A child learning a new skill with calm adult support

MONA

A guide for parents of children with developmental differences

Understand. Support. Develop.

A practical guide to recognising your child’s needs, understanding the meaning behind behaviour, and supporting new skills in everyday life.

01 / Observe

When a child may need additional support

One sign alone does not provide a complete answer. Consider how often it happens, what triggers it, and how much it affects everyday life.

The child finds it hard to express a request, refusal, or discomfort.

Changes lead to intense anxiety, protest, or confusion.

Starting interaction and maintaining shared attention are difficult.

Rules and sequences of actions are quickly lost.

Emotions become overwhelming and calming down is difficult.

Everyday independence skills are developing more slowly than expected.

02 / Understand

How support is built

The goal is not to change a child’s personality. We first understand strengths, challenges, and reasons behind behaviour, then choose clear and manageable steps.

Observe

We look at what happens before, during, and after a difficult situation.

Assess

We identify current skills, resources, and conditions that help the child.

Find the reason

We explore the need or function that the behaviour may express.

Plan

We choose small, achievable goals and a clear form of support.

Practise

New skills are used across different situations, not only in a session.

Review

We track change and adjust the next steps together with the family.

03 / Develop

Areas we can focus on

Goals are always individual. They should be clear to the family, useful to the child, and connected to real daily situations.

Communication

Requesting, refusing, choosing, and expressing discomfort.

Social skills

Noticing another person, waiting, and taking turns.

Emotions

Recognising tension and learning accessible ways to calm down.

Flexibility

Gradually accepting changes and new sequences of actions.

Behaviour

Replacing an unsafe response with a clearer way to express a need.

Independence

Taking part in daily routines and completing manageable actions.

04 / Interpret

Behaviour is communication too

A scream, refusal, withdrawal, or repetitive action may have a specific reason. Once we see it, we can offer a safer and clearer way to cope with the situation.

Overload

Too many sounds, people, demands, or unfamiliar experiences.

Discomfort

Tiredness, hunger, physical discomfort, or unpleasant sensations.

Confusion

The task is too long, abstract, or delivered too quickly.

A need

The child wants an item, attention, a break, or help.

A helpful question instead of “How do I stop this?”

What is my child trying to communicate, and how can I teach a different way to say it?

05 / Support

What parents can do at home

Home does not need to become a therapy room. Choose one small skill and calmly help your child use it in natural situations.

Prepare your child for changes and show what will happen next.

Use short instructions: one action, one sentence.

Offer a choice between two clear options.

Notice early signs of overload and offer a break in time.

Teach an accessible way to ask for help, a break, or a desired item.

Support attempts to do things independently, even when they are not perfect yet.

Use visual supports: photos, a list, a schedule, or an action sequence.

06 / Together

Every child has their own path

There is no single programme that fits every child. We begin by understanding your child: their strengths, challenges, and current needs.

06 / Together

Every child has their own path

There is no single programme that fits every child. We begin by understanding your child: their strengths, challenges, and current needs.

Working with the family matters

Parents need more than general advice. They should leave with clear recommendations: what to try at home, how to respond in a difficult moment, and what signs of progress to look for.

Small, clear steps can gradually improve everyday life for the whole family.

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