Kylie Spry

Designed and implemented ABA programs and Behaviour Intervention Plans for individuals aged 3–65, conducting functional behaviour assessments and delivering supports for complex needs (e.g., ASD, ADHD, OCD, learning and intellectual disabilities). Provided behaviour support focused on safety, inclusion, and evidence-based practice.

Established and managed support services for children (3–14) with ASD, ADHD, PDA, OCD, ODD, and developmental delays, including after-school programs focused on emotional regulation and social skills. Ran groups of 10–15 children for play and art therapy, and trained families to support evidence-based goals aligned with IEPs and ABA plans.

Collaborated with schools, allied health teams, and families to develop holistic support frameworks, and mentored/supervised behaviour technicians. Managed complex behaviours by implementing safety and crisis-management procedures and supporting NDIS-compliant reporting and documentation.

Designed and implemented ABA programs and Behaviour Intervention Plans for individuals aged 3–65, completing functional behaviour assessments and delivering supports for complex presentations (e.g., ASD, ADHD, OCD, personality disorders). Collaborated with multidisciplinary teams and families to improve participant outcomes using evidence-based interventions.

Developed and implemented ABA programs and Behaviour Intervention Plans for individuals aged 3–65, conducting functional behaviour assessments and providing supports across a range of developmental and behavioural needs. Delivered tailored interventions aligned to participant profiles and multidisciplinary requirements.

Provided trauma-informed reception and case support for individuals and families experiencing domestic violence, homelessness, and financial hardship. Conducted risk assessments and safety planning, coordinated referrals with internal/external agencies, and supported de-escalation for high-risk incidents while maintaining confidentiality.

Supported students with diverse learning needs over 10 years, implementing tailored classroom strategies and collecting behavioural data. Recorded and tracked behaviours using ABC recording, frequency counts, and latency measures, and reported observations and progress to senior teachers.

Studied for a Master of Applied Behaviour Analysis, with upcoming graduation noted in the application.

Studied Social Work at the graduate level through a Master of Social Work program.

Completed study in Mental Health through a graduate diploma program.

Studied Psychological Science through a bachelor-level program.

Completed graduate-level training in Play and Art Therapy through a graduate certificate program.