Canadian Autism & Neurodiversity Glossary

Accessibility in education means that every student can genuinely access learning — not just the building itself, but also the materials, communication, technology, routines, activities, and supports that make school meaningful. For autistic students or those with other support needs, this can look like visual schedules, sensory-friendly spaces, alternative communication tools, flexible seating, or modified assignment formats. The goal is that each child can participate and learn in ways that work for them.

AccessOAP is the independent intake organization that Ontario families connect with to register for and access the Ontario Autism Program (OAP). It serves as the central point of entry, helping families begin the registration process and learn about the program. Families typically reach out to AccessOAP after their child receives an autism diagnosis and they are ready to explore provincial support.

An adaptive functioning assessment looks at how a child manages everyday life skills such as communication, self-care, getting along with others, staying safe, building independence, and handling practical tasks at home and in the community. Rather than focusing on what a child knows in a testing room, it captures how they actually use skills in real daily situations, often by asking caregivers and teachers structured questions. For autistic children, adaptive functioning information gives a fuller and more meaningful picture of their strengths and support needs.

Alternative curriculum focuses on learning goals outside of standard academic subjects like reading, math, or science. For some children, the most important skills to build include communication, self-regulation, personal care, life skills, social participation, or orientation and mobility. This kind of curriculum is designed to meet a child where they are and support their growth in ways that are meaningful for their everyday life.

Anxiety is a feeling of fear, worry, or distress that can affect thoughts, body signals, sleep, behaviour, learning, and daily routines. Autistic children may experience anxiety related to uncertainty, sensory overload, social demands, transitions, communication challenges, or past stressful experiences.

Anxiety therapy supports children who experience fear, worry, avoidance, panic, school refusal, separation distress, or stress related to sensory, social, or unpredictable situations. Autistic children and those with other neurodevelopmental differences often experience anxiety at higher rates, and a good therapist will tailor their approach to fit the child's communication style, sensory profile, and strengths. The goal is to help children and families build understanding and practical tools so that anxiety has less impact on daily life.

Applied Behaviour Analysis is a therapy approach that uses learning principles to build skills and support behaviour. Families have a range of views on ABA; a neurodiversity-affirming approach prioritizes the child’s dignity, consent, communication, and well-being.

An assessment report is a detailed written document prepared by a qualified professional after completing a formal evaluation of a child. It brings together background history, the specific tools and methods used during the assessment, key findings, a diagnosis if one applies, and practical recommendations for supports and next steps. Think of it as a thorough snapshot of your child's strengths, support needs, and the professional's clinical reasoning.

Assistance for Children with Severe Disabilities is an Ontario program that provides financial support to eligible families for some of the extra costs of caring for a child with a severe disability.

Assistive technology, often called AT, includes any tool, device, software, or piece of equipment that helps a student participate more fully in learning and daily school activities. For autistic children or those with other support needs, AT might include text-to-speech software, speech-generating devices, visual timers, word prediction programs, noise-cancelling headphones, or adapted keyboards, among many other options. The goal of AT is to reduce barriers so a child can communicate, learn, and engage as independently as possible.

The At Home Program is a British Columbia program that may offer supports to eligible children and youth who have severe disabilities or complex health needs, helping families care for their child at home rather than in a residential setting. Supports through this program can vary and may include things like respite, specialized equipment, or medical supplies, depending on a child's assessed needs. It is designed to recognize the significant efforts families make in supporting children with high support needs.

Attention-Deficit/Hyperactivity Disorder, or ADHD, is a neurodevelopmental condition that can affect attention, impulse control, activity level, emotional regulation, organization, and executive functioning. Autism and ADHD can co-occur, and many children benefit from supports that consider both profiles.

Auditory Processing Disorder, or APD, affects how the brain interprets sounds, even when hearing itself is typical. A child with APD may struggle to follow spoken instructions, understand speech in noisy places, or tell similar-sounding words apart. APD can look a lot like attention or language difficulties, so a thorough assessment by an audiologist is usually the starting point.

Augmentative and alternative communication includes tools and strategies that support or replace speech — such as picture systems, communication boards, or speech-generating devices. AAC can give non-speaking and unreliably-speaking children a reliable way to communicate.

An autism assessment is a structured process, usually led by qualified professionals, that gathers information about a child’s development, communication, play, sensory profile, and daily functioning to understand whether autism explains what a family is seeing.

An autism diagnosis is a professional conclusion that a child’s profile meets the criteria for autism spectrum disorder. A diagnosis can help a family access services, but a child’s needs and strengths matter more than any single label.

The Autism Diagnostic Interview-Revised, or ADI-R, is a structured interview that a trained clinician conducts with a parent or caregiver to gather detailed information about a child's developmental history and day-to-day behaviours related to autism. The interview covers areas like early language development, social skills, play, and repetitive or restricted behaviours, and it draws on your knowledge of your child across different stages of their life. Because caregivers are the experts on their own children, the ADI-R treats your observations and memories as a valuable and central part of the assessment process.

The Autism Diagnostic Observation Schedule, Second Edition, or ADOS-2, is a standardized assessment tool used by trained professionals to observe how a child communicates, interacts socially, plays, and whether they show any restricted or repetitive behaviours associated with autism. During the assessment, a clinician guides your child through a series of structured activities and conversations designed to create natural opportunities for observation. The ADOS-2 is considered one of the most widely used tools in autism assessment and is often part of a broader evaluation that includes other measures and caregiver input.

Autism funding is an umbrella term for the range of government programs, tax benefits, private insurance coverage, charitable grants, school-based supports, and community resources that may help families cover costs related to assessment, therapy, respite care, equipment, or other disability-related needs. Funding sources can come from multiple levels — federal, provincial or territorial, municipal, and through school boards — and many families access more than one type. Navigating these options takes time, but knowing what exists is a powerful starting point.

Autism spectrum disorder is a neurodevelopmental condition that can shape how a child communicates, connects, learns, plays, processes sensory information, and experiences the world. The word “spectrum” reflects that every autistic child has a different mix of strengths, needs, preferences, and supports.

Autism support levels are part of the DSM-5 framework and describe the amount of support a person may benefit from across two main areas: social communication and restricted or repetitive behaviours. There are three levels, ranging from requiring some support to requiring very substantial support, and they are meant to give a general picture of a person's day-to-day support needs at the time of assessment. It is worth knowing that a person's support needs can change over time and across different environments, so these levels reflect a snapshot rather than a permanent label.

Autistic is an identity-first term many people use to describe someone whose brain and nervous system work in autistic ways. Some families and individuals prefer person-first language, such as “child with autism,” so KidPath uses both respectfully and follows the family’s preference whenever known.

Autistic burnout is a state of deep exhaustion that can happen after long periods of stress, masking, sensory overload, unmet support needs, or constant demands. In children, it may show up as increased distress, reduced tolerance, school refusal, regression in skills, fatigue, or withdrawal.

Avoidant/Restrictive Food Intake Disorder, or ARFID, is an eating condition where a child's intake of food is significantly limited — not because of body image concerns, but due to sensory sensitivities, fear of choking or vomiting, or simply a lack of interest in eating. This limited intake can affect a child's nutrition, growth, energy levels, and ability to take part in everyday social situations like school lunches or family dinners. ARFID is more common among autistic children and children with sensory differences, though it can occur in any child.

The BC Autism Funding Program is a British Columbia program that may provide funding to eligible children and youth who have a confirmed autism diagnosis, to help pay for supports and services related to their autism. Families can often use this funding with a degree of flexibility to choose services that best fit their child's individual needs and goals. The program is intended to help families access therapies and supports that complement other services their child may be receiving.

A behaviour analyst is a professional with specialized training in understanding how behaviour works and how supportive environments can help people learn and grow. They use observation, data, and evidence-based approaches to identify a child's strengths and support needs, then develop strategies to teach new skills and reduce barriers to participation. Behaviour analysts often work as part of a broader team alongside families, educators, and other professionals.

A behaviour consultant is a professional who works with families, educators, and support teams to better understand why a child behaves in certain ways and what supports can help. They look at the whole picture — the child's environment, communication, sensory needs, and daily routines — and then create practical, positive strategies that can be used at home, at school, or in the community. The goal is always to help the child thrive and to make life feel more manageable for everyone around them.

A behaviour interventionist works directly with a child to support skill building, communication, self-regulation, daily routines, and behaviour goals. They typically carry out a plan designed by a supervising clinician, such as a behaviour analyst, and spend hands-on time with the child in home, school, or community settings. Families often describe the behaviour interventionist as a key day-to-day presence in their child's support team.

A Behaviour Support Plan (BSP) is a written document that describes how the adults around a child will proactively support them when they are experiencing distress or when certain behaviours arise. Rather than focusing on consequences, a good BSP looks at what a child is communicating through their behaviour, what supports and environmental changes can help prevent difficulty, and how the team will respond in a consistent, caring way. It is built around understanding and skill-building, not punishment.

Behaviour therapy is a broad term covering a range of supports designed to help children build skills, understand their own behaviour, communicate their needs, stay safe, and manage emotions and everyday situations more comfortably. It is not about making a child behave perfectly — it is about understanding what a behaviour is communicating and finding positive ways to support the child. Approaches and methods can vary widely, so it is worth learning about the specific type of behaviour therapy being recommended for your child.

A behavioural assessment explores what may be behind a child's actions, moments of distress, communication attempts, or safety-related concerns, looking at the whole child and their environment rather than focusing only on the behaviour itself. A trained professional gathers information from caregivers, teachers, and direct observation to understand patterns and possible contributors such as sensory needs, communication challenges, or unmet support needs. The goal is always to better understand and support the child, not to label or judge them.

