Behaviour Support and Regulation Therapy for Children in Dubai
Behaviour support at ABLE UK starts with a simple question: what is this behaviour doing for your child? Hitting, screaming, running off, refusing and shutting down are all ways of communicating something, often that a demand is too hard, a room is too loud, or a need cannot be expressed in words. Our ABA team works out the reason, then teaches a calmer way to meet the same need. Sessions run at our Dubai Healthcare City and JLT clinics, in English or Arabic.
This page is part of our Applied Behaviour Analysis (ABA) service. It explains how behaviour is assessed, what changes in daily life, and what we will and will not do.
Behaviour is communication
Children do not behave difficultly for no reason. Behaviour usually serves one of a few purposes: getting away from something hard or uncomfortable, getting attention or help, getting access to something wanted, or meeting a sensory need. Two children can do exactly the same thing for completely different reasons, which is why advice that works for one family often fails for another.
Once the reason is clear, the plan almost writes itself: change what happens before the behaviour, teach a skill that meets the same need more easily, and make sure that skill works quickly and reliably. Our blog looks at turning challenging behaviours into progress.
What a behaviour assessment involves
A behaviour analyst gathers information from you, observes your child in the situations where difficulty happens, and records what comes before and after the behaviour. Patterns usually appear within a few sessions: certain times of day, transitions, group settings, or particular demands. We also check the basics first, including pain, illness, hunger, tiredness and sensory overload, and will suggest medical follow-up where something physical may be involved.
ABLE UK · Applied Behaviour Analysis
Behaviour tells us something: how we find out what
- Look before judgingWhat happens before, during and after the behaviour
- Rule out the basicsPain, illness, hunger, sleep, sensory overload
- Name the functionEscape, attention, access to something, or sensory need
- Teach a better wayA skill that meets the same need more easily
What changes in daily life
- PreventionAdjust routines, warnings and demands before difficulty starts
- Replacement skillsAsking for a break, help or space
- Calm-down planAgreed steps everyone uses, at home and school
- ConsistencyParents, siblings and teachers respond the same way
Areas a behaviour support programme can cover
Emotional regulation strategies
Children learn to notice early signs of frustration or overwhelm and to use a strategy before things escalate, such as asking for a break, moving to a quiet space, using a calming activity or asking an adult for help. Strategies are practised when your child is calm, so they are available when they are not.
Coping with change and frustration
Unexpected change is a common trigger. We use visual schedules, warnings, first-then plans and gradual practice so that transitions and surprises become more predictable. Waiting, losing a game and hearing no are taught as skills in their own right. Our article on structured routines has more on this.
Safe, supportive environments
Prevention is a large part of behaviour support. That can mean adjusting how a demand is presented, changing where or when an activity happens, reducing noise or visual clutter, or building in movement and rest. Where sensory needs are involved, our occupational therapists contribute to the plan.
Replacement skills
Every behaviour we want to see less of is paired with a skill we want to see more of, usually a way of communicating. If your child cannot yet ask for a break or for help, that becomes a priority, working alongside our speech and language therapists and the goals described on our communication and social skills page.
What we do not do
Our behaviour programmes do not use punishment, physical restraint, seclusion, or the withholding of food, drink or comfort. We do not set goals aimed at making a child appear compliant. If a behaviour is dangerous, the plan focuses on preventing the situations that lead to it, teaching alternatives, and keeping everyone safe, and we will be clear with you about what we can and cannot manage in a clinic setting.
Meltdowns, tantrums and shutdowns
These are not the same thing, and the difference changes what helps. A tantrum is usually goal-directed: it stops when the goal is met or the child gives up. A meltdown is an overwhelmed response that does not respond to bargaining, and a shutdown is the quieter version, where a child withdraws or stops responding. During a meltdown or shutdown, teaching stops and support begins: reduce demands, reduce input, stay nearby and wait. The teaching happens afterwards, when everyone is calm. Autistic children experience meltdowns and shutdowns more often, and our page on ABA therapy for autism explains our affirming approach.
Parent coaching and consistency
Most behaviour changes because the adults around a child change what they do, consistently. Coaching covers how to give instructions, how to use praise and positive attention well, how to respond when a behaviour happens, and how to keep going on hard days. The US Centers for Disease Control and Prevention has practical guidance for parents on praise, play and listening that fits alongside what you will practise with us.
Support at school and with other carers
A plan only works if everyone follows it. With your consent, our team can share the behaviour plan with teachers, learning support staff and nannies so responses are consistent wherever your child is. Our article on using skills in everyday life explains why consistency across settings matters so much.
How we build your child’s programme
- Parent consultation. You describe what is happening, when it started and what you have already tried.
- Assessment. A behaviour analyst observes your child, gathers data and identifies the likely function of the behaviour, ruling out physical causes first. Where a fuller picture is needed, our psychological evaluation service can help.
