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Many individuals with autism experience challenges with communication in varying degrees. Many will experience significant challenges with spoken communication at least some of the time. There are other methods of communication which may assist the individual in communicating their wants and needs and participating more fully in the environments around them.

This webinar series will outline the steps needed for choosing, introducing, teaching, evaluating, and encouraging expanded use for an AAC system for an autistic individual who would benefit from increasing their communication skills.

This webinar is appropriate for families and caregivers of autistic children and youth, as well as professionals working with autistic children.

Part 2: Choosing an Augmentative or Alternative System: Prerequisite Skills and Assessment

In this session, participants will learn about the required skills necessary for each specific type of AAC system. We will also explore how to assess your child’s skills, preferences, and needs for communication to assist in matching an AAC system to best meet your child’s individualized profile.

Additional sessions in this series:

Part 1: Introduction to AAC for Autistic Individuals

Part 3: Goal Setting

Part 4: Introducing and Teaching the AAC System

Part 5: Problem Solving and Generalization of the AAC

Speaker: Tracie Lindblad, M.Sc., Reg. SLP (CASLPO), M.Ed., BCBA

Tracie is a dually credentialed Speech-Language Pathologist and Board Certified Behavior Analyst® (BCBA®) with over 35 years’ experience working within school settings, not-for-profit agencies, and private practice. She has extensive experience working with children, youth, and adults with developmental disabilities, severe problem behaviour, autism, complex communication needs, and dual diagnosis. Tracie blends her skills from speech-language pathology, education, behaviour analysis, research, and business to increase client outcomes and has worked with clients and companies throughout North America, Europe, and the UK. Tracie is actively involved in applied research across the fields of speech-language pathology and behaviour analysis and has been fortunate to be involved in large cross-sector research studies involving individuals with developmental disabilities, autism, and aphasia. She also currently serves as a director on several Boards for organizations in Ontario.

Disclaimer: Opinions reflected in this webinar are those of the speaker(s) and presenter(s), and do not necessarily reflect Autism Ontario’s views. Please note Autism Ontario does not endorse any specific therapy, product, treatment, strategy, opinions, service, or individual. We do, however, endorse your right to information. Autism Ontario strongly believes that it is important to do your own research and make your own informed decisions. 

Many individuals with autism experience challenges with communication in varying degrees. Many will experience significant challenges with spoken communication at least some of the time. There are other methods of communication which may assist the individual in communicating their wants and needs and participating more fully in the environments around them.

This webinar series will outline the steps needed for choosing, introducing, teaching, evaluating, and encouraging expanded use for an AAC system for an autistic individual who would benefit from increasing their communication skills.

This webinar is appropriate for families and caregivers of autistic children and youth, as well as professionals working with autistic children.

Part 5: Problem Solving and Generalization of the AAC

In this webinar, through a series of case presentations, participants will learn some useful tips to help with problem solving when typical errors or issues occur during AAC use. Expanding AAC use across people, activities, and environments will also be discussed.

Additional sessions in this series:

Part 1: Introduction to AAC for Autistic Individuals

Part 2: Choosing an Augmentative of Alternative System: Prerequisite Skills and Assessment

Part 3: Goal Setting

Part 4: Introducing and Teaching the AAC System

Speaker: Tracie Lindblad, M.Sc., Reg. SLP (CASLPO), M.Ed., BCBA

Tracie is a dually credentialed Speech-Language Pathologist and Board Certified Behavior Analyst® (BCBA®) with over 35 years’ experience working within school settings, not-for-profit agencies, and private practice. She has extensive experience working with children, youth, and adults with developmental disabilities, severe problem behaviour, autism, complex communication needs, and dual diagnosis. Tracie blends her skills from speech-language pathology, education, behaviour analysis, research, and business to increase client outcomes and has worked with clients and companies throughout North America, Europe, and the UK. Tracie is actively involved in applied research across the fields of speech-language pathology and behaviour analysis and has been fortunate to be involved in large cross-sector research studies involving individuals with developmental disabilities, autism, and aphasia. She also currently serves as a director on several Boards for organizations in Ontario.

