Positive Behaviour Support in North Lakes: Meet Niquita Mumford, PBS practitioner in Moreton Bay
We support NDIS participants with Positive Behaviour Support in North Lakes and throughout the Moreton Bay region in Queensland. To get started with Positive Behaviour Support, click here to make a referral.
I’m excited to introduce Niquita Mumford, a valued member of our team in Moreton Bay. Niquita’s work in Positive Behaviour Support is shaped by previous experience as an autism advisor, disability support teacher and special education teacher. Nik primarily supports children and young adults with diagnoses including ADHD, autism and intellectual disability, addressing behaviours of concern such as challenges with emotional regulation, sensory processing and social skills.
Meet Niquita Mumford, Behaviour Support Practitioner in North Lakes, QLD
Hi Nik, tell us about you!
I was born in South Africa and moved to Australia with my family in 2006. I’m a dedicated mother to my daughter and two wonderful stepchildren. For 14 years, I worked as a special education teacher, a role that allowed me to make a meaningful impact on the lives of many children and their families.
As much as I loved teaching, I eventually transitioned into consulting to achieve a better work-life balance, enabling me to spend more quality time with my family. This move has allowed me to continue supporting individuals with educational and developmental needs, but with the flexibility that better aligns with my personal life.
What do you love most about living in the Moreton Bay region?
What I love most about living in the Moreton Bay area is the perfect blend of natural beauty and community spirit. The stunning coastline, with its beaches and parks, offers endless opportunities for outdoor activities and family time.
I also appreciate the strong sense of community here in North Lakes —people are friendly, supportive, and there's always something happening, from local markets to cultural events. It's a place where my family and I feel connected to nature and to our neighbours, making it an ideal environment to raise children.
Why is Positive Behaviour Support important to you?
Positive Behaviour Support (PBS) is important to me because it aligns with my core belief in the power of understanding and compassion when working with individuals who have challenging behaviours.
Having spent years as a special education teacher, I've seen firsthand how a proactive, person-centred approach can make a profound difference in the lives of individuals and their families.
PBS emphasises dignity, respect, and the importance of creating supportive environments that promote positive change. It’s not just about managing behaviour; it’s about empowering people to thrive, which is a value I hold deeply both professionally and personally.
How does your experience as a special education teacher influence your work as a behaviour support practitioner?
My experience as a special education teacher profoundly influences my work as a behaviour support practitioner. In the classroom, I learned the importance of individualised approaches — understanding that each child’s needs and strengths are unique. This experience has equipped me with the skills to develop tailored interventions that are both effective and empathetic.
I’ve also gained deep insights into the challenges faced by students, families, and educators, which helps me approach Positive Behaviour Support with a holistic perspective. My teaching background enables me to build strong, trusting relationships with clients, and to collaborate effectively with multidisciplinary teams to create supportive environments that promote positive behaviour change.
This foundation in special education ensures that my practice is always grounded in patience, compassion, and a commitment to helping individuals reach their full potential.
You previously worked as a Specialist Disability Support Teacher in Queensland. What did this involve?
As a Specialist Disability Support Teacher in Queensland, my role was multifaceted and deeply rewarding. I worked closely with students who had a range of disabilities, providing tailored educational support to help them achieve their full potential. This involved designing and implementing Individualised Education Plans (IEPs) that addressed each student’s unique needs, whether they required academic modifications, behavioural interventions, or social-emotional support.
I collaborated extensively with parents, caregivers, and other professionals, such as speech therapists and occupational therapists, to ensure a holistic approach to each student’s development. My role also included training and supporting classroom teachers, helping them to adapt their teaching strategies and environments to be more inclusive and effective.
Additionally, I was involved in advocating for students’ needs within the broader school community, ensuring that they had access to the necessary resources and opportunities to succeed. This experience reinforced my commitment to creating supportive, inclusive environments that empower individuals with disabilities.
About Positive Behaviour Support and Autism
You’ve provided extensive support to children with Autism Spectrum Disorder (ASD) — can you share an example of how Positive Behaviour Support can help a child with ASD?
