What PBIS Actually Means (And What It Misses)
A Framework Is Not an Intervention
PBIS organises behaviour support — it doesn't replace it. Why school-wide expectations and reward assemblies can't help the students who need Tier 3, and what to do about it.
Toddlers Biting
What to Look For and How to Approach It
Biting in a childcare room is common, developmentally ordinary, and rarely about aggression. What biting is usually communicating in under-3s, and a calm, consistent way to approach it.
How to Write a Simple Behaviour Support Plan for Your Classroom
Prevent, Redirect, Respond
You don't need a 12-page document to support one student's behaviour. A practical walkthrough of writing a one-page classroom plan around Prevent → Redirect → Respond.
Behaviour Is Communication
Making Sense of Why Under-5s Act Out
At two and three, behaviour is often the only language a child has. The four reasons under-5s act out — and why the same response can settle one child and inflame another.
Why Students Behave the Way They Do
Function-Based Thinking for Teachers
Behaviour that repeats is behaviour that works. A teacher's guide to the four functions of behaviour — and why the same response can fix one student's behaviour and feed another's.
The iPad is Not a Reinforcer
Why Function-Specific Support Matters
Highly preferred items like iPads and bubbles aren't universal reinforcers. If a behaviour is maintained by attention or escape, these items can actually make things worse.
What Inclusion Actually Requires
Placements, Policies, and What Students Actually Need
Inclusion has become one of the most confidently misused words in special education. Why real inclusion isn't about where a student spends their day, but what that day makes possible.
Collecting Good Baseline Data - When and Why?
The ethics, the measurement problem, and when waiting for good baseline data does more harm than good.
When does collecting baseline data become a reason to delay support? A look at the ethics of intervention timing, what baselines are actually for, and how better measurement changes the question.
Why Your Staff Aren't Taking Data
And How to Fix It
If your team isn't taking data consistently, the data collection system itself is usually the real problem. Here's how to simplify your data sheets so they actually get used.
What is a Celeration Chart?
And Why Should You Care?
Linear graphs are lying to you about how learning actually happens. Learn why behaviour compounds and how to forecast learning with a Standard Celeration Chart.
Why Nobody Reads Your Behaviour Plans
And What To Do About It
If your behaviour intervention plan (BIP) is longer than a single page, you wrote it for liability, not execution. Here is how to make sure it actually gets used.