Disclaimer: Opinions reflected in this webinar are those of the speaker(s) and presenter(s), and do not necessarily reflect Autism Ontario’s views. Please note Autism Ontario does not endorse any specific therapy, product, treatment, strategy, opinions, service, or individual. We do, however, endorse your right to information. Autism Ontario strongly believes that it is important to do your own research and make your own informed decisions. 

Many individuals with autism experience challenges with communication in varying degrees. Many will experience significant challenges with spoken communication at least some of the time. There are other methods of communication which may assist the individual in communicating their wants and needs and participating more fully in the environments around them.

This webinar series will outline the steps needed for choosing, introducing, teaching, evaluating, and encouraging expanded use for an AAC system for an autistic individual who would benefit from increasing their communication skills.

This webinar is appropriate for families and caregivers of autistic children and youth, as well as professionals working with autistic children.

Part 1: Introduction to AAC for Autistic Individuals

This webinar will describe what types of AAC are available currently, who AAC is suitable for, what research says about AAC use for autistic individuals, and funding and services for AAC systems.

Additional sessions in this series:

Part 2: Choosing an Augmentative of Alternative System: Prerequisite Skills and Assessment

Part 3: Goal Setting

Part 4: Introducing and Teaching the AAC System

Part 5: Problem Solving and Generalization of the AAC

Speaker: Tracie Lindblad, M.Sc., Reg. SLP (CASLPO), M.Ed., BCBA

Tracie is a dually credentialed Speech-Language Pathologist and Board Certified Behavior Analyst® (BCBA®) with over 35 years’ experience working within school settings, not-for-profit agencies, and private practice. She has extensive experience working with children, youth, and adults with developmental disabilities, severe problem behaviour, autism, complex communication needs, and dual diagnosis. Tracie blends her skills from speech-language pathology, education, behaviour analysis, research, and business to increase client outcomes and has worked with clients and companies throughout North America, Europe, and the UK. Tracie is actively involved in applied research across the fields of speech-language pathology and behaviour analysis and has been fortunate to be involved in large cross-sector research studies involving individuals with developmental disabilities, autism, and aphasia. She also currently serves as a director on several Boards for organizations in Ontario.

Disclaimer: Opinions reflected in this webinar are those of the speaker(s) and presenter(s), and do not necessarily reflect Autism Ontario’s views. Please note Autism Ontario does not endorse any specific therapy, product, treatment, strategy, opinions, service, or individual. We do, however, endorse your right to information. Autism Ontario strongly believes that it is important to do your own research and make your own informed decisions. 

A Webinar Series : Focus on Autistic Girls and Teens

The focus of this four-part webinar series is on conversations related to healthy development of autistic girls and teenage girls. Both parents and young autistic people will benefit from topics related to independence, privacy, menstruation and dating and friendship relationships.

Session 4 of 4: for Autistic Girls: Puberty and Menstruation 

This webinar is geared towards autistic girls and adolescents. Topics will include what to expect during puberty, self care, hygiene and menstruation. Resources and tips will be provided.

Additional sessions in this series:

Session One: Parents/Caregivers of girls 10 and younger

Session Two: Parents/Caregivers of girls 10 and older

Session Three for Autistic Girls: Healthy Friendships and Relationships

Speaker: Stephanie Moeser

Stephanie Moeser is a social worker living and working in Peterborough, ON. As a part time faculty at Fleming College, she teaches in the Mental Health and Addictions, Social Service Worker and Developmental Service Worker programs.  Originally from Toronto, a focus of Stephanie’s clinical work has been in supporting people with Autism Spectrum Disorders and their families. In her private practice Stephanie provides mental health supports addressing areas of relationships, wellness, and issues related to managing mental health challenges such as anxiety and mood disorders. She has a specialization in supporting autistic students attending post-secondary education, and girls, women and trans and non-binary people on the spectrum. 

Over the years Stephanie has presented on the topic of wellness and selfcare to parents/caregivers, people living with disabilities, mental health professionals and allied health professionals. This past month she has provided a series of webinars on this topic for Autism Ontario. She is passionate about the need to talk about feelings and to integrate active compassion into one own’s life, especially during this difficult time.

