Spark your best life!

Spark Rehabilitation is here to support adults and children across Northeastern Ontario, from Sault Ste. Marie to Sudbury and all points in between.


Our dedicated team of rehabilitation professionals are passionate about helping you achieve your goals, build a brighter future, and help you spark your best life through a variety of services!

Our Leadership Team

Marty MacIntyre

Owner

Marty is the co-owner of Spark Rehabilitation, and as such is fully engaged in supporting our clients and providers. Marty’s strong background in business provides an excellent foundation for the organization. He has been employed many years in business, both as a leader and owner.


His experience and understanding of business will ensure that Spark operates according to best business principles and works to ensure that the Spark Team Members and clients are fully satisfied with the professionalism and care Spark exhibits toward all.

 Alana MacIntyre

Owner, Clinical Director, and SLP Coordinator.
M.Sc.(a), B.A., CCC, Reg. CASLPO, C-Cat (FO)

Alana is a qualified Speech Language Pathologist registered with the College of Audiologists and Speech Language Pathologists of Ontario (CASLPO).  


She has 30+ years of experience working with clients in the acute, rehabilitation and home setting.  She is the owner of InSight Rehabilitation and Clinical Educator in Spark.  InSight Rehabilitation specializes in assessing and treating individuals who have suffered both catastrophic and non-catastrophic injuries, including acquired brain injuries, and cognitive communication difficulties.  


She was the Best Practice Consultant for Speech Language Pathologists for the North East Ontario Heart and Stroke Network for 10 years.  Alana is a progressive Speech Language Pathologist who recognizes the need for better Rehabilitation Support Worker care in Northeastern Ontario. Alana is highly sought by insurance companies, therapists and private clients as an expert in cognitive communication disorders.

OCCUPATIONAL THERAPY

Occupational Therapists help you regain independence by improving your ability to manage daily activities.

