National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026
Submission 2010
A diary of a child psychologist
I had a meeting yesterday with a board-certified behaviour analyst. We are supporting the same child. He is 12-years old. Let’s call him Max. Max was diagnosed with autism spectrum disorder at a very young age. Max’s parents gave me consent to write about him and include some pictures.
Max comes to see me every second Saturday. He has barely missed one session over the three years that I have been supported him. Remember our first few sessions clearly because he was drawing very disproportional face and often mapped their emotions onto them, which made his drawings look like faces or objects rather than people; these were also used as tools during therapy where children would draw what they felt emotionally on paper instead of verbally expressing themselves directly in words due partly from having difficulty verbalizing thoughts and feelings effectively before being taught how through structured activities such as those described here under skill building approach heavily focused around this concept so if not done correctly then funding support may be denied by NDIS otherwise it will provide access towards psychological services needed specifically tailored toward each individual case based upon specific needs identified within said framework; it really doesn’t matter much though exactly what we do together since he values connection & safe space provided for himself especially considering social restrictions imposed owing disability itself, school environment mainstreamed into Year Six currently special supports available teachers amazing however can’t attend everyday knows everyone else does same thing while schools fantastic place build relationships learn engage kids autistic fatigued noise busy classrooms overworked staff fluorescent lights max feels too new school term transition just can’t heard about “school can”’s frequently recently Max had similar experience even without adequate vocabulary to express frustration with current situation.
Max truly special boy despite challenges builds resilience competency world wasn’t designed him, together playing eagerly father leave start pick up dolls say “look babies”. Picks one keeps other consistent play past 15 sessions failure. Wants the doll watch us play asks filling bus more dolls going long dangerous trip people falling off bus journey causes great fatigue slowly forcefully moves across our room open clinic they arrived! babies, buses journeys interest formulation surrounding functional difficulty throw away old shoes put on new ones pressing point family therapists two years Max scared embarrassed angry sad having new shoes on collaborative work behavioural analyst and families resulted tangible progress true success story teams collaborate provide environments needed thrive every meeting regularly behaviour analysts see twice week creativity determination takes support child disabilities long-term strong team got Max every step way; yesterday should have been solely focused recent progress wearing his shoes attending school past week first question addressed rather anxious what happen Max all children supporting daily How will kids supported mainstream programs struggle environment? as sole traders private practice settings worried models discussed excludes professional expertise actively trying silence it making support seem insignificant.