Speaker: Lauren Portengen

Lauren Portengen is a mental health advocate, working for a multidisciplinary mental health agency in Waterloo Region. In her current role, Lauren provides system navigation and intake support to families engaging in mental health programs. Lauren brings a participant-centred and trauma-informed approach to her work and specializes in child and youth mental health. Diagnosed with Autism Spectrum Disorder herself, Lauren is a strong advocate in her community and knows firsthand the complexities of neurodiverse experiences within the mental health system. Lauren attended Trent University and Conestoga College and is married to her neurotypical (debatable) husband who is an Engineer. Lauren and her husband enjoy adventuring in Northern Ontario and spending time with family. As a self professed “old lady” Lauren also enjoys needle point, rug hooking, a good book, and a strong cup of tea. 

Disclaimer: Opinions reflected in this webinar are those of the speaker(s) and presenter(s), and do not necessarily reflect Autism Ontario’s views. Please note Autism Ontario does not endorse any specific therapy, product, treatment, strategy, opinions, service, or individual. We do, however, endorse your right to information. Autism Ontario strongly believes that it is important to do your own research and make your own informed decisions.

A Webinar Series: A Focus on Autistic Girls and Teens

The focus of this four-part webinar series is on conversations related to healthy development of autistic girls and teenage girls. Both parents and young autistic people will benefit from topics related to independence, privacy, menstruation and dating and friendship relationships.

Part Three for Autistic Girls: Healthy Friendships and Relationships

This webinar is geared towards autistic girls. Topics related to friendships and relationships will be discussed. A focus will be on managing emotions in friendships and relationships, signs of healthy and unhealthy friendships and relationships, and healthy boundaries.

Additional sessions in this series:

Session One: Parents/Caregivers of girls 10 and younger

Session Two: Parents/Caregivers of girls 10 and older

Session Four for Autistic Girls: Puberty and Menstruation

Speakers: Stephanie Moeser

Stephanie Moeser is a social worker living and working in Peterborough, ON. As a part time faculty at Fleming College, she teaches in the Mental Health and Addictions, Social Service Worker and Developmental Service Worker programs.  Originally from Toronto, a focus of Stephanie’s clinical work has been in supporting people with Autism Spectrum Disorders and their families. In her private practice Stephanie provides mental health supports addressing areas of relationships, wellness, and issues related to managing mental health challenges such as anxiety and mood disorders. She has a specialization in supporting autistic students attending post-secondary education, and girls, women and trans and non-binary people on the spectrum.  

Over the years Stephanie has presented on the topic of wellness and selfcare to parents/caregivers, people living with disabilities, mental health professionals and allied health professionals. This past month she has provided a series of webinars on this topic for Autism Ontario. She is passionate about the need to talk about feelings and to integrate active compassion into one own’s life, especially during this difficult time. 

Lauren Portengen

Lauren Portengen is a mental health advocate, working for a multidisciplinary mental health agency in Waterloo Region. In her current role, Lauren provides system navigation and intake support to families engaging in mental health programs. Lauren brings a participant-centred and trauma-informed approach to her work and specializes in child and youth mental health. Diagnosed with Autism Spectrum Disorder herself, Lauren is a strong advocate in her community and knows firsthand the complexities of neurodiverse experiences within the mental health system. Lauren attended Trent University and Conestoga College and is married to her neurotypical (debatable) husband who is an Engineer. Lauren and her husband enjoy adventuring in Northern Ontario and spending time with family. As a self professed “old lady” Lauren also enjoys needle point, rug hooking, a good book, and a strong cup of tea.  

Disclaimer: Opinions reflected in this webinar are those of the speaker(s) and presenter(s), and do not necessarily reflect Autism Ontario’s views. Please note Autism Ontario does not endorse any specific therapy, product, treatment, strategy, opinions, service, or individual. We do, however, endorse your right to information. Autism Ontario strongly believes that it is important to do your own research and make your own informed decisions.

This webinar, with Dr. Mohammad Zubairi, will promote a discussion and reflection on how frontline professionals may engage with elements of culture in their day-to-day practice, and how we can best learn from and collaborate with diverse autistic children and youth and their families.

Presenter - Dr. Mohammad Zubairi

Dr. Mohammad Zubairiis a Developmental Pediatrician at Ron Joyce Children’s Health Centre & Assistant Professor in the Department of Pediatrics at McMaster University. His primary area of clinical work is with children and youth with autism. He is a member of the McMaster Autism Research Team. He completed his clinical fellowship at Holland Bloorview Kids Rehabilitation Hospital and a Master of Education through OISE (Ontario Institute of Studies in Education)/University of Toronto. He sits on the steering committee for PONDA (Physicians of Ontario Neurodevelopmental Advocacy) Network, and on the executive for the Section on Developmental Paediatrics at the Canadian Paediatric Society. He is also a board member for the SAAAC Autism Centre (South Asian Autism Awareness Centre). 