One example of how Positive Behaviour Support (PBS) can help a child with Autism Spectrum Disorder (ASD) is addressing a behaviour of concern, such as repetitive questioning or constant seeking of reassurance. This behaviour can often stem from anxiety, uncertainty, or difficulty in processing information.
In one case, a child I worked with would repeatedly ask the same questions, especially during transitions between activities. While this behaviour was not disruptive in a physical sense, it could be distressing for the child and challenging for those around them.
Using PBS, we first conducted a functional behaviour assessment to understand the triggers and purpose of the repetitive questioning. We found that the child was seeking reassurance in response to changes in routine and uncertainty about what was coming next, which was resulting in a level of anxiety.
To address this, we developed a plan that included visual schedules to help the child anticipate and understand upcoming activities, reducing their uncertainty. We also introduced clear, consistent answers to their questions, coupled with a gradual introduction of self-soothing strategies, like deep breathing or a sensory tool, to use when they felt anxious.
Over time, with these supports in place, the child’s reliance on repetitive questioning decreased. They became more confident in managing transitions, and their overall anxiety levels reduced.
What does the “Positive” part of Positive Behaviour Support mean when supporting children and adults on the autism spectrum?
The “Positive” in Positive Behaviour Support (PBS) emphasises the focus on building and reinforcing desirable behaviours, rather than simply trying to eliminate challenging ones.
When supporting children and adults on the autism spectrum, this positive approach is about understanding the individual’s needs, strengths, and preferences, and using that knowledge to create supportive environments that promote growth and well-being.
Can you share how you take a neuroaffirming approach in your work as a Positive Behaviour Support practitioner?
Taking a neuroaffirming approach in my work as a Positive Behaviour Support (PBS) practitioner means recognising and respecting the neurological diversity of the individuals I support. It involves viewing autism and other neurodivergent conditions not as deficits to be “fixed,” but as natural variations in human experience.
My goal is to honour each person’s unique way of thinking, feeling, and interacting with the world while helping them thrive in their own terms.
I also emphasise the importance of choice, autonomy, and self-advocacy in my practice. This includes involving individuals in setting their own goals and making decisions about the supports they receive. I believe that true support is about empowering people to live authentically and comfortably as themselves, not conforming to societal expectations that might not align with their neurodivergent identities.
Positive Behaviour Support in North Lakes, QLD
Which suburbs do you provide Positive Behaviour Support in Moreton Bay?
I deliver Positive Behaviour Support in Moreton Bay South, around the North Lakes area including:
- Suburbs north of North Lakes: Deception Bay, Narangba, Burpengary, Burpengary East, Morayfield, Caboolture, Moorina, Moodlu, Wamuran, Bracalba, D’aguilar, Elimbah, Ningi, Sandstone Point, Bribie Island.
- Suburbs east of North Lakes: Rothwell, Kippa-Ring, Newport, Scarborough, Clontarf, Redcliffe.
- Suburbs south of North Lakes: South to Kallangur, Mango Hill, Griffin, Lawnton, Strathpine, Cashmere, Warner, Brendale, Albany Creek, Arana Hills, Clear Mountain.
- Suburbs in North Brisbane: Carseldine, Aspley, Zillmere, Chermside and Northgate.
How to access Positive Behaviour Support in North Lakes?
How can NDIS participants in North Lakes get started with Positive Behaviour Support?
The first step is to make a referral for Positive Behaviour Support on our website. You can do this anytime and you can make your own referral, or a member of your support team can make a referral on your behalf.
If you have any questions about Positive Behaviour Support, please feel welcome to call our team on 1300 694 625 or send a message using our contact form.
About Ability Consultants
Ability Consultants is a registered NDIS provider. We transform quality of life through easy access to Positive Behaviour Support. We’re a team of over 130 behaviour support practitioners supporting NDIS participants throughout Australia, in NSW, Queensland, Victoria, Tasmania, South Australia and Western Australia.
We provide Positive Behaviour Support throughout the Brisbane metropolitan area, Gold Coast, Logan, Moreton Bay, Sunshine Coast, Ipswich, Wide-Bay Burnett, Cairns and Central Queensland.
More information about Positive Behaviour Support
You might like these resources:
Virtual 
In-person