A Board Certified Behaviour Analyst, or BCBA, is a professional who has met the education, supervised experience, and examination requirements set by the Behavior Analyst Certification Board (BACB), an international certifying body. BCBAs are trained to assess behaviour, design individualized support plans, and supervise the delivery of behaviour analytic services. Many BCBAs working with autistic children and their families focus on building meaningful skills and supporting quality of life.

The Canada Child Benefit, or CCB, is a monthly tax-free payment from the federal government designed to help eligible families with the cost of raising children under 18. The amount a family receives is based on factors like household income and the number and ages of children. Filing taxes each year is important for continuing to receive CCB payments.

The Canada Disability Benefit is a federal program designed to provide income support to eligible working-age Canadians with disabilities. It is intended to help reduce financial hardship for people with disabilities who are between the ages of 18 and 64. Details about eligibility, payment amounts, and how to apply may be worth reviewing directly with the program or a trusted navigator as the program continues to be implemented.

The Canada Disability Savings Bond is money the federal government may deposit into an eligible person's Registered Disability Savings Plan, even when no personal or family contributions have been made. It is designed to support lower-income individuals and families, recognizing that not everyone has room in the budget to contribute to savings. Eligibility is based on family net income.

The Canada Disability Savings Grant is government matching money that may be deposited into an eligible person's Registered Disability Savings Plan based on contributions made by family members or others. The amount matched can depend on the family's net income and how much is contributed in a given year. It is one way the federal government encourages long-term savings for people with disabilities.

A case coordinator, sometimes called a care coordinator, is a person who helps families bring together all the moving parts of their child's support — things like referrals, appointments, therapy goals, funding applications, and transitions between programs or schools. Having someone in this role can reduce the pressure on caregivers to manage every detail on their own. Case coordinators often act as a helpful bridge between families and the various professionals and systems involved in a child's care.

Charitable autism grants are funding opportunities offered by charities, foundations, community organizations, or service clubs that may help families pay for therapy, equipment, respite care, recreational programs, or other family supports. These grants are typically application-based, and eligibility criteria, available amounts, and what the funding can be used for vary widely between organizations. They can be a meaningful source of support, especially while families are waiting for public funding or trying to cover costs not met by government programs.

The Child Disability Benefit is a tax-free monthly amount for families caring for a child under 18 who qualifies for the Disability Tax Credit. It is added to the Canada Child Benefit.

A child psychologist is a regulated health professional with specialized graduate-level training in assessing and supporting children's development, learning, emotions, and behaviour. They use a range of standardized tools and observations to evaluate a child's cognitive abilities, adaptive skills, and social-emotional development, and in most Canadian provinces and territories they are authorized to diagnose autism spectrum disorder. Families often work with child psychologists both for diagnostic assessments and for ongoing therapeutic support.

Childhood Apraxia of Speech, or CAS, is a motor speech condition where a child's brain has difficulty sending the right signals to the muscles used for speaking, even though those muscles themselves are not weak. Children with CAS may know exactly what they want to say but find it hard to get the sounds and syllables to come out consistently and clearly. CAS can occur on its own or alongside other conditions, including autism, and is something a speech-language pathologist is trained to identify and support.

The Childhood Autism Rating Scale, Second Edition, or CARS-2, is a tool that trained professionals may use to help understand autism-related characteristics in a child based on structured observation and information gathered about the child. It looks at a range of behaviours and skills to help clinicians form a fuller picture of a child's profile. The CARS-2 is one of several tools a professional might choose to include as part of a broader autism assessment.

Children and Youth with Support Needs, or CYSN, is a term used in British Columbia to describe a framework of services and supports available to children and youth who have disabilities, developmental differences, or complex needs — including autistic children. It reflects a broad, inclusive approach that recognizes many different children may benefit from similar types of community and family supports. Families in BC may hear this term when connecting with government services or community organizations.

Children's rehabilitation services are programs designed to help children who have developmental, physical, communication, feeding, sensory, or functional support needs reach their full potential. These services often include therapies such as speech-language therapy, occupational therapy, physiotherapy, and more, delivered by trained professionals. In Canada, these services are typically offered through children's treatment centres, hospitals, regional health authorities, or community-based providers, and availability can vary significantly depending on where your family lives.

A Children's Treatment Centre is a community-based organization that offers a range of rehabilitation and developmental services for children and youth who have physical, developmental, or communication support needs. Services at a CTC often include occupational therapy, speech-language therapy, physiotherapy, and other specialized supports delivered by a team of professionals. Many autistic children and their families connect with a CTC as part of their broader circle of support.

A choice board is a visual support that helps a child see and select from a set of available options, such as activities, foods, topics, or ways to respond. Using pictures, symbols, photos, or words, it makes choosing feel less overwhelming and more accessible for children who find verbal-only options hard to process. Choice boards are used in homes, schools, and therapy settings to support communication, independence, and positive behaviour.

Co-regulation is when a calm, supportive adult helps a child feel safe, understood, and more regulated. It can include reducing demands, using a steady voice, offering sensory support, validating feelings, and helping the child recover before problem-solving.

A cognitive assessment looks at a child's thinking and problem-solving abilities, including areas such as reasoning, memory, attention, processing speed, verbal understanding, and visual-spatial skills. Conducted by a psychologist using age-appropriate standardized tools, it helps build a picture of how a child learns and processes information, highlighting both strengths and areas where extra support may help. For autistic children, cognitive assessments are often interpreted alongside other information to give the most accurate and complete understanding of how the child thinks and learns.

Cognitive Behavioural Therapy, or CBT, is a therapy approach that helps people understand the links between their thoughts, feelings, body signals, and actions. By recognizing these connections, children can learn practical strategies to respond to challenging situations in ways that feel more manageable. CBT is often adapted for autistic children and youth to suit different learning styles, using visual tools, concrete examples, and a pace that works for the individual.

A communication board is a visual tool that displays pictures, symbols, words, or letters so a child can point to or select what they want to express — needs, choices, feelings, questions, or ideas. Communication boards can be low-tech, like a laminated card in a child's backpack, or high-tech, like an app on a tablet that speaks the selection out loud. They are one of the most common forms of AAC and can be customized to suit a child's interests, vocabulary, and daily routines.

A communication device is a tool that helps a child share their thoughts, needs, and ideas when speech alone may not be the most reliable or comfortable way for them to communicate. These devices range from simple picture boards or paper-based systems to high-tech speech-generating devices and tablet-based apps that produce spoken words when a child selects symbols or types messages. Communication devices are often part of a broader Augmentative and Alternative Communication, or AAC, approach, and they can be powerful tools for children across a wide range of communication abilities.

Community grants are local or regional funding opportunities offered by foundations, municipalities, service clubs, charities, and other organizations that may help cover costs related to a child's recreation, therapy, assistive equipment, respite care, or inclusion activities. Many families are surprised to discover that grants exist right in their own community, sometimes through organizations like the United Way, local community foundations, or service groups such as Lions or Rotary clubs. These funds can be a helpful addition to provincial or territorial support, especially while families are waiting for other funding to come through.

A community support worker is a trained helper who works alongside a child and their family to build confidence and independence in everyday life. They may support a child during morning routines, after-school activities, outings, recreational programs, or social events — helping the child participate more fully and safely. Community support workers also help families with practical strategies and can play an important role in safety planning.

Complex Special Needs describes situations where a child has multiple, significant, or interacting support needs that span more than one area of life — such as health, development, communication, behaviour, mental health, safety, or daily living. When needs overlap and affect one another, it often means a child requires support from several different services or systems at the same time. Families in this situation frequently find themselves navigating many providers and programs, sometimes without a clear path connecting them all.

Constipation means that a child's bowel movements are infrequent, hard to pass, uncomfortable, or feel incomplete. It is one of the most common gastrointestinal concerns seen in autistic children, and can be related to diet, limited food variety, sensory sensitivities around toileting, reduced physical activity, or other factors. Constipation that goes on for a while can cause real discomfort and may sometimes affect a child's mood, sleep, and behaviour.

Coordinated Service Planning (CSP) is an Ontario process designed to help families whose children have multiple or complex support needs bring together the different services, goals, and providers involved in their child's life into one organized, shared plan. A dedicated service coordinator works alongside the family to make sure everyone supporting the child is on the same page and moving in a consistent direction. The goal is to reduce the overwhelming feeling of managing many systems at once and to keep the family's priorities at the centre.

The CRA Disability Tax Credit refers to the non-refundable tax credit administered by the Canada Revenue Agency that is designed to help offset some of the costs faced by people with significant and prolonged impairments in physical or mental functions. For families of autistic children, this credit can reduce the amount of federal income tax owed, and in some cases may be transferred to a supporting family member. Eligibility is determined by the CRA after reviewing a completed T2201 form.

Cumulative effects of limitations is a concept that recognizes when a person has several functional challenges, the combined impact on daily life can be significant — even if each challenge on its own might seem manageable. For example, a child might experience difficulties with communication, attention, and emotional regulation together, and it is the overall picture that matters. This approach is meant to reflect the real-life experience of many autistic and neurodivergent children more accurately.

Daycare transition refers to the process of helping a child move into a new child care setting, adjust to changes within their current setting, or move on to a new program or school. For children on the spectrum or with other support needs, changes in routine, environment, and caregivers can be a significant source of stress, and having a thoughtful plan in place helps everyone involved feel more confident. This might include gradual start schedules, sharing strategies that work for your child, or connecting daycare staff with therapists or support workers.