This research summary focuses on how people with developmental disabilities (DDs) live in conditions of socioeconomic disadvantage. They experience inequality because they have fewer opportunities to achieve education and employment opportunities. They are also excluded because of stigma, and face obstacles to fully participate in their communities. In Canada people with disabilities between 15 and 64 years old have an employment rate of about 22%, the rate for people without disabilities is more than 73% (Statistics Canada, 2015). Discrimination, exclusion and stigma significantly impact on people with disabilities’ mental health and wellbeing.

How do I let someone know I’m interested in them? How do I exchange contact  information? What steps are needed for planning a get-together or a date? These are questions that nine young men had when they became part of the PEERS for Young Adults program that the Niagara Chapter offered this past spring. PEERS (Program for Enrichment & Education of Relational Skills) was developed by Dr. Elizabeth Laugeson from UCLA
for teens with high functioning autism and Aspergers who are interested in learning how to make and keep friends. PEERS is a 14- week, evidence-based social skills program where caregivers (social coaches) and teens have separate but concurrent weekly lessons pertaining to social skills

It has been difficult for us all to adjust to the many changes in our daily lives and to acquire the skills needed to keep healthy in a today’s world. Join Janice Theodoropoulos M.Ed, BCBA as she provides some suggestions for how we can help children with Autism Spectrum Disorder to do what is necessary to keep themselves and their families as safe as possible. Consistent and proper hand washing, touching as few things as possible on necessary trips, coughing and sneezing into our elbows, and keeping the new level of appropriate space have never been more vital to our health and the health of our loved ones. She will provide helpful ways to set up the environment with visuals and other strategies to encourage engagement in these essential safety and self-care skills. 

Additional sessions in this series:

1. Fostering Safe Social Connections During COVID-19 with Carly Eby & Michau van Speyk
2. Creating Structure and Stability in the Home with Dawn Marciello & Joan Broto
3. Ways to Play: Ideas to create activities for kids with Harley Lang

Speaker: Janice Theodoropoulo, BCBA

Janice Theodoropoulos is a Board Certified Behavior Analyst and Clinical Supervisor at Woodview Mental Health and Autism Services. She has worked servicing families and persons diagnosed with Autism Spectrum Disorder (ASD) for the better part of a decade with a focus on early intervention, caregiver coaching, and community education. She has a passion for working with children, youth, and their families to increase skills and independence. Her clinical focus is using evidence based practices and the science of Applied Behaviour Analysis to provide effective skill acquisition and behaviour reduction programming to clients diagnosed with ASD through direct work with staff as well caregivers and community partners.

Daniel Roth vous propose une discussion sur les risques pour la santé qu’encourent les personnes qui vivent avec des troubles du développement, vous explique pourquoi l’exercice devrait être une priorité et aussi comment surmonter les obstacles pour accéder et prendre part à de saines activités. Découvrez les éléments constitutifs d’un bon programme d’exercice ainsi que des stratégies simples pour aider votre famille à bouger cet été.

Daniel Roth est entraîneur personnel, spécialisé dans la force et le conditionnement physiques ainsi que thérapeute du comportement. Il œuvre depuis plus de 10 ans auprès d’adultes et de jeunes qui ont des besoins particuliers et des troubles du développement. Il est propriétaire et directeur de la Level Up Fitness Academy qui se spécialise dans la création de programmes de mise en forme pour les personnes qui vivent avec des troubles du développement.

Dans cette série de fiches-conseils, vous trouverez des suggestions de plans d’action pratiques et de mesures concrètes qui peuvent vous aider à assurer un avenir sûr et sécuritaire à votre enfant, quel que soit son âge. Le nombre d’étapes à franchir et le volume de travail nécessaires pour y parvenir peuvent sembler déroutants, mais il est important d’amorcer la démarche et d’avancer pas à pas. Cette démarche est de nature à procurer une plus grande paix d’esprit aux parents.

