The child’s individual skills will determine an appropriate form of communication: words, word approximations or using a picture exchange. Initial sessions will be with parent/caregiver then sessions include coaching the child to begin to communicate with the parent/caregiver.

Benefits
Mand training teaches learners how to engage in an effective communication exchange and how to efficiently request preferred items or activities. The communication partner is always modeling appropriate language for each request, therefore the learner is constantly exposed to the vocal language corresponding to what they want or need.

This small group learning opportunity focuses on learning about relationships and sexual health and well-being with a respectful and caring facilitator. Topics include: Introduction, relationships, communication, exploitation, understanding the body and resources and review.

Benefits
Learners continue to build their understanding of factors that support positive, healthy choices, including building a deeper understanding and appreciation of themselves and their identity. Learners are also exploring healthy ways to engage in evolving and new relationships.

Description
Week 1 (Introduction) The learner will actively participate in activities designed to establish a safe, comfortable learning situation for the study of social skills and sexuality.

Week 2 (Relationships) The learner will be able to identify and describe different types of relationships (self, family, friend, date, helper, acquaintance, stranger) and identify social skills and behaviours that appropriately accompany each type of relationship.

Week 3 (Communication) The learner will develop functional, appropriate, assertive communication and decision-making skills in the following areas: non-verbal communication, making requests and refusals and handling rejection.

Week 4 (Exploitation) The learner will be able to recognize exploitation and exploitive situations including sexual abuse and exploitation and will be able to respond appropriately and effectively.

Week 5 (Understanding the Body) The learner will develop a functional understanding of human anatomy, body and feeling changes of puberty and sexual health and hygiene.

Week 6 (Resources & Review) The learner will be able to identify and access available resources for further learning and discussion of social skills and sexuality related topics, and will be able to identify interest areas for future study.

Children with ASD often demonstrate challenging behaviour related to mealtimes and food intake. From a behavioural perspective, strategies to troubleshoot these difficult behaviours and increase the variety of foods accepted will be presented.

Benefits
Improve food selectivity and decrease challenging behaviours during mealtimes.

Using the Flexible and Focused curriculum, practical strategies will be explored to help teach learners to be focused, organized, flexible, and able to effectively manage their emotions and their environment. Resources such as checklists, data sheets and task lists will be shared with the learner to use in real-life everyday situations. The goal is to improve the executive functioning skills, as it applies to the learner, in the following areas: self-awareness, inhibition and impulse control, self-management, attention, organization, problem solving, time management, planning, working memory, emotional self-regulation and flexibility.

Session Description
Weekly sessions with an ABA therapist to help children build skills such as self-awareness, inhibition and impulse control, self-management, attention, organization, problem solving, time management, planning, working memory, emotional self-regulation and flexibility.

Benefits
These sessions will provide the learner with the appropriate tools to enhance their own executive functioning skills, which are involved in everything they do every day to manage their own behaviour.

Using the interviewed informed synthesized contingency analysis model, children will learn alternatives to problem behaviour and increase appropriate behaviour in various contexts. 2 analysts are present at all times to ensure the safety and welfare of all participants.

Benefits
Learning alternatives to problem behaviour often provides increased opportunities for socialization, learning and can improve general well-being.

Using the interviewed informed synthesized contingency analysis model, children will learn alternatives to problem behaviour and increase appropriate behaviour in various contexts. 2 analysts are present at all times to ensure the safety and welfare of all participating in the assessment and treatment. Concurrent psychotherapy for each family to reduce stress and improve overall family functioning.

Session Description
Using individual preferences and challenges, children will learn to communicate to get their needs met and learn to tolerate delays and denials of preferred items and activities. Concurrent psychotherapy helps reduce family stress and improve overall family functioning.

Benefits
Learning alternatives to problem behaviour often provides increased opportunities for socialization, learning and can improve general wellbeing. Improvements in overall family functioning.

Reciprocal imitation training (RIT) is a naturalistic intervention designed to teach learners to imitate spontaneously during on-going play interactions with a play partner as a means of social interaction. RIT can be implemented in a variety of play settings and during daily routines.

Benefits
Imitation is a pivotal skill in early development through which children learn new skills and engage in social interactions with others. Imitation plays a key role in the development of social communication, which includes: language, pretend play, social interaction, and emotional exchange. This approach can be very effective when implemented by parents.

This program will help you learn strategies designed to create an environment that encourages co-operation resulting in a decrease in disruptive behaviour, as well as improving daily living skills such as; getting dressed, bathing and brushing teeth.

Benefits
Within the 11-week sessions new strategies are incorporated and a Behaviour Support Plan (BSP) will be developed with you and an ABA therapist. The BSP is built over time, therefore the completed and final document will provide a rich description of the different intervention strategies you and the therapist developed to help address your child’s challenging behaviour(s) and improve their daily living skills.

The Think Good Feel Good program uses a cognitive behavioural approach to explore and test their thoughts and learn alternative cognitive and behavioural skills.

Learners develop prosocial behaviour skills, and have the necessary tools to overcome social and emotional challenges.

The Flexible and Focused program aims to help learners develop focus skills such as organizing, flexibility, problem solving, self management and self-awareness of their needs. It provides checklists, data sheets and task lists as resources to use and adapt to real-life situations.

This program aims to help children learn to develop and practice independent management skills for day-to-day tasks.

The Think Good Feel Good program uses a cognitive behavioural approach to explore and test thoughts as well as learn alternative cognitive and behavioural skills. The program helps learners explore their thoughts and feelings and understand the impact these have on their actions.