Demand avoidance describes a pattern where a child experiences intense distress, resistance, or avoidance when faced with expectations — even ones that seem small or everyday, like being asked to put on shoes or come to dinner. This is not defiance or a choice; it reflects a genuine and often anxiety-driven response to feeling that autonomy or safety is threatened. Understanding this pattern can help caregivers and educators shift toward collaborative, low-demand approaches that work better for the child.

Depression is a mental health condition that goes beyond everyday sadness — it can affect a child's or youth's mood, energy levels, sleep, appetite, concentration, sense of self-worth, and ability to enjoy activities they once loved. It can look different in children than in adults, and in autistic children it may show up as increased withdrawal, more intense distress, changes in behaviour, or a loss of interest in things they care about. Depression is common among autistic youth, and it is very much worth paying attention to alongside any other supports your child receives.

Determination of Needs is a step within the Ontario Autism Program where information is gathered to understand a child's unique strengths, support needs, and family circumstances. This process helps build a picture of what a child and their family may benefit from most, so that services and supports can be planned in a meaningful way. It is not a clinical diagnosis — it is about understanding the whole child and their world.

A developmental assessment looks at how a child is growing and learning across areas such as communication, movement, play, thinking, social interaction, and daily living skills. A team of professionals — which may include psychologists, speech-language pathologists, occupational therapists, or physicians — gathers information through observation, interviews, and standardized tools. The goal is to get a fuller picture of a child's strengths and support needs, not to label what is wrong.

Developmental Coordination Disorder, or DCD, is a recognised neurodevelopmental condition where a child's motor coordination is significantly below what would be expected for their age, in ways that affect daily life. It can show up as difficulty with balance, catching a ball, handwriting, getting dressed, or learning new physical skills, even when the child is trying hard. DCD frequently co-occurs with autism and ADHD, and an occupational therapist or physiotherapist can help identify it and put supportive strategies in place.

Developmental delay means a child is taking longer than expected to reach milestones in areas such as communication, movement, play, learning, or daily living. Global developmental delay usually means delays are present in more than one developmental area.

A developmental disability is a lifelong difference that begins during childhood and can affect learning, communication, independence, social participation, or daily living. The term is often used in Canadian health, school, and government systems when describing support needs.

Developmental Language Disorder, or DLD, affects a child’s ability to understand and/or use language. It can affect vocabulary, grammar, conversation, storytelling, following directions, learning, and social participation.

A developmental paediatrician is a medical doctor who has completed additional specialized training in child development and neurodevelopmental conditions such as autism, ADHD, and developmental delays. They assess children's developmental progress, coordinate with other specialists, and can provide a medical diagnosis of autism in most parts of Canada. Families are often referred to a developmental paediatrician by their family doctor or general paediatrician when developmental differences are first noticed.

Developmental Services Ontario, or DSO, is the single entry point for adults in Ontario who are seeking developmental services and supports funded by the provincial government. When a young person turns 18, families can connect with their regional DSO to begin the process of accessing services such as residential supports, community participation, and caregiver relief. The DSO conducts needs assessments and helps connect individuals and families to available resources in their area.

A diagnosis letter is a document written and signed by a qualified professional — such as a pediatrician, psychologist, or psychiatrist — that formally confirms a child's diagnosis. It typically includes the child's name, the professional's credentials, the date, and a clear statement of the diagnosis. Families in Canada often need this letter as a starting point for accessing school supports, therapy services, and funding programs.

DIR/Floortime is a developmental and relationship-based approach created by Dr. Stanley Greenspan, where 'DIR' stands for Developmental, Individual-difference, and Relationship-based. In practice, it often involves getting down on the floor with a child and entering their world — following their lead, joining their play, and gently expanding back-and-forth interaction in ways that feel natural and joyful. The approach supports emotional development, communication, and connection by building on what already interests and engages the child.

The Disability Supports Deduction may allow an eligible person with a disability to deduct from their income certain expenses for supports they need in order to work, attend school, or carry out research. This deduction is separate from the Medical Expense Tax Credit and can sometimes be used together with it to maximize tax benefits. The types of expenses that qualify are set out by the Canada Revenue Agency.

The Disability Tax Credit is a non-refundable federal tax credit that helps reduce income tax for people with a severe and prolonged impairment, or their supporting family members. Eligibility is confirmed through a certified application.

The Disability Tax Credit Certificate, also called Form T2201, is the official Canada Revenue Agency form used to apply for the Disability Tax Credit. A qualified medical practitioner — such as a physician, psychologist, or nurse practitioner depending on the impairment category — completes the relevant section of the form to describe how a person's condition affects their daily functioning. Once the form is submitted and reviewed, the CRA determines whether the applicant is eligible for the credit.

DSM-5 autism criteria are the clinical guidelines that trained professionals use to determine whether a child or adult meets the diagnostic requirements for autism spectrum disorder. The DSM-5, published by the American Psychiatric Association, outlines specific areas a clinician looks at, including social communication and interaction, as well as restricted or repetitive behaviours or interests. Many Canadian families first encounter these criteria when their child is being assessed by a psychologist, developmental paediatrician, or psychiatrist.

Duty to accommodate is a legal concept that requires schools, employers, and service providers to take reasonable steps to remove barriers so that people with disabilities can fully participate. In a school setting, this might mean providing a quieter space for a child who is overwhelmed by noise, allowing alternative ways to complete tasks, or adjusting schedules to meet a student's needs. Accommodation continues until it would cause what is called 'undue hardship' — a high bar that organizations must demonstrate.

Dyspraxia describes difficulty planning, organising, and carrying out coordinated movements, even when a child understands what they want to do. It can affect everything from tying shoelaces and using utensils to playing on the playground or completing tasks at school. Dyspraxia is sometimes used interchangeably with Developmental Coordination Disorder (DCD), though the terms have slightly different histories and uses depending on the professional or setting.

Early intervention refers to the supports and services provided during a child's earliest years — often from birth to age six — to help them develop communication, play, self-regulation, motor, social, and daily living skills. The idea is that the brain is especially responsive to learning during this period, so timely, well-matched support can make a meaningful difference. Early intervention can include therapies like speech-language, occupational therapy, and behavioural approaches, as well as family coaching and inclusive childcare supports.

Early signs of autism are developmental differences that may suggest a child would benefit from screening or a more thorough assessment. These can include things like differences in eye contact, responses to their name, how a child plays, communicates, or connects with others — though every child develops in their own way and at their own pace. Noticing these differences early and talking with a healthcare provider can open the door to supports that make a real difference for Canadian families.

The Early Start Denver Model, or ESDM, is an early intervention approach designed for young autistic children, typically between the ages of one and four. It weaves together developmental science and behavioural strategies through play, everyday routines, and warm back-and-forth interactions rather than structured drills. A trained therapist or caregiver embeds learning opportunities into activities that already feel fun and natural for the child.

Echolalia is the repetition of words, sounds, or phrases a child has heard from people, videos, songs, books, or past conversations. It can be a meaningful form of communication, language development, regulation, play, or emotional expression.

An Educational Assistant, often called an EA, is a school staff member who works alongside students who need extra support during the school day. An EA might help a child with communication, self-regulation, personal care, safety, participating in class activities, or navigating the sensory and social demands of the school environment. They typically work under the direction of the classroom teacher and, where one exists, the child's Individual Education Plan team.

Eligible therapy expenses are costs for therapeutic services or supports that a funding program, insurance plan, tax credit, or grant has determined may be covered or reimbursed. Common examples in autism support include speech-language therapy, occupational therapy, and behaviour support services, though what counts as eligible varies widely depending on the source of funding. Keeping clear records and receipts is an important step in accessing any reimbursement.

Emotional regulation is the ability to notice, understand, and manage emotions and body signals. Many autistic children benefit from supportive adults, predictable routines, sensory tools, communication supports, and co-regulation while these skills develop.

Epilepsy is a neurological condition where a child experiences recurrent seizures, which happen because of sudden bursts of electrical activity in the brain. Seizures can look very different from child to child — some involve shaking or loss of consciousness, while others may look like brief staring spells or subtle changes in awareness. Epilepsy is more common among autistic children than in the general population, so families and support teams may keep it in mind as part of an overall health picture.

Executive functioning refers to the mental skills that help a child plan, start tasks, shift attention, manage time, remember steps, organize materials, regulate emotions, and follow through. Autistic children may need support systems, visuals, routines, or accommodations for executive functioning.

Extended health benefits are additional insurance benefits, often provided through an employer, that may help cover services not fully paid for by your provincial or territorial public health plan, such as psychology, speech-language therapy, occupational therapy, physiotherapy, counselling, or medical equipment. For families of autistic children, extended health benefits can be an important source of support for accessing professional services. Coverage limits, eligible providers, and reimbursement rates all depend on your specific plan.

A Family Service Plan is a written document that captures a child's current strengths and support needs, the family's priorities and goals, and the services and next steps that have been agreed upon with support providers. It is meant to be a living document — something that can be revisited and updated as a child grows and circumstances change. Having everything written down in one place can help families feel more organized and empowered in conversations with schools, therapists, and other providers.

Family Support for Children with Disabilities, or FSCD, is an Alberta program that may help eligible families access a range of disability-related supports for their children. These supports can include things like respite care, therapies, and specialized equipment, depending on what a child and family need. Eligibility and the types of support available are determined by the program administrator on an individual basis.