Le principe de Jordan, selon lequel les besoins des enfants doivent passer avant toute autre considération au Canada, vise à faire en sorte que les enfants des Premières Nations vivant dans une réserve ou hors-réserve aient un accès équitable à tous les services publics financés par l’État dont ils ont besoin, quand ils en ont besoin.

Dans ce webinaire, vous apprendrez les grandes lignes du principe de Jordan, comment l’appliquer et qui contacter pour obtenir de l’aide au sujet de sa mise en œuvre en Ontario. À noter : ce webinaire sera animé en anglais.

Conférencière: Monica Hemeon

Monica est coordonnatrice du principe de Jordan pour la Nation nishnawbe-aski, qui dessert 49 communautés des Premières Nations dans le nord-ouest de l’Ontario. Elle a consacré sa carrière à l’amélioration de l’état de santé de populations autochtones, et elle défend maintenant la cause des enfants par l’entremise du principe de Jordan. Elle détient un certificat en soins intensifs, traitement du diabète, soin des plaies et administration et est inscrite au cours d’agrément de l’Association des gestionnaires de santé des Premières Nations. Originaire de la bande indienne de Red Rock, elle est infirmière autorisée et mère de deux garçons.

Avec l’introduction sur le marché de la tablette électronique et la multiplication rapide d’applications à l’intention des enfants qui ont un trouble du spectre de l’autisme (TSA), la visite de la boutique d’applications iTunes pour y dénicher celles qui pourraient être utilisées en classe constitue parfois toute une corvée! Toutefois, la nature conviviale de la tablette, son accessibilité et son coût relativement bas ont transformé la façon dont les élèves ayant un TSA peuvent, par exemple, acquérir de nouvelles habiletés, satisfaire aux attentes du curriculum, utiliser des outils de suppléance à la communication et se prévaloir de différentes mesures d’adaptation.

Les faits décrits ci-dessous peuvent aider le personnel scolaire à se constituer une base solide de connaissances et d’habiletés professionnelles qui lui servira à soutenir les élèves ayant un TSA qui utiliseront la technologie de la tablette électronique.

Ce webinaire donnera aux personnes autistes et/ou à leurs aidants des informations qui les aideront à faire en sorte que leurs relations sociales demeurent sécuritaires et significatives, sur Internet et dans le cadre des restrictions imposées par la pandémie. Les participants y obtiendront des conseils sur la façon de naviguer en sécurité sur Internet, et apprendront comment la technologie peut représenter une passerelle d’ouverture sur les relations sociales. À noter : Cet atelier sera animé en anglais.

Autres webinaires dans cette série :

1. Structure et stabilité à la maison pendant la pandémie de COVID-19 avec Dawn Marciello & Joan Broto
2. L’abc de l’amélioration des habiletés de sécurité et d’autoprotection en période de pandémie avec Janice Theodoropoulos
3. Comment jouer : Des idées simples pour créer des activités de jeu amusantes et mémorables pour les enfants avec Harley Lang

Animateurs : 

Carly Eby est analyste en comportement certifiée (BCBA-D), qui a obtenu un B.Ed. de l'Université McGill, une M.Sc. en analyse comportementale appliquée (ACA) de la Northeastern University et un doctorat en ACA de l’Université Columbia. En 2019, elle a fondé The Autism Centre of Toronto (TACT), une organisation sans but lucratif qui offre des services d'ACA précoces et intensifs. Carly a donné des cours d’études supérieures à l'Université Simmons et au Elms College, et publié ses recherches dans Behavioral Interventions, le Behavioral Development Bulletin et le Journal of Speech-Language Pathology and Applied Behaviour Analysis. Elle siège actuellement au conseil d'administration de l’Ontario Association for Behavior Analysis (ONTABA), dont elle préside le Comité de la pratique et des affaires professionnelles. Carly vit à Toronto avec son époux et ses trois enfants.

Je  m’appelle Michau van Speyk, j’ai 25 ans et je vis à Toronto au Canada. Je suis une personne autiste. Je fais partie du conseil d’administration de l’Ontario Autism Coalition (OAC) depuis 2016.

Apprendre comment utiliser la toilette, avec les autres habiletés qui s’y rattachent (p. ex. routines d’autosoins, demeurer au sec toute la nuit), peut représenter une étape capitale pour un individu et sa famille.

