My know-how

Communication is at the heart of our relationships with others. Communicating can be a real challenge: delayed or absent language, difficulty starting or keeping up an exchange…

Communicating is not just spoken language. It means enabling a person to express their needs, wishes and emotions, to understand their environment and to build connections with others. It is essential to encourage different modes of communication: verbal, gestural, pictograms, as well as alternative communication systems.

PECS (Picture Exchange Communication System) is an alternative communication tool developed to help people who have difficulty speaking to communicate in a functional way. PECS follows a progression of 6 phases, taught in a structured manner. The person learns to exchange pictures or pictograms to obtain what they want. As the phases progress, increasingly complex sentences can be built.

PECS fosters independent communication and reduces the frustration that comes with being unable to express oneself. It does not prevent the development of spoken language — on the contrary, it can stimulate it.

ABA is a science based on the study of human behaviour. It seeks to understand how the environment influences behaviour, in order to encourage the acquisition of useful skills and reduce behaviours that can be problematic.

ABA relies on observing behaviour and on positive techniques to encourage progress, step by step. Interventions are adapted to each person, taking into account their needs, strengths and personal goals.

Positive reinforcement is used to encourage learning and increase the frequency of appropriate behaviours. Something motivating is offered right after the desired behaviour, to increase the chances of that behaviour happening again. Reinforcement is individualised: we identify what is genuinely motivating and use it strategically to support progress.

Positive reinforcement is not limited to food rewards: toys, music, a favourite activity, a compliment…

Every day we carry out a multitude of complex tasks such as brushing our teeth, getting dressed or washing. In ABA, chaining is used to teach a complex skill step by step.

Each task is broken down into several simple steps, taught one by one, in a precise order, until the person can carry out the complete sequence on their own. Working through the steps, the person progresses at their own pace and gains independence.

Developing independence means learning to do things by yourself, little by little, with the right cues and the right tools. It is essential so that a young person does not remain dependent on the adults around them, and gains quality of life and self-confidence. The more independent a young person becomes, the lighter the mental load on their parents.

Putting the right tools in place to develop independence helps reduce moments of conflict. Independence also supports inclusion at school and in leisure activities.

Organising oneself in time and space is a major challenge for people with a neurodevelopmental disorder. It can make transitions, sequencing tasks or understanding what is expected genuinely difficult.

Structuring the environment creates a stable, legible and reassuring framework. By making instructions more concrete and expectations more visible, engagement in learning becomes easier, cognitive load is reduced, and the person gains independence and confidence.

Daily life can sometimes feel unpredictable and become a source of anxiety. Not knowing what is going to happen, what to do or how long an activity will last can cause stress or inappropriate behaviours.

That is why structuring the environment is such an essential aid. It consists of organising space, time and activities in a clear and predictable way, using concrete tools such as visual schedules or timers.

Entering adulthood is a transition that can bring stress, loneliness or uncertainty. One important goal is independence: even without complete autonomy, it matters to give everyone the means to do things on their own, as much as possible — preparing a meal, managing their belongings, getting around by themselves. This benefits both the young person and their family.

Creating or widening their social circle is another essential goal. Little by little, the young person learns to step away from their parents and accept new routines. Working on these goals leads to a future that is both suitable and reassuring.

Emotions play a central role in our relationships with others. Yet recognising, understanding and managing them does not come naturally. That is why it is important to learn to identify and understand emotions: it makes it possible to express them appropriately and to learn to regulate them.

Social skills are the set of abilities that allow us to interact with others in an appropriate, respectful and effective way. They are essential for making friends, cooperating, resolving conflicts or simply feeling comfortable in a group.

To develop these skills, I work on social communication, empathy, implicit rules and conflict resolution.

Guidance aims to help parents, relatives and professionals better understand how the child functions, and adapt their responses in everyday life. It means working together, in a spirit of collaboration, to better understand certain behaviours and their functions, learn to react appropriately, and put tools in place that support independence and learning.

Guidance is always personalised: it adapts to each family's needs, pace and daily reality.

Because every young person learns at their own pace and some situations call for more individualised support, I have also supported young people directly in school or at home: sustaining concentration and organisation, making instructions easier to understand, managing time and frustration.