A family support worker helps caregivers access the resources, information, and community connections they need to support their child and family. They may help with understanding systems, building helpful routines at home, completing forms or applications, coordinating services, and finding local supports. This role recognizes that when families feel supported, children thrive.

Family training provides caregivers, siblings, grandparents, and other important people in a child's life with education, coaching, and practical tools to help them better understand and support the child's unique needs. It may cover topics like communication strategies, understanding sensory differences, managing transitions, or responding to big emotions — all tailored to what matters most for that particular child and family. Family training recognizes that a child's well-being is shaped by everyone around them, not just the professionals they see.

Feeding difficulties can include a wide range of mealtime challenges such as eating only a very limited variety of foods, strong reactions to textures, smells, or colours, gagging, difficulty chewing, slow eating, food refusal, or concerns about getting enough nutrition. These experiences are common among autistic children and can make everyday meals feel stressful for the whole family. Understanding what is behind the challenge — whether sensory, motor, or anxiety-related — is a helpful first step toward finding the right support.

Feeding therapy supports children who have challenges with eating, chewing, swallowing, food variety, textures, sensory sensitivities, or mealtime routines. Many autistic children experience strong sensory responses to foods, and feeding therapy works at a pace that feels safe and respectful for the child. A trained therapist — often a speech-language pathologist or occupational therapist — helps children and families build positive, low-stress experiences around food.

Fetal Alcohol Spectrum Disorder, or FASD, is a lifelong neurodevelopmental disability that can occur when a person is exposed to alcohol before birth. It can affect memory, attention, communication, learning, social understanding, and daily living skills in ways that are unique to each individual. FASD looks different in every child, and many families find that understanding the brain-based nature of FASD helps them advocate more effectively for the right supports.

A first-then board is a simple visual support that shows a child exactly two things: what is happening right now and what will happen immediately after. For example, it might show 'First: shoes on' and 'Then: playground,' making it easier to get through a less preferred task by keeping a preferred one clearly in sight. Because it only covers two steps at a time, it is especially helpful for younger children or those who find longer visual schedules overwhelming.

Fragile X Syndrome is the most common inherited genetic cause of intellectual and developmental disability, and it can affect development, learning, communication, behaviour, sensory processing, and intellectual functioning in a range of ways. It is caused by a change in a gene on the X chromosome, and it can run in families, which is why genetic counselling is often recommended after a diagnosis. Many children with Fragile X also meet criteria for autism, and understanding both conditions together helps families access the most relevant support.

A Functional Behaviour Assessment, or FBA, is a structured process that helps a team understand the purpose or function behind a child's behaviour — in other words, what the behaviour is communicating or achieving for the child. By looking at what happens before, during, and after a behaviour, an FBA helps identify patterns such as whether the behaviour helps the child get something they need, avoid something overwhelming, or express something they cannot yet communicate in another way. An FBA is a respectful and evidence-informed tool that puts the child's perspective and needs at the centre.

Functional limitations describe the real, day-to-day ways that a disability or developmental difference affects how a child participates in everyday life — things like communicating with others, managing self-care routines, learning in a classroom, staying safe, regulating emotions, moving around, or taking part in social activities. This language focuses on what support a child actually needs in their daily environment, rather than on a diagnosis label alone. For families of autistic children or children with other neurodevelopmental differences, describing functional limitations clearly can be an important part of accessing the right supports.

Gastrointestinal issues refer to problems with the digestive system, such as constipation, diarrhea, stomach pain, reflux, nausea, bloating, or difficulty tolerating certain foods. These concerns are reported more frequently in autistic children than in the general population, though the reasons for this connection are still being studied. Because some autistic children may have difficulty communicating physical discomfort, gastrointestinal issues can sometimes show up as changes in behaviour, mood, or sleep.

Generalized anxiety, sometimes called GAD, involves a pattern of frequent or ongoing worry that can touch many different areas of a child's life, such as school performance, health, family situations, safety, or daily routines. Unlike worry that is tied to one specific thing, generalized anxiety tends to shift from topic to topic and can feel hard for a child to turn off or set aside. For autistic children, generalized anxiety may sometimes be connected to uncertainty, changes in routine, or sensory experiences, and it can affect sleep, focus, and how a child copes day to day.

Gestalt language processing describes a way some children learn language in larger chunks or phrases before breaking them down into individual words. Many autistic children who use echolalia or scripting may be gestalt language processors.

Gifted and autistic describes a child who has advanced abilities, deep or intense interests, strong reasoning, or high potential in one or more areas, while also having autistic support needs in areas like social communication, sensory processing, or executive functioning. This combination is more common than many families realize, and it can mean a child's autistic traits are overlooked because of their intellectual strengths, or that their gifts go unrecognized because attention focuses on their challenges. Seeing the whole child — both their capabilities and their support needs — is at the heart of good advocacy.

A Health Spending Account, or HSA, is a benefit account sometimes offered by employers that allows employees to be reimbursed for a range of eligible health and medical expenses that may not be covered under a traditional insurance plan. Families of autistic children may be able to use an HSA to help pay for assessments, therapy, or other approved health-related costs, depending on what Canada Revenue Agency considers an eligible medical expense. HSAs offer flexibility, but the list of what qualifies is determined by tax rules and your plan administrator.

Hyperlexia describes a situation where a child can read words at a level well beyond what is expected for their age — sometimes beginning to read very early and almost spontaneously — while also experiencing differences in understanding spoken language, reading comprehension, or social communication. It is often noticed in autistic children, though it can appear in other children too. Recognizing hyperlexia means a family can build on a child's real strengths while also supporting the areas where they may need extra help.

An Identification, Placement and Review Committee, or IPRC, is a formal process within Ontario's publicly funded school system that determines whether a student is identified as exceptional and what educational placement best meets their needs. The committee includes school board staff and parents or guardians, and its decisions are documented in writing. For families of autistic children in Ontario, the IPRC process is one pathway toward accessing additional school-based supports and a dedicated placement.

In-home support brings services and skilled helpers directly into your child's home or out into the community where your family already spends time. Rather than travelling to a clinic, your child can work on skills and routines in the spaces that matter most to them — their bedroom, the kitchen, the backyard, or a favourite neighbourhood spot. This approach often makes it easier for new skills to feel natural and for families to be closely involved in the process.

Inclusive education means every student, including autistic children and those with other support needs, is welcomed, valued, and supported to participate meaningfully alongside their peers in school. It goes beyond simply being in the same building — it means access to the right supports, adaptations, and belonging in the learning community. In Canada, inclusive education is a guiding principle in most provinces and territories, though how it looks in practice can vary widely from school to school.

An Individual Education Plan, or IEP, is a written school plan that describes a student’s learning needs, accommodations, modifications, goals, and supports. For autistic students, an IEP can help clarify how the school will support communication, sensory needs, regulation, learning, safety, and participation.

The Infant and Child Development Program (ICDP) supports babies and young children in Ontario who have developmental concerns, delays, or risk factors that may affect how they grow and learn. Families work alongside trained consultants who provide guidance, coaching, and strategies that can be woven into everyday routines at home. The program is designed to build on a child's strengths and help families feel confident in supporting their child's development.

Intellectual disability involves significant differences in intellectual functioning and adaptive functioning that begin during development. Some autistic children also have an intellectual disability, while many do not.

Interim One-Time Funding was a temporary form of funding offered through the Ontario Autism Program during a period when the program was transitioning to a new model. It was intended to provide families with some financial support while longer-term program changes were being put in place. This type of funding was specific to a particular window of time in the OAP's history.

Interoception is the sense that helps a person notice what is happening inside their own body, things like hunger, thirst, pain, temperature, needing the bathroom, or a racing heart. Many autistic children experience interoception differently, meaning they may not notice these internal signals clearly, or they may feel them much more intensely than expected. Supporting interoception can help children better understand their own bodies and communicate their needs.

Jordan's Principle is a child-first principle named in honour of Jordan River Anderson, a First Nations child from Norway House Cree Nation in Manitoba, who passed away in hospital while governments disputed who should pay for his home care. It ensures that First Nations children can access the government-funded products, services, and supports they need right away, with jurisdictional or financial disputes between governments resolved afterward. Supports available through Jordan's Principle can include a wide range of health, social, and educational services that meet a child's unique needs.

Kindergarten transition refers to the planning, preparation, and supports that help a child move into school for the very first time. For autistic children and children with other support needs, this step can feel both exciting and overwhelming, and thoughtful planning can make a huge difference. Kindergarten transition often involves visits to the school, sharing information with the new teacher and team, and putting key supports in place before the first day.

Language delay means a child is taking longer than expected to understand or use language. It can affect comprehension, vocabulary, sentence use, communication functions, and participation in daily routines.

A late autism diagnosis happens when autism is identified after early childhood — sometimes when a child reaches school age, in their teen years, or even in adulthood. This can happen for many reasons, including that a child's support needs were less visible in early years, that masking made differences harder to spot, or that earlier access to assessment simply wasn't available. Receiving a diagnosis at any age can be a meaningful and validating step toward understanding yourself or your child.

A learning disability affects how a child takes in, processes, remembers, or expresses information, even when they have the ability to learn. It can affect reading, writing, math, language, organization, memory, or processing speed.

A Learning Resource Teacher, or LRT, is a school-based educator who provides targeted support to students who need help developing learning strategies, building literacy or numeracy skills, strengthening executive functioning, or finding ways to participate more fully in school. An LRT may work with a student one-on-one, in small groups, or by consulting with the classroom teacher to adjust how material is taught. For children who are autistic or have other neurodevelopmental differences, an LRT can be a valuable member of the school support team.

