1. Data
We look at the concrete sequence of the situation: what happened before, during, and after.
Małgorzata Mikołajczyk · Psychologist · Behavior analyst (BCBA)
When a child “can do it” but is not able to access that ability in the moment, I look at what is really driving what happens.
I help make sense of situations at home, at school, and in therapy: meltdowns, refusal, withdrawal, overload, and demand-related distress.
I work with situations from home, school, 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 parents most often seek support.
- a child “can do it” but is not able to 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 school seem to be seeing two 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:
- parents of autistic children, teenagers, and young adults, or of those with ADHD
- people supporting someone with a PDA (Persistent Drive for Autonomy; historically also expanded as Pathological Demand Avoidance) profile or high demand sensitivity
- families in which refusal, meltdowns, or overload happen often
- schools, when the concern appears mainly in the educational setting
This is not psychotherapy or a full diagnostic assessment. It is an analytical process focused on what is happening in a specific context — especially when standard approaches do not help, patterns keep repeating, or home and school seem to be seeing completely different things.
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.
Consultations
This is how collaboration begins.
Introductory call
30 minutes · free
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.
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.
About me
Psychologist and behavior analyst (BCBA, IBA).
I support families and schools in making sense of challenging situations related to autism, ADHD, PDA (Persistent Drive for Autonomy; historically also expanded as Pathological Demand Avoidance), overload, refusal, and meltdowns.
- understanding behavior in the context of the situation
- working with communication, demands, and regulation
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.
Is the consultation with the child, or only with the parent?
It depends on the situation. Often, the first contact is with a parent or support person, so we can calmly 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