Training
Professional Development for Educators and Disability Workers
There are 100s of books on Positive Behaviour Support and Comprehensive Behaviour Support Plans can range from 20 to 30 pages. The information is there, it is overly complex, complicated and unusably long.
You’ll learn to understand the ‘why’ behind behaviour, looking past symptoms to see what is being communicated and what missing skills need support.
You’ll learn clear, actionable strategies to respond with confidence during high-stress, real-time moments.
You’ll learn how to translate complex theories (like ACT and behavior science) into simple, everyday tools you can use immediately.
You’ll learn to shift from reactive management to proactive skill-building, teaching functional replacement skills that foster independence.
You’ll learn how to adapt and tailor support strategies so they remain realistic, doable, and directly relevant to your unique setting.
You’ll learn a shared framework and language to help educators, support workers, and families collaborate consistently.
Chris Wallace
Phone: 0473 670 057
Email: chris@cwpsychology.com.au
Topics:
Understanding Behaviour
Behaviour as Communication for Teachers and Support Workers
Functional Behaviour Assessment made Practical
Positive Behaviour Support
Skill Building and Independence
Capacity Building with Task Analysis and Systematic Instruction
From Behaviour to Skills: What to Teach Instead
Tuning Into Teens
Road Safety Skills
Quality of Life and Wellbeing
Psychological Flexibility
Psychological Flexibility in Positive Behaviour Support for Disability Support Workers
ACT skills for disability support workers - workability and living a meaningful life
Thinking in Metaphors and Stories
Specific topics available upon request
I’m happy to tailor training to suit your team, and in most cases, I prefer to. Shaping the content around your environment and the challenges you’re facing means the training is more useful, more engaging, and easier to put into practice.
In my experience, people working in schools, disability services, and support roles are doing their best in incredibly complex situations. I focus on helping people understand what behaviour is really about, and what to actually do in response. It is practical, clear, and usable.
A big part of my approach is bringing together different ways of thinking, behaviour science, ACT, and a relational, psychoanalytic lens. This means we don’t just look at what behaviour is happening—we explore why it makes sense, what skills might be missing, and how emotional and relational experiences shape what we see. From there, I teach clear, step-by-step strategies that can be used the next day: how to respond in the moment, how to teach new skills, and how to support emotional regulation and independence over time.
What I’m aiming for is to help people feel more confident and grounded in what they’re doing. This is training for people who want more than just strategies—they want to understand behaviour deeply and feel confident in what they’re doing. Whether you're a teacher managing a classroom, a support worker navigating complex behaviours, or a parent trying to help your child thrive, the goal is the same: to move from reacting to behaviour, to understanding it—and to build the skills that create meaningful, lasting change.