Life skills training supports children and youth in building the practical everyday skills that help them participate more independently in home and community life, such as getting dressed, managing personal hygiene, preparing simple foods, handling money, staying safe, and taking part in community activities. These skills are taught in a structured, step-by-step way that is tailored to each child's pace and learning style. Life skills training often involves occupational therapists, behavioural consultants, or specialized educators working alongside families.

Life-sustaining therapy is a Disability Tax Credit category that applies to certain therapeutic activities a person needs to support a vital function of the body. To qualify under this category, the therapy generally needs to be administered a minimum number of times per week and take a certain amount of time, as set out by the program. This category is most commonly associated with conditions like diabetes or kidney disease, but it is worth exploring with a qualified practitioner whether it applies to your child's situation.

Manitoba Children's disABILITY Services is a provincial program that provides supports for eligible children with developmental disabilities and lifelong physical disabilities in Manitoba. The program aims to help children participate in family and community life, and may offer supports such as respite, therapy, and other services based on each child's assessed needs. Eligibility is determined through an application and assessment process.

Masking is when an autistic person hides, suppresses, or copies behaviours to appear more socially typical or to avoid being judged. While masking can help a child get through certain situations, it can also be exhausting and may contribute to anxiety, burnout, or delayed recognition of autism.

Medical documentation is a broad term for any professional records, letters, reports, or forms that describe a child's health, development, diagnosis, functional needs, or recommended supports. This can include assessment reports, diagnosis letters, prescription records, therapy progress notes, and forms completed by a doctor or other regulated health professional. Families navigating autism and neurodiversity supports often build a collection of these documents over time, as different services and programs may ask for different pieces.

The Medical Expense Tax Credit is a federal tax credit that may allow families to reduce the amount of income tax they owe by claiming eligible medical and disability-related expenses paid throughout the year. Many costs related to autism support — such as certain therapies or devices — may qualify, though eligibility for specific expenses is determined by the Canada Revenue Agency. Families can claim expenses for themselves, a spouse or partner, and dependent children.

A meltdown is an intense nervous-system response that can happen when a child becomes overwhelmed, distressed, overloaded, or unable to cope in the moment. It is not the same as misbehaviour; support usually begins with safety, reduced demands, sensory support, and calm co-regulation.

Mental Functions Necessary for Everyday Life is a category used in the Disability Tax Credit application that covers a wide range of cognitive and social abilities. It can include things like memory, attention, problem-solving, goal-setting, judgment, learning, emotional regulation, and social functioning. For many autistic children, challenges in one or more of these areas may be relevant when a qualified practitioner is completing the DTC application.

Mental health counselling helps children and families understand and support emotions, anxiety, stress, relationships, coping skills, identity, and life transitions. A counsellor creates a safe, non-judgmental space where children and caregivers can explore what they are experiencing and build tools that work for their lives. For autistic children and their families, counselling can be adapted to support neurodivergent ways of thinking, communicating, and experiencing the world.

The Modified Checklist for Autism in Toddlers, often called the M-CHAT, is a short screening questionnaire that a parent or caregiver fills out — usually at a routine well-child visit — to help identify toddlers who may benefit from a more in-depth autism assessment. It asks simple questions about your child's communication, social engagement, and play behaviours, such as whether your child points to show you things or responds to their name. A screen is not a diagnosis; it is simply an early signal that more information might be helpful.

Modified curriculum means that a student is working toward learning goals that have been adjusted from the standard expectations for their grade level — for example, focusing on foundational skills in reading or math that are below grade level, or working on a smaller set of learning outcomes. This is different from accommodations, which change how a student learns but not what they are expected to learn. Decisions about modified curriculum are typically made by the school team together with the family, and are documented in the student's Individual Education Plan.

Monotropism is a theory that describes how some autistic people may focus attention deeply on a smaller number of interests, tasks, or experiences at one time. This can help explain strong interests, difficulty shifting attention, and the value of predictable, respectful transitions.

Naturalistic Developmental Behavioural Interventions, or NDBIs, blend developmental and behavioural strategies within play, everyday routines, and natural interactions rather than in structured drill-based settings. They focus on following a child's lead, building on their interests, and weaving learning opportunities into moments that feel enjoyable and meaningful. Many well-known approaches used across Canada, such as JASPER, ESDM, and PRT, fall under this umbrella.

A neurodevelopmental condition is a difference in how the brain develops that can shape the way a child learns, communicates, moves, pays attention, processes sensory information, or manages daily activities. Autism, ADHD, and learning disabilities are among the conditions that fall under this umbrella. These differences are present from early in life and are simply part of how a child's brain is wired.

Neurodivergent describes a person whose brain processes, learns, communicates, or experiences the world differently from what is often considered typical. Autistic children, children with ADHD, dyslexia, developmental disabilities, and other neurological differences may identify or be described as neurodivergent.

Neurodiversity is the idea that differences in how people think, learn, communicate, and process the world are part of natural human variation. In autism support, a neurodiversity-informed approach focuses on respect, access, safety, communication, and meaningful support rather than trying to make a child appear less autistic.

Neurodiversity-affirming therapy focuses on respecting a child’s autistic identity while supporting communication, regulation, safety, and participation. It emphasizes accommodation and understanding over trying to make a child appear less autistic.

A neuropsychologist is a psychologist with advanced specialized training in understanding how brain development and functioning relate to a child's learning, attention, memory, language, behaviour, and daily life skills. They conduct in-depth assessments that can help identify a detailed picture of a child's individual strengths and challenges, which can be especially helpful for children with complex or co-occurring needs. Families may be referred to a neuropsychologist when a more comprehensive understanding of a child's profile is needed beyond what a standard assessment covers.

New Brunswick autism services are a range of supports that families of autistic children may be able to access depending on their child's age, strengths, and support needs. These may include early intervention programs, school-based supports, community services, health services, and funding-related programs. The availability and type of support can shift as a child grows, so it is helpful to check in with service providers at different life stages.

Newfoundland and Labrador autism services are supports that may be available to autistic children and their families through health, education, early intervention, community, and disability programs in the province. The services a family can access often depend on their child's age, location, and individual support needs. Families living in more rural or remote areas of the province may find that accessing some services requires extra planning.

Non-Insured Health Benefits, or NIHB, is a federal program administered by Indigenous Services Canada that provides eligible First Nations and Inuit individuals with coverage for certain health-related benefits that are not covered by provincial or territorial health insurance or other benefit plans. Benefits may include things like medications, dental care, vision care, medical transportation, and some mental health supports. Eligibility is based on specific criteria determined by the program.

Non-speaking autism describes autistic individuals who do not use spoken words as their primary way of communicating — this may be all of the time or in certain situations. Non-speaking does not mean non-communicating; many non-speaking autistic children communicate meaningfully through augmentative and alternative communication (AAC) tools, gestures, writing, or other methods. Every non-speaking child deserves access to a way to express themselves and be heard.

Nonverbal Learning Disability, or NVLD, is a learning profile where a child often shows strong verbal and memory skills but may find it harder to interpret visual-spatial information, coordinate movement, understand social cues, work with math concepts, or adjust to new or unstructured situations. NVLD is not a formal diagnostic category in all classification systems, but it is a recognized and meaningful way to describe how some children learn and experience the world. It can sometimes overlap with autism or attention differences, which is why a thorough assessment can be so helpful.

Northwest Territories disability supports are a range of programs and services that may be available to children with disabilities, including autistic children, and their families in the territory. These can include health services, education supports, income assistance, respite care, therapy, and community-based programs depending on a child's needs and eligibility. Accessing supports may look different for families in smaller or more remote communities.

Nova Scotia's Disability Support Program provides a range of supports for eligible Nova Scotians with disabilities, and depending on the program stream, this can include some children, youth, and their families. The program is designed to help individuals live as fully and independently as possible, with supports tailored to each person's needs. Eligibility and the types of support available are determined through an assessment and application process.

Nunavut child development supports are health, education, therapy, disability, and community-based services that may be available for children with developmental needs, including autistic children, living in the territory. These supports are intended to help children grow, learn, and participate in their families and communities in ways that work for them. Families in Nunavut may work with a range of territorial and community-based providers to find the right fit for their child.

An OAP care coordinator is a professional who walks alongside families during parts of the Ontario Autism Program process, helping with things like gathering information, understanding the program, planning next steps, and connecting with services. Think of them as a knowledgeable guide who can help make a sometimes complex system feel more manageable. They are there to support families, not to make eligibility or funding decisions.

OAP Caregiver-Mediated Early Years Programs, often called CMEY, are supports available through the Ontario Autism Program that focus on coaching parents and caregivers to use helpful strategies with their young autistic child during everyday moments like play, mealtimes, and daily routines. Rather than putting the child in a separate therapy setting, CMEY brings learning into the natural flow of family life. Caregivers are seen as key partners in supporting their child's growth and development.

An OAP childhood budget was a form of direct funding available to families through an earlier version of the Ontario Autism Program, intended to help pay for a range of autism services and supports for younger children. Families could use this budget to purchase approved services from registered providers. This model has evolved over time as the Ontario Autism Program has gone through several redesigns.

OAP Core Clinical Services are individualized autism services and supports available through the Ontario Autism Program that are designed around each child's unique needs and what matters most to their family. These services are meant to be flexible and responsive, helping children build skills and reach goals that are meaningful in their everyday lives. The specific services a child receives are shaped through a planning process that centres the child and their family.