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Located in Sault Ste. Marie and Greater Sudbury. Occupational Therapy The word ‘occupation’ in Occupational Therapy is not defined as a job or career – rather it is any activity that an individual needs to do, wants to do, or is expected to do. Occupational Therapists focus on meaningful activities when treating clients and work together with clients to develop client-centered and meaningful goals that relate to their everyday tasks and activities. What we do... Assess and treat clients who have sustained an injury, are experiencing mental health difficulties or are experiencing difficulties with daily life tasks Create meaningful treatment goals in collaboration with the client Supervise OTAs providing treatment to clients and provide appropriate training Provide assessment and treatment in a multitude of domains including cognition, physical abilities, mental health, social skills etc. How we help adults Assist individuals with regaining skills after an illness or injury so you can go back to your usual activities at work, home, or school Provide suggestions on adapting tasks or the environment to better match your skills Suggest new techniques, assistive devices or modifications to promote independence in self-care skills like dressing or bathing, meal preparation, homemaking, coping with a busy family schedule Provide both worker and employer with the support needed to adapt at work Address accessibility and mobility, help people drive again, promote development of social skills and support people to engage and participate in community life How we help children OTs can help youth and their families develop the skills they need to thrive in school, and home such as: social and behavioural skills learning to organize better paying attention in class coping with stress or pressure transitioning from one school/grade to another or from school to work learning how to better understand feelings and how to manage them learning how to manage sensory needs An OT program can also address physical issues, such as: printing and cursive handwriting skills building arm and hand strength learning to dress with modified clothing gym activities to develop coordination and promote program participation.
Located in Sault Ste. Marie and Greater Sudbury. Occupational Therapy The word ‘occupation’ in Occupational Therapy is not defined as a job or career – rather it is any activity that an individual needs to do, wants to do, or is expected to do. Occupational Therapists focus on meaningful activities when treating clients and work together with clients to develop client-centered and meaningful goals that relate to their everyday tasks and activities. What we do... Assess and treat clients who have sustained an injury, are experiencing mental health difficulties or are experiencing difficulties with daily life tasks Create meaningful treatment goals in collaboration with the client Supervise OTAs providing treatment to clients and provide appropriate training Provide assessment and treatment in a multitude of domains including cognition, physical abilities, mental health, social skills etc. How we help adults Assist individuals with regaining skills after an illness or injury so you can go back to your usual activities at work, home, or school Provide suggestions on adapting tasks or the environment to better match your skills Suggest new techniques, assistive devices or modifications to promote independence in self-care skills like dressing or bathing, meal preparation, homemaking, coping with a busy family schedule Provide both worker and employer with the support needed to adapt at work Address accessibility and mobility, help people drive again, promote development of social skills and support people to engage and participate in community life How we help children OTs can help youth and their families develop the skills they need to thrive in school, and home such as: social and behavioural skills learning to organize better paying attention in class coping with stress or pressure transitioning from one school/grade to another or from school to work learning how to better understand feelings and how to manage them learning how to manage sensory needs An OT program can also address physical issues, such as: printing and cursive handwriting skills building arm and hand strength learning to dress with modified clothing gym activities to develop coordination and promote program participation.
Located in Sault Ste. Marie and Greater Sudbury. Occupational Therapy The word ‘occupation’ in Occupational Therapy is not defined as a job or career – rather it is any activity that an individual needs to do, wants to do, or is expected to do. Occupational Therapists focus on meaningful activities when treating clients and work together with clients to develop client-centered and meaningful goals that relate to their everyday tasks and activities. What we do... Assess and treat clients who have sustained an injury, are experiencing mental health difficulties or are experiencing difficulties with daily life tasks Create meaningful treatment goals in collaboration with the client Supervise OTAs providing treatment to clients and provide appropriate training Provide assessment and treatment in a multitude of domains including cognition, physical abilities, mental health, social skills etc. How we help adults Assist individuals with regaining skills after an illness or injury so you can go back to your usual activities at work, home, or school Provide suggestions on adapting tasks or the environment to better match your skills Suggest new techniques, assistive devices or modifications to promote independence in self-care skills like dressing or bathing, meal preparation, homemaking, coping with a busy family schedule Provide both worker and employer with the support needed to adapt at work Address accessibility and mobility, help people drive again, promote development of social skills and support people to engage and participate in community life How we help children OTs can help youth and their families develop the skills they need to thrive in school, and home such as: social and behavioural skills learning to organize better paying attention in class coping with stress or pressure transitioning from one school/grade to another or from school to work learning how to better understand feelings and how to manage them learning how to manage sensory needs An OT program can also address physical issues, such as: printing and cursive handwriting skills building arm and hand strength learning to dress with modified clothing gym activities to develop coordination and promote program participation.
Located in Sault Ste. Marie and Greater Sudbury. Occupational Therapy The word ‘occupation’ in Occupational Therapy is not defined as a job or career – rather it is any activity that an individual needs to do, wants to do, or is expected to do. Occupational Therapists focus on meaningful activities when treating clients and work together with clients to develop client-centered and meaningful goals that relate to their everyday tasks and activities. What we do... Assess and treat clients who have sustained an injury, are experiencing mental health difficulties or are experiencing difficulties with daily life tasks Create meaningful treatment goals in collaboration with the client Supervise OTAs providing treatment to clients and provide appropriate training Provide assessment and treatment in a multitude of domains including cognition, physical abilities, mental health, social skills etc. How we help adults Assist individuals with regaining skills after an illness or injury so you can go back to your usual activities at work, home, or school Provide suggestions on adapting tasks or the environment to better match your skills Suggest new techniques, assistive devices or modifications to promote independence in self-care skills like dressing or bathing, meal preparation, homemaking, coping with a busy family schedule Provide both worker and employer with the support needed to adapt at work Address accessibility and mobility, help people drive again, promote development of social skills and support people to engage and participate in community life How we help children OTs can help youth and their families develop the skills they need to thrive in school, and home such as: social and behavioural skills learning to organize better paying attention in class coping with stress or pressure transitioning from one school/grade to another or from school to work learning how to better understand feelings and how to manage them learning how to manage sensory needs An OT program can also address physical issues, such as: printing and cursive handwriting skills building arm and hand strength learning to dress with modified clothing gym activities to develop coordination and promote program participation.
Located in Sault Ste. Marie and Greater Sudbury. Occupational Therapy The word ‘occupation’ in Occupational Therapy is not defined as a job or career – rather it is any activity that an individual needs to do, wants to do, or is expected to do. Occupational Therapists focus on meaningful activities when treating clients and work together with clients to develop client-centered and meaningful goals that relate to their everyday tasks and activities. What we do... Assess and treat clients who have sustained an injury, are experiencing mental health difficulties or are experiencing difficulties with daily life tasks Create meaningful treatment goals in collaboration with the client Supervise OTAs providing treatment to clients and provide appropriate training Provide assessment and treatment in a multitude of domains including cognition, physical abilities, mental health, social skills etc. How we help adults Assist individuals with regaining skills after an illness or injury so you can go back to your usual activities at work, home, or school Provide suggestions on adapting tasks or the environment to better match your skills Suggest new techniques, assistive devices or modifications to promote independence in self-care skills like dressing or bathing, meal preparation, homemaking, coping with a busy family schedule Provide both worker and employer with the support needed to adapt at work Address accessibility and mobility, help people drive again, promote development of social skills and support people to engage and participate in community life How we help children OTs can help youth and their families develop the skills they need to thrive in school, and home such as: social and behavioural skills learning to organize better paying attention in class coping with stress or pressure transitioning from one school/grade to another or from school to work learning how to better understand feelings and how to manage them learning how to manage sensory needs An OT program can also address physical issues, such as: printing and cursive handwriting skills building arm and hand strength learning to dress with modified clothing gym activities to develop coordination and promote program participation.

PHYSIOTHERAPY

Physiotherapists work with you to restore movement and improve your mobility and function.

