Sheena

With over 18 years' experience supporting children at home and in school, I started working in the field of special educational needs (SEN) and autism when I was completing my degree in Psychology at University. I initially started by creating ABA home programmes for children with a diagnosis of autism. I found it extremely rewarding working with individuals within their home settings as I could see the individual reaching out for extra stimulation to be provided to them. After providing a tailor-made programme for the individual focusing on their interests and strengths, I could see how much potential these young individuals have within them. They just needed a guide to help them display their skills.

I then continued to expand my experience by working within special needs schools. I’ve worked at Treehouse (autism specialist) school for several years. Here, I managed a team of 8 other staff and provided them with training opportunities on how to deliver individualised programmes as well as following the principles of ABA. Whilst working in schools, I’ve had the opportunity to present specialist autism workshops and lead trainings on key topics such as reinforcement, positive behaviour management, programme delivery, data taking and analysis of this etc.

I have had opportunities to organise, lead and take students on residential trips where the focus has been on working on developing their social skills, life skills, behaviour management and self confidence whilst being away from home. It’s been an eye opener to see students flourish whilst away from home in the presence of other peers and professionals tapping into each of those learning opportunities.

Whilst working in a team I’ve picked up key skills such as delegation of tasks, prioritising tasks effectively, meeting deadlines and working on recycling ideas throughout the process of several meetings.

I’ve picked up lots of research skills and tools whilst working at the Anna Freud centre. I’ve had the opportunity to conduct a battery of tests to assess the child’s language skills, theory of mind and executive functioning abilities.

Whilst working across a range of settings I’ve had the opportunity to introduce, use and analyse visual tools such as visual schedules and visuals in general to help reduce prompt dependency in the child by referring them to become responsible for their own learning. For instance, using a visual schedule of key steps involved in toileting. Making this accessible in the community for the young person by having visuals placed on a keychain for them. In addition, I’ve used visuals to put together social stories to help guide and support young people to becoming independent with completing their own self help routines such as using the toilet and washing their hands well.