What it is
COSPlus works collaboratively with students, families, educators and schools to strengthen participation, learning, emotional regulation, safety and wellbeing. Support is strengths-based, person-centred and inclusive, recognising each student's goals, relationships, communication and learning environment.
We provide individualised services, practical strategies, consultation and staff training. We work with government, Catholic and independent schools and specialist settings face-to-face across the ACT and surrounding NSW, with telehealth/online consultation and training available Australia-wide.
- Individual students and their families
- Teachers and learning support officers
- School leadership and executive teams
- Wellbeing teams
- Education staff and partner professionals
Who it's for
Students and young children with a disability or additional needs whose behaviour is affecting their learning, safety, relationships or participation, including children with autism, ADHD, intellectual disability or trauma backgrounds, and students at risk of suspension or disengagement.
Teachers, learning support officers and early childhood educators who want practical strategies, coaching and therapeutic approaches they can use every day.
School leadership, executives and wellbeing teams looking for a consistent, evidence-based approach to behaviour and emotional regulation across a class, a year level or the whole school.
What it looks like in practice
Engagements are scoped with the school or service so the support matches the need and the budget. A typical student-specific engagement includes:
- Observation across lessons, transitions, play and break times
- Interviews with the student, family and key staff
- A Functional Behaviour Assessment and a setting-specific plan with clear prevention, teaching, emotional regulation and response strategies
- Coaching sessions with the educators implementing the plan
- Review points agreed with the school, with data the school can use for planning and funding processes
A whole-school or team engagement might add professional learning sessions, staff coaching, a review of behaviour and wellbeing practices, and ongoing consultation for the wellbeing team. Early intervention work with early learning services focuses on foundational supports: communication, regulation, routines and participation.
Where a child has an NDIS plan with behaviour support funding, the school or service and the family can combine that funding with the school's own engagement so no one is paying twice.
How to engage or refer
Use the school and education referral form to refer an individual student, or the organisation enquiry form to talk about a whole-school program or professional learning. We can also arrange a short scoping call with your wellbeing or learning support team before anything is committed.
School engagements are typically funded from school resources, a Department program or, for individual students, the student's NDIS plan. See Funding & Fees for the options.
Outcomes
- Fewer incidents, suspensions and crisis calls to families
- Students who stay in class and stay enrolled
- Teachers who feel equipped, not blamed
- A shared language for behaviour across the staff team
- Documentation that supports NCCD and funding processes
Common questions
Can you work in the school if the student already has an NDIS behaviour support practitioner?
Yes. We coordinate with the existing practitioner so the school plan and the NDIS plan say the same thing. If there is no current practitioner, we can take on both roles.
Do you deliver professional learning days?
Yes. Sessions on understanding behaviour, trauma-informed classrooms, emotional regulation, de-escalation and writing usable behaviour plans, for schools and early learning teams. See Training & Capacity Building.