Our Philosophy

  • Development, assessment and intervention are dynamic processes in which a child’s caregivers play an essential role
  • An understanding of the sensory processing that underlies children’s atypical behaviours also provides openings to treatment
  • Emotions enable us to give purpose to our behaviour and meaning to our words
  • Intervention programs are process driven and geared towards functional outcomes
  • An emphasis on strengthening early fundamental developmental levels is critical in developing a foundation for relatedness, communication and thinking/learning