Breaking All Barriers
When one perspective is not enough
Children rarely arrive with one neat difficulty that belongs to one professional lane. Learning, thinking preferences, executive function, regulation, behaviour, family life and the demands of school can all affect what we see.
BABS brings together three practitioners whose work approaches those questions from different directions: Nicola Killops, Lauren Kyte and Kate La Trobe.
How BABS fits
The Neuroparenting Hub is Nicola’s professional home. BABS is the collaborative practice Nicola shares with Lauren and Kate. Some families come through the Hub and later need something from BABS. Others begin with profiling or coaching and discover that another part of the learner picture needs attention.
You do not need all three practitioners. The point is having access to the right perspective when it is useful.
Nicola Killops
Child-centred learning support
Nicola’s work begins by understanding the learner and translating existing evidence into everyday learning. The baseline process brings together the learner profile and Report to Reality, with additional support added only where it is useful.
Lauren Kyte
NBI® thinking-preference profiling
Lauren uses NBI® profiles to explore thinking preferences in children, parents, families, individuals, couples and school leaders. The profiles are descriptive, not diagnostic, and no thinking preference is inherently better than another.
Kate La Trobe
Executive function, regulation and coaching
Kate brings behavioural science, executive-function and ADHD coaching expertise to BABS, with work around routines, regulation and the patterns affecting everyday life.
Calm → Think → Learn
Calm
What is happening around regulation and access?
Think
How is the learner approaching, organising and responding to the demand?
Learn
What becomes possible once the learner can engage with what is being asked?
It is a shared framework for asking better questions, not a claim that every difficulty follows three tidy steps.
For families
BABS can bring together profiling, learning support and coaching without requiring a family to use all of it. A profile may be enough. In other cases the learning picture needs closer work, or a family already understands the child well and needs help deciding what happens next.
For schools
BABS also works with schools through NBI® teacher and leadership profiling, the Integrated Brain Classroom™, training and learner-focused support. School work is scoped around the team and what it is trying to achieve.
Not sure where to start?
Tell us what is happening. We can work out which perspective is useful from there.