M.H.Sc, Reg. CASLPO
Hello, it is lovely to meet you. Let me take a minute to share a bit about myself.
I was born in the GTA and raised in the Durham Region. I am a very proud mom of two wonderful daughters and watching them grow is one of the greatest gifts life can offer.
Prior to having my own children, I graduated from the University of Toronto as a Speech-Language Pathologist in 2009. I have been working with children with Communication challenges, including Autism Spectrum Disorder, for the past 15 years in various roles and contexts. I love what I do, and I know I will love working with you too.
I have been a school-board S-LP since graduating in 2009. During that time, I have developed extensive assessment and consultative skills. I have had the opportunity to support countless children, families, and school teams and feel as though my role as a School-board S-LP has given me a great perspective as a private therapist of the ins and outs of the school system.
Additionally, I have worked casually at the local Children’s treatment centre (Grandview Kids) and provided assessment and therapy-based services for pre-school aged children. The focus and importance of early intervention and parent training programs was highlighted for me during this time.
I have always been, and will continue to be, passionate in supporting children in the development of their speech, language and communication skills. It is a role I know I am blessed to do and do well.
A child's life is like a piece of paper on which every person leaves a mark.
- Chinese proverb
Areas of Advanced Training & Experience
Autism Spectrum Disorder (ASD)
Throughout my career as an S-LP, and even before that, I have worked with individuals with ASD in various ways targeting a range of developmental skills. Working with this population has taught me so much.
One of the first things that I learned working with this population, is that if you have met one person with Autism, you have met one person with Autism. Even though Autistic individuals have the same formal medical diagnosis, you cannot paint any of them with the same brush. Instead, it is essential to learn more about that individual in order to best support their development, their learning and communication skills.
As an S-LP with extensive training and experience in this area, I feel confident in my abilities to support ASD individuals and their families with their personal communication goals.
As a registered Speech-Language Pathologist in Ontario, I am deemed a qualified service provider through the Ontario Autism Program (OAP). I am excited to support you and your child on their speech, language and communication journey.
Augmentative & Alternative Communication (AAC)
Starting my career as a school-board S-LP, I quickly learned through trainings but mostly hands-on experience, different forms and best practice when working with individuals requiring the use of AAC tools. Being a part of an individuals’ AAC path is not only exciting every step of the way, but so rewarding as a team member too.
Individuals requiring AAC can range so vastly in their level of communication strengths and challenges. I have experience supporting all different levels of communicators, from the earliest level of communicator to communicators much later in their pathway to verbal communication. I have had extra training and extensive experience with the use of “no/low” tech AAC options such as:
“Core” Language Communication Boards
Picture Exchange Communication Systems (PECS) (Certified in PECS Level I and II)
I have had additional training and ample opportunity to use and recommend a range of communication-based iPad apps including:
LAMP: Words for Life
Finally, I have supported a number of individuals in their learning and use of high-tech devices (e.g. Accents), both with and without alternative access methods (e.g., switch activation).
Additionally, I have also supported and teamed with professionals from the Holland Bloorview Communication and Writing Aids Service (CWAS) and supported the implementation and carryover use of recommended AAC tools and/or devices through this program.
Literacy Based Skills (i.e., Reading, Writing & Phonological Awareness)
As an S-LP, and a School-board S-LP for so long, my professional career has always had literacy as a big focus. From my assessments and consultations with staff and parents, to direct supports to students, being confident and comfortable with the most current literacy-based practices has been essential.
Here in Ontario, literacy levels for individuals of all ages are overall lower than they should be. Through the Ontario Human Right's Commission's: Right to Read Inquiry, a number of early suggestions have been made to make needed changes in the province. These changes include:
Use of Scientifically based interventions and strategies
Access to timely professional assessments and/or screening
Systemic issues and concerns and the possible modification of the Literacy curriculum
As an S-LP, I have advanced training in the way the brain processes sounds and learns language, and this includes written language (i.e., reading, writing and phonological awareness). This deeper understanding of the steps it takes to learn to read and write, makes S-LPs particularly qualified in supporting your child’s reading and writing development through literacy-based assessment and intervention. I have continued to update my own knowledge in this area and am comfortable to not only implement a selection of developed programs available, but to also use evidence-based strategies in a variety of therapy activities.