OAP eligible expenses are the types of services, supports, or products that may be covered using funding received through the Ontario Autism Program, based on the program's current guidelines. These can include things like behavioural therapies, speech-language services, occupational therapy, and certain autism-related items, though the specific list is defined by the program. Understanding what is eligible helps families plan how to use their funding in a way that works for their child.

An OAP expense form is documentation that families may need to complete and submit to show how Ontario Autism Program funding has been used. This helps ensure that funds are being used for eligible services and supports as outlined by the program. Keeping organized records of receipts and services received makes filling out these forms much easier when the time comes.

OAP Foundational Family Services are a set of free supports available to all families who are registered in the Ontario Autism Program, regardless of where they are on the waitlist. These services are designed to help families build knowledge, connect with others, and find resources to support their autistic child. They can be a great starting point for families who are new to the OAP or waiting to access other program streams.

OAP funding refers to money that may be available to eligible families through the Ontario Autism Program to help pay for approved autism services and supports for their child. Families may be able to use this funding to access a range of supports, such as therapy or skill-building services, based on their child's needs and the program's guidelines. The amount and type of funding a family may receive depends on program criteria and is determined by the program administrator.

OAP ineligible expenses are costs that fall outside what the Ontario Autism Program's guidelines allow funding to be used for. Even if an item or service feels helpful for your child, it cannot be reimbursed through OAP funding if it does not meet the program's current eligibility criteria. Examples might include general household items, certain recreational programs not linked to autism support goals, or services from providers who do not meet program requirements — though the exact list is defined by the program itself.

An OAP number is a unique identifier assigned to a child when they are registered with the Ontario Autism Program. Think of it like a file reference number that helps the program keep track of your child's registration and connect your family to the right services and communications. Keeping a note of your child's OAP number can be helpful whenever you reach out to the program.

OAP reconciliation is the process of reporting and verifying how Ontario Autism Program funding was spent. Families who received direct funding are typically asked to submit receipts, invoices, or other records showing that money was used for eligible services and supports. Staying organized with paperwork throughout the funding period can make reconciliation much smoother.

OAP registration is the process a family goes through to enrol their child or youth in the Ontario Autism Program. This typically involves connecting with AccessOAP, the program's intake organization, and providing documentation such as an autism diagnosis. Completing registration is the first step toward a family being considered for the program's funding and services.

OAP service planning is a collaborative process where families, and sometimes care coordinators or other professionals, work together to identify a child's goals, priorities, and the kinds of services and supports that may help them thrive. It is a chance to think about what matters most to your child and your family right now, and what kinds of support could make daily life and development feel more supported. The plan is meant to reflect your child's individual needs, not a one-size-fits-all approach.

The OAP waitlist is the period of time families may spend waiting after registering for the Ontario Autism Program before receiving an invitation to access certain services, funding streams, or next steps. During this time, families are connected to the program but may not yet have full access to all supports. Wait times can vary and the program continues to evolve, so checking directly with the Ontario Autism Program for the most current information is always a good idea.

Obsessive-Compulsive Disorder, or OCD, is a mental health condition where a person experiences intrusive, unwanted thoughts, images, or urges (obsessions) that cause distress, and feels driven to do certain actions or mental rituals (compulsions) to ease that distress. OCD is not about being tidy or particular — the thoughts and rituals can feel overwhelming and hard to control. For autistic children and youth, OCD can sometimes look similar to repetitive or ritualistic behaviours, which is why a careful assessment by a qualified professional matters.

Occupational therapy helps children build skills for everyday activities — things like self-care, play, handwriting, sensory regulation, motor coordination, and participation at home, school, and in the community.

An occupational therapy assessment looks at how a child takes part in everyday activities like dressing, eating, play, school tasks, fine motor skills, sensory regulation, sleep routines, and self-care. An occupational therapist (OT) observes the child, speaks with caregivers, and may use standardized tools to understand what is going well and where extra support could help. This kind of assessment is especially helpful for autistic children and children with other developmental differences who find some daily routines challenging.

ODSP transition planning refers to the process of preparing for a possible application to the Ontario Disability Support Program as a young person approaches adulthood. The Ontario Disability Support Program, or ODSP, may provide income and employment supports to eligible adults with disabilities. Starting to gather documentation and understand the application process well before a young person turns 18 can help families feel more prepared.

The Ontario Autism Program provides funding and services for eligible autistic children and youth in Ontario, including core clinical services and foundational family services.

Parent coaching is a collaborative, strengths-based support model where a clinician or trained professional works alongside caregivers to build practical, personalized strategies for everyday life — including communication, transitions, behaviour, regulation, and routines. Unlike a lecture or workshop, parent coaching is interactive and responsive, with the professional observing real situations and helping the caregiver reflect, problem-solve, and try new approaches. The goal is to help caregivers feel more confident and capable in supporting their child day to day.

Parent-mediated intervention is an approach where a trained professional teaches parents or caregivers specific, evidence-informed strategies they can use during everyday routines — like mealtimes, bath time, or play — to support their child's communication, regulation, learning, and participation. Rather than the therapist working directly with the child for the full session, the caregiver becomes a key part of the support. This approach recognizes that parents and caregivers are the people who know their child best and are present with them every day.

The Passport Program is an Ontario government program that may provide funding to eligible adults with developmental disabilities to help them participate in their communities, access respite and caregiver relief, and work on person-directed planning. It is designed to support independence and community inclusion for adults who qualify. Families often begin exploring Passport as part of transition planning during a young person's final years of high school.

PEI autism funding and supports refer to the range of provincial programs and resources that families on Prince Edward Island may be able to access for their autistic child. These can include therapy services, education supports, respite care, and community resources depending on a child's individual needs and circumstances. What a family can access may vary based on their child's age and the specific programs available at any given time.

Physiotherapy, often called PT, supports movement, strength, balance, coordination, posture, mobility, and physical participation in everyday activities. A physiotherapist works with a child to understand how their body moves and develops a plan to help them feel more confident and capable in physical settings. For autistic children or those with co-occurring motor differences, PT can support participation in school, play, and community life.

The Picture Exchange Communication System, or PECS, is a structured communication approach that teaches a child to hand a picture card to another person in order to share a want, need, or idea. It begins with simple single-picture exchanges and gradually builds toward more complex communication, such as constructing short sentences. PECS is often used with children who are early in their communication development or who find verbal communication challenging.

Pivotal Response Treatment, or PRT, is a play-based approach rooted in behavioural science that targets a small set of foundational — or 'pivotal' — areas of development, such as a child's motivation to communicate, their ability to initiate interactions, and their responsiveness to social cues, with the idea that building these core areas creates positive growth across many other skills at once. Sessions are typically child-led and happen within natural, enjoyable activities rather than in a rigid drill-based format. PRT is designed to be practical for parents and caregivers to learn and use throughout daily routines.

Play therapy uses play as a way to support communication, emotional expression, relationship-building, regulation, and coping skills. Because play is a child's natural language, a trained therapist creates a safe space where children can explore feelings and experiences through activities that feel comfortable and meaningful to them. For children on the spectrum, play therapy can be adapted to meet different communication styles and sensory needs.

The Preschool Speech and Language Program (PSL) offers publicly funded speech and language services in Ontario to children from birth up to school entry who have communication delays or differences. Services might include assessment, individual therapy, group programs, or coaching for parents and caregivers. Many autistic children or children with developmental differences benefit from this kind of support as they develop their communication skills.

Private insurance for autism therapy refers to coverage that may be available through an employer group benefit plan, a private health insurance policy, or a health spending account, which could help reimburse some of the costs of therapy, assessments, speech-language pathology, occupational therapy, or counselling. Coverage varies widely depending on the specific plan and provider, so it is always worth reviewing your policy details carefully. Many Canadian families find that private insurance can help bridge some of the gap between public funding and the full cost of their child's supports.

Program Unit Funding, or PUF, is an Alberta education funding stream that may support young children with severe disabilities or significant developmental delays who are attending early learning or early childhood programs. It is designed to help programs provide the additional supports and staffing these children may need to participate and thrive. Whether a child is eligible is determined through an assessment and application process.

Proprioception is the body sense that helps a child know where their body is in space, how their limbs are positioned, and how much force to use during everyday activities like writing, hugging, or carrying a backpack. Children who process proprioceptive input differently may seem unaware of their own strength, bump into things frequently, or seek out heavy pressure and deep-touch activities. This sense works quietly in the background and is closely connected to coordination, motor skills, and feeling settled in the body.

A psychiatrist is a medical doctor who has completed specialized residency training in mental health, and who can assess, diagnose, and support children and adults experiencing mental health conditions, neurodevelopmental differences, and complex behavioural needs. In the context of autism, a psychiatrist may be involved in diagnosis, in supporting co-occurring conditions such as anxiety or ADHD, or in discussing whether medication might be helpful for a particular concern. Families are typically referred to a psychiatrist through their family doctor, paediatrician, or a children's mental health program.

A psychoeducational assessment explores how a child learns, processes information, solves problems, remembers information, pays attention, and performs academically. It is typically conducted by a registered psychologist or psychological associate and combines standardized testing, observation, and background information from parents and teachers. The results can identify learning disabilities, attention differences, giftedness, or other factors that influence how a child experiences school.

A psychological assessment uses structured interviews, standardized tools, behavioural observation, and detailed history to build a comprehensive picture of a child's development, emotions, behaviour, learning, mental health, and support needs. It is conducted by a registered psychologist and can address a wide range of questions, from understanding anxiety or mood to clarifying a diagnosis such as autism spectrum disorder or ADHD. The report that follows is a detailed, evidence-based document that can guide next steps for families, schools, and service providers.