- Behaviour support plan. We agree prevention strategies, replacement skills and how everyone will respond, written in plain language.
- Sessions and coaching. Your child practises new skills with a therapist while you learn to use the same approach at home.
- Review and adapt. Data is reviewed regularly and shared with you, and the plan changes as behaviour changes.
How we measure progress
Behaviour goals are measured, not guessed. We record how often a behaviour happens, how long it lasts and how often your child uses the replacement skill instead. That makes progress visible even when a difficult week feels like a step backwards, and it shows quickly when a plan is not working, so we can change the approach rather than repeating it.
Honest answers: how quickly does behaviour change?
Some changes are fast, particularly when a behaviour has an obvious trigger that can be removed or a simple replacement skill can be taught. Others take months of consistent practice, and behaviour often gets a little worse before it improves as a child tests whether the new way really works. Progress also depends on things outside therapy, such as sleep, school demands and family routines. We will tell you honestly what we are seeing in the data rather than promising a timeline.
When behaviour overlaps with other needs
Behaviour difficulties often sit alongside attention difficulties, developmental delay, communication difficulties or feeding difficulties. If that is the case, see our pages on ABA therapy for ADHD, ABA therapy for developmental delay and our paediatric feeding therapy service. Because ABLE UK brings these disciplines together, one plan can cover all of them.
Your ABA team
Behaviour support programmes at ABLE UK are delivered by an experienced team whose training includes:
- Sarah Amin: MSc Applied Psychology, BCaBA, QBA, IBA, ADOS-2 certified
- Ciby Koshy: IBA, QASP-S, DHA licensed, 11 years at ABLE UK
- Marife Romero Parong: BA Psychology, QABA ABAT, RBT, more than 10 years at ABLE UK
- Dennis Mangundayao: BSc Clinical Psychology, RBT, QABA ABAT, DIR/Floortime trained
- Mervin Valmonte Javier: BSc Nursing, RBT, QASP-S
You can read more about each clinician on our team page.
Behaviour support in Dubai Healthcare City and JLT
ABLE UK has supported children and families in Dubai since 2014, drawing on more than 25 years of clinical heritage in the UK. Sessions and parent coaching are available in English and Arabic at both of our clinics:
- Dubai Healthcare City: 2nd Floor, Building 33, Dubai Healthcare City
- Jumeirah Lake Towers: 1605, 16th Floor, Fortune Executive Tower, Cluster T, JLT
To book a behaviour support consultation, call 04 552 0351, message us on WhatsApp at +971 52 774 5062 or use our contact form.
Frequently asked questions about behaviour therapy for children
What is behaviour therapy for children?
Behaviour therapy for children identifies why a behaviour is happening and teaches a calmer way to meet the same need. At ABLE UK it combines prevention strategies, teaching replacement skills such as asking for a break, and coaching parents so responses stay consistent at home.
What is a functional behaviour assessment?
A functional behaviour assessment is the process of working out what a behaviour achieves for a child, such as escaping a demand, gaining attention, getting something wanted or meeting a sensory need. A behaviour analyst gathers information from parents, observes the child and records what happens before and after the behaviour.
Do you use punishment or restraint?
No. Our behaviour programmes do not use punishment, physical restraint, seclusion or the withholding of food, drink or comfort. Plans focus on preventing difficult situations, teaching alternative skills and keeping everyone safe.
What is the difference between a tantrum and a meltdown?
A tantrum is usually goal-directed and stops when the goal is met or the child gives up. A meltdown is an overwhelmed response that does not respond to bargaining, and a shutdown is a quieter withdrawal. During a meltdown or shutdown, reducing demands and input helps more than teaching, which comes later when everyone is calm.
My child hits or throws things. Can you help?
Yes, this is one of the most common reasons families contact us. The first step is an assessment to understand when and why it happens, including checking for pain, sensory overload or communication difficulties, followed by a plan that prevents triggers and teaches your child a clearer way to ask for what they need.
How long does it take to see a change in behaviour?
Some changes happen quickly, particularly when a trigger can be removed or a simple replacement skill taught. Others take months of consistent practice, and behaviour can briefly become more intense before it improves. Progress is measured and shared with you, so you can see what is actually changing.
Can you help with behaviour at school?
Yes, with your consent our team can share the behaviour plan with teachers, learning support staff and nannies, so the same prevention strategies and responses are used wherever your child is.
Do you offer behaviour support in Arabic?
Yes, ABLE UK offers sessions and parent coaching in Arabic and English at our Dubai Healthcare City and JLT clinics, so strategies can be learned and used in the language your family speaks at home.
Book a behaviour support consultation
Tell our ABA team what is happening at home or school, and we will explain how an assessment works and what support could look like.
More from our ABA service: Applied Behaviour Analysis overview · Autism Spectrum Disorder · ADHD and Attention Difficulties · Developmental Delays · Communication and Social Skills · School Readiness and Adaptive Skills