Cette mini-série de webinaires s’adresse aux parents et aux aidant.e.s d’individus autistes qui souhaitent en savoir davantage sur l’apprentissage de la propreté et des diverses habiletés que cela implique, sur la façon de déterminer quand il est temps de se concentrer sur une habileté particulière, sur les personnes qui peuvent vous aider à atteindre divers objectifs et sur les stratégies courantes à appliquer pour étayer chaque habileté.

Partie 3 - Apprentissage de la propreté diurne (urine et selles)

Ce webinaire abordera l’apprentissage de la propreté diurne pour la miction (le « pipi ») et la défécation (le « caca »). Nous examinerons des suggestions sur le moment idéal pour commencer l’apprentissage et sur les personnes qui peuvent vous aider, et nous décrirons quelques stratégies d’apprentissage courantes.

Séances supplémentaires dans cette série :

Partie 1 - Facteurs à considérer avant et durant votre parcours d’apprentissage de la propreté

Partie 2 - Horaires de visite aux toilettes et routines de soins personnels

Partie 4 - L’énurésie et les comportements à défi liés à l’utilisation de la toilette

Animatrice :

Bethany Brewin M.Sc. en ergothérapie

Bethany est une ergothérapeute chevronnée qui habite le comté de Simcoe. Après avoir a obtenu sa maîtrise en sciences (ergothérapie) à l’Université de Toronto, elle a travaillé auprès d’enfants, d’adolescent.e.s et de familles un peu partout au Canada, en plus de fournir des services-conseils à des garderies, des écoles et des organismes communautaires. Au fil des ans, Bethany a présenté des conférences sur divers sujets, allant de la motricité fine à l’impact du temps d’écran sur le développement des jeunes enfants. Elle s’intéresse avec passion à l’importance de s’ancrer dans le monde par la pleine conscience : mobiliser nos sens pour se connecter à notre environnement. Bethany fait partie de l’équipe d’« expert.e.s en la matière » d’Autisme Ontario.

Kristin Gunby, M.S., BCBA, analyste du comportement 

Kristin est analyste du comportement agréée (BCBA®) qui compte plus de vingt années ans d’expérience auprès de personnes autistes et de leurs familles. Elle a obtenu un B.A. en linguistique de la Brock University et une M.Sc. en analyse du comportement de la St. Cloud State University. Elle a travaillé comme clinicienne dans les secteurs privé et public au fil des différentes moutures du Programme ontarien des services en matière d’autisme, et elle a également travaillé comme facilitatrice de l’analyse comportementale appliquée pour un conseil scolaire public en Ontario. Elle a publié des recherches dans le Journal of Applied Behavior Analysis and Behavioral Interventions concernant les aptitudes en sécurité, l’attention conjointe et les types d’enseignements. Kristin fait partie de la nouvelle équipe d’expert.e.s en la matière d’Autisme Ontario.

Déni de responsabilité : Les opinions exprimées dans ce webinaire sont celles des conférencier.ère.s et des présentateur.trice.s et ne reflètent pas nécessairement les points de vue d’Autisme Ontario. Prenez note qu’Autisme Ontario ne donne son appui à aucun produit, thérapie, traitement, stratégie, opinion, service ou individu en particulier. Nous appuyons cependant votre droit à l’information. À nos yeux, il est très important que vous fassiez vos propres recherches afin de prendre vous-même des décisions éclairées.  

Like other teens, many teens on the autism spectrum desire friendships and romantic partners. Due to challenges with social communication, some teens with ASD may have limited experience dating and could benefit from explicitly learning skills associated with successful and safe dating experiences. Teens with ASD may benefit from developing skills in the following areas: basic dating readiness skills, safety skills related to dating, and social skills related to dating. School staff and families both play important roles in supporting these skill areas.

Read more.

As part of our commitment to continue to serve you during the current COVID-19 outbreak, in addition to sending the latest issue to members as we usually do, we are also making an electronic version available for everyone to read and share. 

This series of tip sheets provides suggestions for practical plans and actions that can help ensure the safe and secure future of your child, of any age. The number of steps and the amount of work may seem overwhelming, but it’s important to begin the process and see it through, one step at a time. There is perhaps no other task that will give a parent more peace of mind.