Everyday living skills like dressing, eating, toileting, and hygiene that may require direct teaching or additional support for independence.

Actively supporting the rights and needs of an individual. 

Abbreviated as AAC, this term is commonly used by speech pathologists to describe methods of communication that use pictures, a picture board, electronic devices with communication apps, or sign language.

An umbrella term describing a range of developmental differences impacting social communication and behaviour patterns. Most often currently referred to as autism.

A scientific field and intervention approach focusing on identifying and modifying behaviours through positive reinforcement strategies for socially significant change. ABA should be learner-led, important for establishing foundation skills for learning, and functional skills for increased independence across environments.

An autism spectrum disorder (ASD) that is characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behaviour and interests. The diagnosis of Asperger’s was eliminated in 2013 and replaced by a diagnosis of autism spectrum disorder (ASD) with a classification scale to describe the severity of the disorder.

The Behavior Analyst Certification Board, Inc.^® (BACB^®) has been the leading certifying body for behaviour analysts since its establishment in 1998. As a nonprofit organization, its mission is to protect consumers by setting and promoting professional standards.

The BACB’s certification programs—BCBA-D^®, BCBA^®, BCaBA^®, and RBT^®—are accredited by the National Commission for Certifying Agencies (NCCA), ensuring high-quality credentialing standards. It operates similarly to regulatory boards by establishing practice standards, administering exams, and enforcing ethics requirements. Due to recent regulatory changes in Ontario, Canada, individuals who are also credentialed as a BCBA must also be registered with the College of Psychologists and Behaviour Analysts of Ontario (CPBAO). Further, BCaBA and RBT credentials are prohibited from use in Ontario.

For more information, please visit https://www.bacb.com/

The Board Certified Behavior Analyst^® (BCBA^®) certification is a graduate-level (Masters level) and the Board Certified Behavior Analyst – Doctoral (BCBA-D^®) certification is a PhD level certification in behaviour analysis. BCBAs are independent practitioners who can provide behaviour-analytic services and supervise the work of RBTs, BCaBAs, and other professionals who implement behaviour-analytic interventions, In Ontario, Canada, BCBAs must also be registered with the College of Psychologists and Behaviour Analysts of Ontario (CPBAO). BCBAs can supervise individuals who are implementing behaviour analytic practices and provide direct services with clients, caregivers, and stakeholders.. 

For more information, please visit https://www.bacb.com/bcba/

A BSP or BIP is a structured and individualized learning plan designed to address specific learning goals. The plan is typically developed by a team (behaviour analysts, special educators, psychologists, etc.), along with parents or caregivers and the individual, whenever possible. It typically includes detailed information about the target behaviours, their function, and evidence-based interventions aimed at reducing barriers to learning and teaching new skills. The plan outlines specific techniques, strategies, and supports which may help individuals to function better within their environments, participate in their communities, and have better mental health and well-being.

The College of Psychologists and Behaviour Analysts of Ontario (CPBAO) is the governing body for psychologists, psychological associates and behaviour analysts in Ontario. The College’s mandate is to protect public interests by monitoring and regulating the practice of psychology and, separately, the practice of behaviour analysis. The College ensures that the public receive competent and ethical professional psychological and applied behaviour analytic services from qualified and registered providers.

For more information, please visit https://cpbao.ca/

The College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO) is responsible for regulating the practice of the professions and governing its members in accordance with the numerous Ontario regulations and legislation including the Regulated Health Professions Act, 1991. The College sets standards for qualifications, practice, ethics, and continuing competence for both audiologists and speech-language pathologists to ensure high-quality care. The College also promotes interprofessional collaboration, supports members in adapting to evolving healthcare environments, and works to enhance relationships with stakeholders. Additionally, CASLPO develops programs to help consumers exercise their rights and administers relevant legislation to uphold professional integrity and public trust in the profession.

