Family Centred Practices Group

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Family Centred Practices Group

Family Centred Practices Group designs and monitors intervention programs for families with children who have been diagnosed with an autism spectrum disorder.

Family Centred Practices Group designs and monitors intervention programs for families with young children who have been diagnosed with an autism spectrum disorder or related disability. We utilize current best practice and rely on findings from peer-reviewed research to design individualized behavioural plans of intervention.

03/24/2026

If your child can complete a task with a prompt, that tells us the skill is emerging, which means it’s time to fade out support. That might mean:
-Waiting 5–10 seconds before repeating an instruction
-Giving the direction once instead of multiple times
-Letting your child attempt the first step before stepping in
You might notice some hesitation at first. That’s normal. When prompts are always quick, kids learn to rely on them. When we pause, they start to process and initiate more on their own.

03/17/2026

If adults consistently jump in too quickly, children can start to rely on that pattern. They wait for the reminder. They look for the cue. They hold off on trying because they’ve learned someone will step in. It usually comes from a good place; we want to help, avoid frustration, keep things moving. But over time, that quick support can accidentally slow independence. Fading prompts is about being more intentional. Maybe we pause a few seconds longer before repeating the instruction. Maybe we reduce a full verbal reminder to a simple gesture. Maybe we let them struggle just enough to figure it out while still knowing we’re there if needed. That space is where problem-solving happen and independence is built.

03/13/2026

When we teach a new skill, we start with clear guidance. We use modelling, gesturing, or giving step-by-step directions to reduce frustration and support learners to understand expectations. Over time, those supports shrink. A gesture becomes a look. A verbal reminder becomes a pause. Eventually, nothing is needed and a new skill has been learned. That gradual shift is what helps skills stick in real-life settings and allow your child to build indepenence.

03/11/2026

Some students thrive with clear visuals, predictable routines, and proactive check-ins. In a busy classroom, that can be hard to design without extra support. We can work alongside school teams to identify what’s getting in the way. Whether it’s regulation, flexibility, or communication, we can build supports that fit into the existing classroom structure. The goal isn’t to add more to a teacher’s plate. It’s to make the day run more smoothly for everyone.

03/09/2026

As children practice and develop new skills, we see meangingful change when home and school are using similar language and expectations. If a child is learning how to ask for a break, tolerate transitions, or solve peer conflict, those skills grow faster when adults respond in similar ways across environments. If your child’s school based team is looking for support, we regularly connect with teachers and support staff to align strategies so students aren’t navigating two completely different systems. Reach out today!

03/05/2026

When things feel hard at school, it’s rarely about one person doing something wrong. Classrooms are busy, dynamic environments, and some students just need more individualized supports to be successful there. As behaviour analysts, we are trained to see beyond the behaviour and support school teams to problem solve challenges in the classroom. At FCPG, we believe in collaboration. If your child is struggling at school, we can connect with school teams to help break goals down into practical strategies, and make sure supports are realistic for a classroom setting. When everyone is working toward the same goals, students tend to feel that consistency. Reach out today to learn more about our School Consult model and how we can support you and your child’s school based team thrive.

03/03/2026

One of the biggest goals of ABA intervention is helping kids become more independent in their everyday lives.
We can work on practical self-care and daily living skills, support problem-solving, and create opportunities for kids to make their own choices with confidence. Over time, these small steps build toward long-term success at school, at home, and in the community. If you’re looking for ABA intervention in Vancouver, we’d love to connect.

02/27/2026

Fine motor skills improve through repeated use with a reason. Practice is more effective when:
• The activity has a clear outcome (opening, building, fixing, preparing)
• There’s natural feedback (it worked / it didn’t yet)
• The task fits into a routine or interest
Using interest-based fine motor tasks like model building, tool kits, art, cooking, gardening, tech set-up, personal care routines can support skill generalization. -AffirmingABAExcellence

02/24/2026

Fine motor skills aren’t just about crafts. They support real daily activities and are important skills to stregnthen in daily routines. Across ages, fine motor coordination helps with:
• Dressing (zippers, buttons, fasteners)
• Eating (utensils, opening containers)
• Writing, typing, and using tools
• Managing personal and household items
Inviting your child to help with everyday tasks like opening containers, folding laundry, organizing items, preparing food, or using tools. These routines naturally build fine motor skills while supporting independence and participation, without the need for extra worksheets or drills. -AffirmingABAExcellence

02/12/2026

Waiting is a skill and skills are taught, not expected. If waiting is a skill that you want to help your child strengthen, you can begin by teaching very short, predictable waits, then gradually increase expectations over time. Small starting steps can look like:
• Pausing a few seconds before giving access
• Waiting with a visual or verbal cue
• Immediate reinforcement after waiting
Starting small helps children experience success and builds tolerance over time. Long waits without support can quickly lead to frustration especially when the skill is still emerging. -AffirmingABAExcellence

02/10/2026

Before we ask a child to follow a routine, we should ask “Are they regulated enough to participate?”
Regulation is a shared process. Children learn how to move through routines by being supported by calm, attuned adults who:
• Model regulated behaviour
• Use clear, neutral language
• Validate feelings without rushing
• Offer support before demands
Skills grow best when children feel safe, understood, and supported. -AffirmingABAExcellence

02/05/2026

Predictable routines reduce uncertainty, which can lower anxiety and support regulation, especially for children who find transitions, demands, or sensory input challenging.
As behaviour consultants, we use routines to:
• Build a sense of predictability and trust
• Support smoother transitions between activities
• Reduce overwhelm
• Create more opportunities for independence
Regulation isn’t about control. It’s about helping children know what’s coming next and feel supported through it. -AffirmingABAExcellence

Address

300-225 West 8th Avenue
Vancouver, BC
V5Y1N3

Telephone

+16047360094

Website

http://www.fcpg.ca/

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