1. Data
We look at the concrete sequence of the situation: what happened before, during, and after.
Małgorzata Mikołajczyk · Psychologist · Behavior analyst (BCBA)
When someone “can do it” but cannot access that ability in the moment, I look at what may be behind the difficulty.
I help parents and close people make sense of challenging moments for autistic teenagers and young adults, and adults with intellectual disability: meltdowns, refusal, withdrawal, overload, and demand-related distress.
I work with situations from home and therapy. Consultations are available online, with on-site meetings by prior arrangement.
When this kind of consultation may help
These are the situations in which the need for support most often appears.
- can do it, but cannot access that ability in the moment
- instructions do not help, or quickly lead to escalation
- meltdowns, withdrawal, shutdown, or refusal keep happening
- transitions, changes, or ending activities are especially difficult
- home and therapy seem to show completely different pictures
- someone calls it “manipulation”, but the sequence of events does not support that interpretation
This kind of work is most often helpful for:
- autistic teenagers and young adults
- adults with intellectual disability
- people with ADHD, a PDA (Persistent Drive for Autonomy; historically also expanded as Pathological Demand Avoidance) profile, or high demand sensitivity, when the concern involves overload, refusal, or strong demand-related distress
- parents and close people supporting autistic teenagers and young adults, or adults with intellectual disability
- families or schools when the concern appears in a specific setting
This is not psychotherapy or a full diagnostic assessment. It is an analytical process focused on a specific context. It is especially helpful when standard approaches do not help, patterns keep repeating, or home and therapy seem to show completely different pictures.
How I work
How I organize what is happening: data → hypothesis → testing → adjustment
2. Hypothesis
We consider what may be behind the behavior: overload, pressure, or environmental conditions.
3. Testing
We introduce small changes and observe what effect they have in practice.
4. Adjustment
We return to the data and adjust support to fit the real situation.
This process is not about controlling behavior. It is about understanding what increases tension and what helps restore the ability to act.
More about my approachWhat we do in practice
I break a challenging moment down into concrete parts: what happened, what added load, and which changes may help.
- step-by-step analysis of a concrete situation
- identifying the point at which tension starts to build
- separating ability from access to that ability in a given moment
- looking at what increases load and what helps reduce it
- matching action to tension, available resources, and the overall cost of the situation
- identifying specific changes to test in practice
After the consultation, you receive:
- a clearer understanding of the situation
- specific factors that may need to change
- next steps to test at home, at school, or in therapy
The goal is not compliance at any cost, but changes that genuinely reduce overload and the strain of everyday functioning.
After education ends
When regular support changes or ends, the question often becomes: what next?
For many families, the end of education also changes how everyday support is organized. A consultation helps organize current difficulties, understand recurring situations, and plan next steps that fit real needs.
Consultations
This is how collaboration begins.
Free introductory call
30 minutes
This is the first step. We clarify what is happening and what form of support may be the most helpful.
Online consultation
60 minutes · PLN 180
We work through a concrete example and identify changes that can be tested calmly in practice.
Consultation in Poznań
60 minutes · on-site meeting · PLN 180
A one-hour on-site consultation in Poznań, at a location agreed in advance. For meetings outside Poznań, details are agreed as part of an environmental consultation package.
Environmental consultation
home or school · from PLN 540
This includes standard travel and at least 2 hours of on-site work. For longer travel or a broader scope, details are agreed individually in advance.
FAQ
Answers to questions that often come up before the first consultation.
Why don’t consequences work?
Often, what is happening is not about unwillingness, but about overload, pressure, or reduced access to action in that moment.
Do we need a diagnosis before contacting you?
No. You can get in touch even if the concern is clear but there has not been a formal diagnosis.
Can the consultation include the autistic person, or only close/supporting people?
It depends on the situation and on the person’s readiness. A consultation may involve an autistic teenager or young adult, an adult with intellectual disability, close people, or a support person. The aim is to organize the picture and decide on the most helpful next step.
Can we ask for help with difficulties that only happen at school?
Yes. If the concern appears mainly at school, we look closely at that environment: demands, setting, communication, and the sequence of events.
What does first contact look like?
The best first step is to send an email with a short description of the situation. That gives me space to respond thoughtfully and suggest the most appropriate next step.
Contact
If you want to turn what is happening into concrete next steps, write to me.
Email is the best way to contact me. It gives you space to describe what is happening clearly, and it allows me to respond in an organized way: kontakt@autyzm.poznan.pl