A qualified professional is someone who is both legally authorized and specifically trained to assess, diagnose, support, or document a child's developmental, medical, or psychological needs within their regulated area of practice. Examples include pediatricians, psychologists, psychiatrists, speech-language pathologists, and occupational therapists, depending on the type of assessment or documentation needed. Each professional can only work within their own regulated scope, so the right professional for a particular task can depend on what kind of assessment or letter is required.

Quebec's disability supplement for children is a form of financial assistance that may be available to eligible families in Quebec who are caring for a child with a disability. It is intended to help offset some of the additional costs that can come with raising a child who has significant support needs. Eligibility and the amount of assistance provided are determined through an assessment process.

A quiet space, sometimes called a regulation space or calm corner, is a low-stimulation area where a child can take a break from noise, activity, and sensory input when they are feeling overwhelmed or need to regroup. It is not a place of punishment — it is a supportive tool that recognizes a child's need to regulate before they can re-engage with learning or social situations. A quiet space might be a corner of a classroom with soft seating and calming materials, a small room nearby, or any spot where a child feels safer and less stimulated.

Regional health authority autism services are programs and supports offered through local or provincial health systems to help autistic children and their families access assessments, therapies, and community resources. These services may include diagnostic assessments, behavioural support, family education, and referrals to other programs. Because Canada's health system is organized provincially and territorially, the types and availability of these services can look quite different depending on where your family lives.

A Registered Behaviour Analyst, or RBA, is a professional title used in certain Canadian provinces for behaviour analysts who have met specific education, experience, and registration requirements set by a provincial regulatory or professional body. Registration is designed to help families identify qualified professionals and to establish standards of practice and accountability. The specific requirements for registration can differ depending on where you live.

A Registered Disability Savings Plan is a long-term savings plan that helps families save for the future of a person eligible for the Disability Tax Credit. Government grants and bonds can add to contributions.

Relationship-based intervention is grounded in the understanding that children learn best — and feel safest — within warm, trusting relationships with the people around them. These approaches prioritize back-and-forth connection, following the child's lead, and building a genuine sense of partnership between the child and a caregiver or therapist, before or alongside working on specific skills. For families of autistic children, this often means parents and caregivers are active participants in the process, not just observers.

Respite care provides families with temporary, planned relief by arranging for a trusted and often trained caregiver to support the child while the family takes a break. This time might be used for rest, self-care, work, appointments, or simply to recharge so caregivers can continue showing up for their child. Respite can happen in the family home, in a community setting, or in a short-term residential program, depending on what is available and what works best for the family.

Respite funding helps families pay for temporary caregiver relief, such as support workers, supervised programs, or short-term care arrangements, so that parents and caregivers can rest and recharge. It recognizes that caring for a child with higher support needs is a full-time commitment, and that caregivers need breaks too. In Canada, respite funding may come through provincial or territorial programs, charitable organizations, or community agencies.

Restricted and repetitive behaviours are patterns of movement, play, language, interests, routines, or preferences that may be important for comfort, regulation, learning, or joy. For many autistic children, these patterns are a meaningful part of how they experience and make sense of the world. They might look like lining up objects, revisiting the same stories or games, following specific routines, or moving in particular ways.

Routine and predictability refer to the consistent patterns, schedules, and expectations that help many autistic children feel safe, prepared, and emotionally regulated throughout their day. Knowing what is coming next — through a visual schedule, a familiar sequence of events, or a reliable daily rhythm — can reduce anxiety and support a child's ability to engage and learn. Many families find that building predictability into everyday life is one of the most helpful things they can do at home.

A safety plan is a written document that helps everyone supporting a child know exactly what to do in situations that could put the child or others at risk, such as elopement, self-injury, severe distress, or medical needs. It describes warning signs to watch for, steps adults should take, and how to help the child feel safe and regulated again. Having a safety plan means the team is prepared and can respond calmly and consistently rather than reacting in the moment.

Saskatchewan ASD Individualized Funding, or ASD-IF, is a provincial funding program that may be available to eligible children in Saskatchewan who have received an autism diagnosis. It is designed to give families more flexibility in choosing and directing the supports and services that best fit their child's needs. Eligibility and funding levels are determined by the program administrator.

School accommodations are changes to how a student learns, is assessed, or participates — without changing what they are expected to learn. Examples include extra time, sensory breaks, quiet spaces, assistive technology, and visual supports.

School refusal describes significant distress or difficulty attending school that goes beyond typical reluctance — a child may experience anxiety, emotional overwhelm, physical symptoms, or meltdowns connected to the school environment. For autistic children or those with other support needs, school refusal often signals that something in the environment, routine, or support plan is not quite fitting their needs. It is not defiance or laziness, and it is a sign that the child and family may need additional understanding and support.

Scripting is when a child uses memorized phrases, lines, dialogue, or familiar language from shows, books, games, people, or past experiences. Scripts may help a child communicate, process emotions, practise language, participate socially, or feel regulated.

Selective mutism is an anxiety-related condition where a child is consistently unable to speak in certain settings or with certain people — such as at school or with unfamiliar adults — even though they speak comfortably in other situations, like at home with family. It is not stubbornness or shyness; the child genuinely finds speaking in those moments overwhelming. Selective mutism can occur alongside autism, and understanding both together can help families and educators find the right supports.

Self-regulation is a child’s developing ability to manage emotions, sensory needs, attention, energy, and behaviour. For autistic children, self-regulation is often supported through predictable routines, sensory accommodations, communication access, and trusted relationships.

Sensory avoiding describes a child’s need to reduce or escape sensory input that feels uncomfortable, painful, distracting, or overwhelming. Supports may include quieter spaces, soft clothing, headphones, predictable environments, and gradual preparation.

A sensory diet is a personalized set of sensory activities and supports — like movement breaks, deep pressure, or quiet spaces — designed to help a child feel calm, focused, and regulated throughout the day. Just like a food diet is tailored to a person's needs, a sensory diet is built around what a specific child's nervous system finds helpful. It is usually developed with the guidance of an occupational therapist who knows the child well.

Sensory overload happens when sounds, lights, textures, smells, movement, crowds, or other input become too much for a child’s nervous system to process. It can lead to distress, meltdowns, shutdowns, escape behaviours, or a need for quiet recovery time.

Sensory processing differences describe how a child notices, responds to, seeks, or avoids sensory input such as sound, light, touch, taste, smell, movement, or body awareness. These differences can affect comfort, attention, regulation, sleep, eating, clothing, school participation, and community outings.

Sensory Processing Disorder is a term some families and providers use to describe significant differences in how a child responds to sensory input. Although terminology varies across systems, sensory processing needs can be very real and may be supported by occupational therapy and environmental accommodations.

A sensory room, sometimes called a sensory space, is a dedicated area in a school or other setting that is thoughtfully designed to help children regulate their nervous systems through carefully chosen sensory experiences. It might include soft lighting, calming sounds, weighted items, swings or movement equipment, textured surfaces, or quiet corners — all aimed at giving a child the input or calm they need to feel more settled and ready to engage. For many autistic children or those with sensory processing differences, having access to a sensory room can be an important part of their daily routine.

Sensory seeking describes a child’s need for more sensory input, such as movement, pressure, sound, texture, spinning, jumping, chewing, or visual stimulation. Sensory seeking can be a way to feel alert, calm, focused, or connected to the body.

A service navigator is someone who helps families make sense of the programs, funding options, providers, eligibility requirements, and next steps available to them. They can help caregivers understand what documents might be needed, which programs may be worth exploring, and how different services fit together. A good service navigator meets families where they are and helps them feel less alone in a system that can be complex and hard to understand.

Severe and prolonged impairment is a specific phrase used in certain Canadian government benefit and tax programs — most notably the Disability Tax Credit — to describe when a disability or developmental difference significantly restricts a person's ability to carry out basic daily activities, and when that restriction has lasted or is expected to last for a considerable length of time. The exact meaning of 'severe' and 'prolonged' is defined by each program's own criteria, not by a diagnosis alone. For families of autistic children or children with complex support needs, understanding this language can be an important part of navigating federal and provincial financial supports.

A shutdown is a response to overwhelm where a child may become quiet, withdrawn, still, unable to speak, or unable to respond as usual. Like a meltdown, it is a sign that the child needs safety, reduced pressure, and support to recover.

A sleep disorder affects a child's ability to fall asleep, stay asleep, wake at expected times, or get sleep that truly feels restful. Sleep challenges are very common among autistic children and can be related to sensory sensitivities, anxiety, differences in melatonin production, or other factors. When sleep is disrupted night after night, it can affect a child's mood, learning, behaviour, and overall health — and the wellbeing of the whole family.

Sleep support helps families understand and address the sleep challenges that many autistic children experience, such as difficulty falling asleep, waking frequently through the night, rising very early, or feeling anxious around bedtime. Sensory sensitivities, differences in melatonin regulation, and changes in routine can all play a role. Support might come from a pediatrician, occupational therapist, psychologist, or behavioural consultant, and often includes environmental adjustments, visual schedules, relaxation strategies, and consistent bedtime routines.

SmartStart Hubs are community entry points in Ontario designed to help families get connected with the right children's services when they have questions or concerns about a child's development. When a parent notices something that feels different about how their child is growing, learning, or communicating, a SmartStart Hub can be a helpful first call. Staff can listen to your concerns, help make sense of available local supports, and point your family in a meaningful direction.

