About Me

A graduate of the University of Toronto (1979), I am a registered member of the College of Audiologists and Speech-Language Pathologists of Ontario. I have been enriched throughout my career, working in various settings, namely: Holland Bloorview Kids Rehabilitation, Easter Seal Society, the York Region District School Board, the Community Care Access Centre of York Region, and the York Region Preschool Speech and Language Program/Beyond Words. Professionally,  my experiences have included work with various populations of children and youth such as Down Syndrome, learning disabilities, Dyslexia, Attention Deficit Disorder and many without a formal diagnosis. My experience includes assistance with:  articulation, phonological, motor speech, voice, resonance and fluency(stuttering) disorders, as well as challenges in all of the language modalities, namely, listening, speaking, reading, and writing. Following my service in the public sector, I opened my private practice in 1990. My continuous learning activities include: conferences, self-study, study groups and collaboration with colleagues. As a client focused clinician, my approach to therapy is caring, skillful and honest. I continue to bolster my skill level with additional course work, practical training, communication with peers, participation in study groups, and self-study.

Professional Affiliations-Study Groups

• Registered member of The Ontario Association of Speech-Language Pathologists and Audiologists/OSLA
• Certified member of The Canadian Association of Speech-Language Pathologists and Audiologists/CASLPA
• Registered member of The College of Audiologists and Speech-Language Pathologists of Ontario/CASLPO
• International Dyslexia Association/IDA
• Associate member of the Academy of Orton-Gillingham Practitioners and Educators
• The Hanen Centre
• The Prompt Institute Inc.
• Learning Disability Association of Ontario/LDAO
• Study groups: OSLA-York Region Chapter, and Orton-Gillingham

Achievements-Training-Self-Study

• Whole Child Approaches to the Treatment of Stuttering: Preschool to school age with a whole child-centered slant (both the fluency and the emotional aspects of stuttering): Lidcombe Program, Michael Palin, Kristen Chmela, Scott Yarruss, Nina Reardon as well as the young school-aged child (ages 5-9) and older students (Fluency Plus), both through the Speech and Stuttering Institute.
• Academy of Orton-Gillingham Practitioners and Educators-Associate level status
• Practical Linguistics, Certified Teacher, Specialist: Orton-Gillingham, Multisensory Language, Canadian Dyslexia Society
• Fundations (K-3), program by Wilson Language Training Corporation
• Basic and advanced Hanen training: ‘Involving Parents as Language Facilitators’ and ‘Target Word: The Hanen Program for Parents of Children who are Late Talkers’
• The P.R.O.M.P.T. System – Level 1 training
• Ongoing Learning Activities (1979 to present)

Education

• University of Toronto, Toronto, Ontario (1977-1979), Diploma Program in Speech Pathology (Master’s Equivalent)
• University of Toronto, Toronto, Ontario (1974-1977), Bachelor of Science Degree

Work Experience

• 1to1Rehab-Sept./2001-Spring/2005
  York Region-Services (voice, fluency, articulation) to school age children including assessment, consultation and therapy.
• York Region Preschool Speech and Language Program/Beyond Words
  (September 1998 – July 2000) Responsibilities included assessment and treatment of preschoolers in groups or individually. Caregiver training workshops (articulation, language, and fluency) were provided. Community outreach included screening clinics and consultation to the PREP program, a program for high risk three year olds in a neighbourhood school. A cooperative role was taken in the design and implementation of treatment and parent education programs. Administrative responsibilities included the lead therapist role and caseload management. Mentorship was provided for an initial practice registrant, as well as supervision of volunteers and supportive personnel (Communication Disorders Assistant/CDA). Participation in a team approach was an integral part of the Program, including communication between and within area teams, as an entire program, with school board consultants (for purposes of transition planning), and communication with teachers, Drs. and Early Interventionists.
• Community Care Access Centre of York Region (CCAC)
  (September 1994 – July 1998) Responsibilities included assessment and treatment of children and youth at school and home, presenting with speech disorders (articulation, phonology, resonance, voice and fluency). Caregiver training was an integral part of this work experience. A leadership role was taken in the design and implementation of a summer speech camp, for children with moderate to severe speech challenges. Parents were trained to facilitate their children’s speech. Direct therapy was provided in an intensive group format.
• York Region District School Board
  (September 1993 – June 1994) As a consultant, formal and informal assessments of speech, voice and language disorders within the school age population were provided, with consultation to parents and school board personnel regarding programming.
• Private Practice
  (September 1990 to present) Assessment and treatment of speech (articulation-phonological disorder-motor speech disorders, preschool and school age stuttering), voice disorders (vocal nodules, children with cleft lip and palate), and language-literacy challenges of preschoolers and school aged children. Some adults are seen as well.
• Easter Seal Society
  (September 1987 – June 1988) As a consultant to physically challenged children in an integrated preschool setting, responsibilities encompassed assessment and treatment using a mediator model. In-service education was provided.
• Holland Bloorview Kids Rehabilitation
  (July 1979 – August 1986) My first job, as a staff Speech-Language Pathologist in a rehabilitation setting, included assessment and treatment of physically challenged children and youth. This encompassed responsibility for a hospital ward (children ages 6-12) and participation in feeding programs, in-service education, and three multi-disciplinary teams (Pre-vocational, Child Assessment Program, and Maxillofacial). Some experience was gained in assessment and implementation of augmentative communication systems such as communication boards. Populations of children varied and included those with: Down syndrome, Acquired Brain Injury (traumatic and non-traumatic), Cerebral Palsy, Cleft Lip and Palate, hearing loss, ADHD, Learning and Reading Disabilities as well as various syndromes.