For more, information please visit https://www.caslpo.com/

IBI refers to a comprehensive and structured approach to therapy that focuses on supporting autistic children across all learning domains. IBI is rooted in the principles of ABA.  This highly individualized therapy is delivered at a 1:1 staff to client ratio. It is recommended that 21 hours or more are necessary for meeting the wide range of goals identified. If this service includes preschool-aged children then it is referred to as EIBI (Early Intensive Behaviour Intervention)

Early intervention services are provided to children experiencing a variety of developmental delays and conditions. This term typically describes therapies and services offered to children who are preschool aged and younger, as the earlier that a condition can be supported, the better the outcome for the child. Early intervention may be offered by a specialty centre/clinic, children’s treatment centre, health department, or other location. Doctors usually screen children for delays and conditions, like autism, Down Syndrome, Developmental Language Disorder, and others which could result in the need for early intervention services. 

Echolalia is a term that relates to the repetition of certain previously heard words or phrases in children at the very beginning stages of language development or those who are autistic. Echolalia can be immediate or delayed and happens for many reasons. It may be an early form of communication as they try to learn and understand the words and phrases that other people are saying to them. For example, saying to a child, “It’s time to go to school,” and the child repeating, “Time to go to school,” is an example of immediate echolalia. Delayed echolalia might come in the form of book or movie quotes, song lyrics, or previously heard memorable sentences for the child. 

Feeding disorders can encompass a number of behaviours that impact nutrition, growth, brain development, and social skills.  An interdisciplinary team including a behaviour analyst, a speech-language pathologist, a dietician, and medical doctor is most suited to assess and treat the following types of feeding disorders:

• Food refusal 
• Restricted food intake / picky eaters 
• Difficulties with tolerating different textures  
• Inappropriate mealtime behaviours 

An educational document outlining a student’s educational needs and specific accommodations required in school. Refer to the Ministry of Education’s website for further information.

Once a child is in school, an IPRC may occur in order to look at appropriate placements for the student with the parents preference and considering the individual needs of the student. A Review IPRC, must occur at least annually thereafter. Refer to the Ministry of Education website for further information.

The OAP is a provincially-funded program that offers supports and services to autistic children and youth. Those individuals in Ontario who have been diagnosed with autism by a qualified professional are eligible to receive services and supports until the age of 18. AccessOAP is the OAP’s Independent Intake Organization that supports everyone registered in the OAP. 

Always refer to an individual in the manner that they or their caregiver prefe,r such as, “a person with autism”  or an “an autistic person” (person-first language) or autistic (identity-first language). 

Sensory integration is a type of therapy that was designed to help children with sensory challenges, including children who are overly sensitive or underly sensitive to sensory input. Therapists may use a variety of tools, such as weighted jackets and swings, to assist children with sensory problems, however, there has been no scientific support for general sensory integration or sensory diets at this time.

How an individual perceives and responds to sensory information like touch, sound, sight, taste, and smell. These responses can be over-reactive or under-reactive.

are often seen co-occurring in children diagnosed with Autism Spectrum Disorders.  An interdisciplinary team assesses and treats the following sleep disorders:

• poor sleep routines 
• attention-maintained sleep disorders

In Ontario, SLP services involves the assessment and treatment of communication, speech, language, voice, swallowing, and fluency challenges. Speech-language pathologists, also known as speech therapists, play a crucial role in supporting individuals with autism in developing effective communication, language skills, play, and social skills.

Repetitive movements or sounds that are often sensory-based and are often preferred or pleasurable for the individual.

Delays in toilet training for both urination and bowel movements beyond the typical developmental age (e.g., 4 to 5 years of age) is often encountered in children with developmental and neurodevelopmental delays (e.g., autism). Behaviour analysts often have specialized training and competencies necessary to determine readiness for toilet training and to develop a comprehensive intervention strategy for increasing toileting skills.

Using visual aids like pictures, schedules, or symbols to help with understanding and communication. Visual supports can be part of evidence-based strategies to assist individuals in learning new skills and functioning more independently.