Social anxiety is an intense feeling of worry or distress that comes up in social situations, often tied to fears around being judged, making mistakes, feeling embarrassed, or not knowing what to expect from others. For autistic children, social anxiety may show up as avoiding social gatherings, becoming overwhelmed before or after interactions, or needing a lot of reassurance in new or unpredictable social settings. Social anxiety is different from shyness — it can genuinely get in the way of a child's ability to connect with others, participate in school, or enjoy everyday activities.

Social communication differences describe differences in how a child uses and understands communication in social situations. This might include things like interpreting language very literally, finding it hard to follow unspoken social rules, or preferring to communicate in ways that feel natural to them rather than in expected ways. These differences are simply part of how some children connect and share with the world.

The Social Responsiveness Scale, Second Edition, or SRS-2, is a questionnaire completed by a parent, caregiver, or teacher that gathers information about a child's social communication skills and autism-related traits in everyday settings. It asks about things like how a child responds in social situations, how they communicate, and whether they show restricted or repetitive patterns of behaviour. Because it can be completed by people who know the child well in different settings, it offers a broad and practical view of how a child is doing socially day to day.

Social skills therapy supports autistic children and youth in building the skills that help them connect with others and navigate social situations — things like starting and keeping conversations, understanding different perspectives, participating in groups, advocating for themselves, and working through social challenges. Sessions may happen one-on-one or in small groups, and good programs take into account that socializing looks different for every child. The goal is not to make a child act a certain way, but to help them build meaningful connections and feel confident in social settings that matter to them.

A social story — sometimes called a social narrative — is a short, supportive explanation written or illustrated for a specific child to help them understand a situation, routine, expectation, or social experience before it happens. Originally developed by educator Carol Gray, a well-written social story describes what to expect and why, in a calm and reassuring way, without judgment. They can cover anything from a first visit to the dentist to how to handle a fire drill at school.

Special education refers to programs, services, and supports schools provide for students with additional learning needs. It can include accommodations, modified expectations, specialized programs, and planning documents like an IEP.

A Special Education Resource Teacher, commonly known as a SERT, is a specially trained educator who works with students who have identified or emerging learning, developmental, communication, or behavioural needs. SERTs play a central role in developing and monitoring Individual Education Plans, collaborating with classroom teachers, connecting families with school and community resources, and making sure students have the supports they need to participate and thrive. Families often work closely with the SERT as their main point of contact for their child's school-based support plan.

Special interests are topics, objects, activities, or areas of knowledge that a child connects with deeply and often joyfully. They can support learning, communication, confidence, relationships, emotional regulation, and future skill development.

Special Services at Home is an Ontario program that can help families pay for services and supports for a child with a developmental or physical disability — such as personal development, skill-building, and respite.

Special services funding is a broad term for programs that help families pay for disability-related supports, which may include respite care, therapy services, adaptive equipment, personal support workers, or skill-building activities. The exact name, structure, and scope of these programs differs across Canada, so what is available to your family will depend on where you live. These programs are designed to help children and their families access the supports they need to thrive.

Speech delay means a child’s spoken speech is developing later than expected. It may involve limited words, unclear sounds, difficulty combining words, or reduced speech, and it can have many causes.

A speech-language assessment looks at how a child understands language, uses words or alternative communication tools, communicates socially, produces speech sounds, and takes part in conversation. A speech-language pathologist (SLP) gathers this information through observation, standardized tools, and conversation with caregivers to build a full picture of a child's communication strengths and support needs. For families in Canada, this assessment is often one of the first steps toward connecting a child with speech therapy or appropriate communication supports.

Speech-language therapy supports communication — including understanding language, using words or alternative communication, social communication, speech clarity, and feeding in some cases. It is delivered by a speech-language pathologist.

Stimming refers to repeated movements, sounds, words, or actions that may help an autistic child regulate, focus, communicate, express feelings, or enjoy sensory input. Examples can include hand flapping, rocking, spinning, humming, jumping, tapping, or repeating phrases.

Strengths-based therapy starts from a place of respect and curiosity — looking first at what a child is passionate about, what they understand deeply, what brings them joy, and what they are already good at, then building new skills and confidence from that foundation. Rather than focusing primarily on gaps or challenges, a strengths-based therapist uses a child's interests and abilities as the doorway into growth. For autistic children, this might mean weaving a beloved topic or activity into sessions so that learning feels meaningful and motivating.

A therapy assistant supports a child's therapy goals under the close direction of a regulated professional, such as an occupational therapist, speech-language pathologist, physiotherapist, or behaviour clinician. They carry out specific activities or exercises that the supervising therapist has designed, and they share observations back with the regulated professional. This team approach can help children receive more frequent practice and support between direct appointments with the therapist.

Tics are sudden, brief, repeated movements or sounds that can be difficult or impossible for a person to control, such as eye blinking, shoulder shrugging, throat clearing, or sniffing. They often increase during times of stress, excitement, or fatigue, and may come and go over time. Tics are more common in autistic children and children with ADHD, though they can occur in any child and range from very mild to more noticeable.

Toilet training support helps children build the skills and confidence they need to use the toilet independently, including recognizing body signals, following a routine, communicating their needs, and managing the physical steps involved. For many autistic children, this milestone takes longer or requires a more individualized approach than typical timelines suggest, and that is completely okay. Support is usually provided by a behavioural consultant, occupational therapist, or other trained professional who works closely with the family.

A token board is a visual tool that shows a child their progress toward earning a chosen activity, break, or reward. As a child completes steps or demonstrates a behaviour, tokens are added to the board, making progress visible and concrete. Token boards are widely used in homes, classrooms, and therapy settings across Canada to build motivation and make expectations feel manageable.

Tourette Syndrome is a neurological condition where a person experiences both motor tics (movements) and vocal tics (sounds) that have been present for more than a year. It is more common in boys than girls and often first appears in childhood. Tourette Syndrome frequently co-occurs with ADHD, OCD, anxiety, and autism, and the experience can vary a great deal from one person to another.

Transition difficulty refers to the real challenges many autistic and neurodivergent children experience when moving from one activity, place, person, or routine to another — like switching from play to homework, or moving from home to school. These shifts can feel abrupt or unpredictable, triggering anxiety, distress, or big emotional reactions. With the right supports, transitions can be made more manageable and less stressful for everyone involved.

A transition plan outlines the supports, strategies, and steps that will help a child move smoothly from one situation to another — whether that's switching between activities during the day, moving to a new classroom or school, changing between programs, or preparing for a major life stage like moving from school to adult services. Transitions can be challenging for many autistic children and children with other support needs, and having a plan in place makes a real difference. A good transition plan is built with input from the child's family and takes into account what works best for that individual child.

Trauma-informed care recognizes that stressful or overwhelming experiences — such as fear, exclusion, painful medical procedures, bullying, restraint, or having important needs go unmet for long periods — can shape how a child's nervous system responds to the world. Providers who practise trauma-informed care look at the whole picture of a child's life before drawing conclusions about behaviour, understanding that what looks like 'acting out' may actually be a sign of stress or a protective response. For families of autistic children, this approach can feel like a breath of fresh air, because it centres compassion and safety rather than compliance.

Twice exceptional, or 2e, describes a child who has advanced abilities, strong intellectual gifts, or high potential in one or more areas, and who also has a disability or learning difference such as autism, ADHD, dyslexia, or anxiety. The combination can make 2e children tricky to support well, because their gifts can mask their challenges and their challenges can mask their gifts. Many 2e children thrive when their strengths are genuinely celebrated alongside the targeted support they need.

Universal Design for Learning, or UDL, is an educational approach that builds flexibility into how lessons are taught, how students take in information, and how they show what they have learned — right from the start, rather than as an afterthought. Instead of designing one rigid way of doing things and then trying to adapt it later, UDL plans ahead for the range of ways different learners think, communicate, and engage. For autistic children or those with other learning differences, UDL can mean a classroom environment that already works better for them without requiring constant individual modifications.

Vestibular processing refers to how the brain receives and makes sense of information about balance, movement, and the body's position in space, drawing on signals from the inner ear. A child whose vestibular system processes input differently may be uncomfortable with swings, slides, or unexpected movement, or conversely may crave spinning, rocking, and intense physical activity to feel regulated. This sense plays an important role in coordination, attention, and feeling calm and grounded.

The Vineland Adaptive Behavior Scales are standardized tools used to understand how a child manages everyday tasks and interactions in real life, looking at areas like communication, daily living skills, socialization, and motor development. A clinician gathers this information by interviewing a parent or caregiver, because you see your child across many different settings and situations every day. The results help create a picture of your child's current abilities and where they may benefit from additional learning or support.

A visual schedule shows a child what is happening, what comes next, and when a routine or activity will change, using pictures, symbols, words, or a combination of all three. Having a visual schedule can reduce anxiety around transitions and unexpected changes because the child can see the shape of their day rather than having to hold it all in memory. Visual schedules can be as simple as two pictures on the fridge or as detailed as a full daily planner on a tablet.

Visual supports are pictures, written words, symbols, objects, charts, or schedules that help a child understand what is happening, make choices, follow routines, communicate, or feel prepared for what comes next. Many autistic children and children with other learning differences find that seeing information — rather than only hearing it — makes the world feel clearer and more predictable. Visual supports can be homemade, printed, or delivered through apps and technology.

Yukon autism funding and supports are territorial programs and resources that may be available to autistic children and their families, including health services, disability supports, education, therapy, and family support programs. What a family may access depends on their child's individual needs and the programs available through Yukon's government and community partners. Families are encouraged to explore options and ask questions, as supports can take different forms.