The goal of the program is to gain greater control over what happens in our lives while increasing overall happiness.

The RUBI Parent Training for Disruptive Behaviours is intended to equip parents with a variety of techniques and tools that can help minimize disruptive behaviours and increase desired behaviours.

It provides families with a wealth of information that can assist in their day-to-day planning for their child by including teaching opportunities for play skills, daily living skills as well as opportunities to apply behaviour management skills for encouraging desired behaviours.

This skills group will aim to teach preschool and kindergarten learners prosocial skills for transitioning into the demands of a school setting. Learners will focus on school readiness skills, play skills, as well as self-awareness skills. This social skills group will provide learners with an opportunity to explore and practice social skills such as asking for help, greeting peers, turn taking, asking peers to play, and joining in on other peers’ play. Through a variety of facilitated activities, this group will also help learners identify and practice skills needed for managing their emotions and learning to cooperate with other peers.

This skills group will aim to teach school aged learners’ important social skill for engaging in social play and social interactions, building friendships with peers, as well as managing emotions in challenging social settings. Learners will have the opportunity to identify their social strengths as well as an opportunity to practice play skills, language skills, self-regulation skills and school readiness skills. This social skills group will provide a variety of facilitated activities that will encourage learners to connect with peers, enhance their self-awareness skills and practice problem solving and cooperation skills.

This social skills group will aim to teach important social skills to school aged learners at the intermediate school level. This skills group will focus on providing learners with an opportunity to explore their social strengths and identify their social challenges as they prepare for transition to high school. Through a variety of facilitated group activities, games and take-home assignments, learners will have the opportunity to work on their conversation skills, friendship building skills as well as learning to develop strategies for managing conflict with peers and coping with other peer related challenges.

This social skills group will aim to teach important social skills to early high school level learners. This skills group will focus on providing learners with an opportunity to enhance their conversation skills, explore their social skills, practice managing peer related conflict, as well as practice making and building strong friendships with peers. Through a variety of facilitated group activities, games and take-home assignments, learners will be provided with an opportunity to make peer connections, build confidence in their social abilities, and enhance their self-awareness skills.

This social skills group will aim to teach important social skills for high school learners transitioning to adulthood. It will provide the learners with an opportunity to practice skills such as conversing and cooperating with others, building, and maintaining friendships with their peers as well as coping with peer rejection and managing social conflict. Through a variety of facilitated group activities and take-home assignments, learners will have the opportunity to explore their current repertoire of social skills and identify their challenges in social settings. This social skills group includes many strategies for helping teens develop the necessary skills for coping with the demands and expectations of transitioning to adulthood.

Individualized targeted 3 session consultation to work on a specific goal. These may include: functional skills such as toileting, eating, hygiene; communication goals (i.e., functional communication); identifying alternatives to disruptive behaviour, etc.

Individualized targeted 3 session consultation to work on a specific goal. These may include: functional skills such as toileting, eating, hygeine; communication goals (i.e., functional communication); identifying alternatives to disruptive behaviour, etc.

This skills group will aim to teach preschool and kindergarten learners prosocial skills for transitioning into the demands of a school setting. Learners will focus on school readiness skills, play skills, as well as self-awareness skills. This social skills group will provide learners with an opportunity to explore and practice social skills such as asking for help, greeting peers, turn taking, asking peers to play, and joining in on other peers’ play. Through a variety of facilitated activities, this group will also help learners identify and practice skills needed for managing their emotions and learning to cooperate with other peers.

This skills group will aim to teach school aged learners’ important social skill for engaging in social play and social interactions, building friendships with peers, as well as managing emotions in challenging social settings. Learners will have the opportunity to identify their social strengths as well as an opportunity to practice play skills, language skills, self-regulation skills and school readiness skills. This social skills group will provide a variety of facilitated activities that will encourage learners to connect with peers, enhance their self-awareness skills and practice problem solving and cooperation skills.

The RUBI Parent Training for Disruptive Behaviours is intended to equip parents with a variety of techniques and tools that can help minimize disruptive behaviours and increase desired behaviours. It provides families with a wealth of information that can assist in their day-to-day planning for their child by including teaching opportunities for play skills, daily living skills as well as opportunities to apply behaviour management skills for encouraging desired behaviours.

The Think Good Feel Good program uses a cognitive behavioural approach to explore and test thoughts as well as learn alternative cognitive and behavioural skills. The program helps learners explore their thoughts and feelings and understand the impact these have on their actions. The goal of the program is to gain greater control over what happens in our lives while increasing overall happiness.

This skills group will aim to teach preschool and kindergarten learners prosocial skills for transitioning into the demands of a school setting. Learners will focus on school readiness skills, play skills, as well as self-awareness skills. This social skills group will provide learners with an opportunity to explore and practice social skills such as asking for help, greeting peers, turn taking, asking peers to play, and joining in on other peers’ play. Through a variety of facilitated activities, this group will also help learners identify and practice skills needed for managing their emotions and learning to cooperate with other peers.

This skills group will aim to teach school aged learners’ important social skill for engaging in social play and social interactions, building friendships with peers, as well as managing emotions in challenging social settings. Learners will have the opportunity to identify their social strengths as well as an opportunity to practice play skills, language skills, self-regulation skills and school readiness skills. This social skills group will provide a variety of facilitated activities that will encourage learners to connect with peers, enhance their self-awareness skills and practice problem solving and cooperation skills.