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Located in Sault Ste. Marie. Physiotherapy Services Spark Rehabilitation's registered Physiotherapists are highly trained in the use of their hands to move muscles, joints and tendons. What We Do... Services: Orthopaedic Rehabilitation Vestibular Rehabilitation Modalities Work Related Documentation Modalities Therapeutic modalities have been a part of physiotherapy-used modalities for decades. Here are modalities our PT can provide: Ultrasound Ultrasound is the delivery of sound waves into the tissues which can produce a variety of effects including thermal, mechanical, chemical and biological. The dosage delivered will depend on the tissue being treated, the acuity of the injury, its depth, and the affect. Ultrasound is used to provide deep heating to soft tissues in the body including muscles, tendons, joints, and ligaments. Deep heating of these soft tissues increases circulation, assist the healing process and decrease pain. Wax Bath The wax bath is a form of thermotherapy, which allows a sustained heat to be applied. The wax bath is used for hands where a patient repeatedly submerges their hand within a small tub of melted paraffin wax. The wax is warm, and should not cause any discomfort. The wax will encapsulate the entire hand and solidify. When this occurs, it traps the heat in the joints of the hand which can help decrease pain, increase your mobility, and increase the blood flow to the targeted area. Shockwave Therapy Shockwave is an intense, but very short, energy wave traveling faster than the speed of sound. It can assist return to function while providing relief of many chronic conditions. There are some possible side effects of Shockwave Therapy such as pain, bruising etc. Conditions our PT Team Can Treat... Our registered Physiotherapists at Spark Rehabilitation Services have experience treating a wide variety of conditions, including: Vertigo Chronic Pain Head and Neck Pain Shoulder Pain Elbow Pain Back Pain Hip Pain SI Joint Pain and Dysfunction Sciatica Knee Pain Foot and Ankle Pain Sport Injuries Osteoarthritis Pre and Post-Operative Rehabilitation Work Hardening Programs Repetitive Strain Injuries.
Located in Sault Ste. Marie. Physiotherapy Services Spark Rehabilitation's registered Physiotherapists are highly trained in the use of their hands to move muscles, joints and tendons. What We Do... Services: Orthopaedic Rehabilitation Vestibular Rehabilitation Modalities Work Related Documentation Modalities Therapeutic modalities have been a part of physiotherapy-used modalities for decades. Here are modalities our PT can provide: Ultrasound Ultrasound is the delivery of sound waves into the tissues which can produce a variety of effects including thermal, mechanical, chemical and biological. The dosage delivered will depend on the tissue being treated, the acuity of the injury, its depth, and the affect. Ultrasound is used to provide deep heating to soft tissues in the body including muscles, tendons, joints, and ligaments. Deep heating of these soft tissues increases circulation, assist the healing process and decrease pain. Wax Bath The wax bath is a form of thermotherapy, which allows a sustained heat to be applied. The wax bath is used for hands where a patient repeatedly submerges their hand within a small tub of melted paraffin wax. The wax is warm, and should not cause any discomfort. The wax will encapsulate the entire hand and solidify. When this occurs, it traps the heat in the joints of the hand which can help decrease pain, increase your mobility, and increase the blood flow to the targeted area. Shockwave Therapy Shockwave is an intense, but very short, energy wave traveling faster than the speed of sound. It can assist return to function while providing relief of many chronic conditions. There are some possible side effects of Shockwave Therapy such as pain, bruising etc. Conditions our PT Team Can Treat... Our registered Physiotherapists at Spark Rehabilitation Services have experience treating a wide variety of conditions, including: Vertigo Chronic Pain Head and Neck Pain Shoulder Pain Elbow Pain Back Pain Hip Pain SI Joint Pain and Dysfunction Sciatica Knee Pain Foot and Ankle Pain Sport Injuries Osteoarthritis Pre and Post-Operative Rehabilitation Work Hardening Programs Repetitive Strain Injuries.

OCCUPATIONAL THERAPY AND PHYSIOTHERAPY ASSISTANTS

Therapy Assistants support OTs & PTs, helping you regain independence through daily activity skills, movement, and mobility.

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Located in Sault Ste. Marie, Sudbury, and Espanola Ontario, Canada. Occupational Therapy Assistant / Physical Therapy Assistant What We Do Carry out physical and/or cognitive programs under the supervision of a Registered Occupational Therapist and/or Physiotherapist (OT/PT) Work together as a team member to help the client reach their best success Mentor, train and model strategies for success to caregivers/school team Spark the client's best life! How We Help OTA/PTA’s provide consistent weekly physical and/or cognitive treatment under the supervision of a registered OT/PT when one is not available within the client’s community or school. OTA/PTA’s provide support in delivery of the physical and/or cognitive goals as designated by OT/PT. OTA/PTA’s are also able to support care providers/school teams by providing guidance and modelling strategies for success. OTA/PTA’s work as part of an integrated team approach which allows for the most success achievable by the student in all aspects of their life.
Located in Sault Ste. Marie, Sudbury, and Espanola Ontario, Canada. Occupational Therapy Assistant / Physical Therapy Assistant What We Do Carry out physical and/or cognitive programs under the supervision of a Registered Occupational Therapist and/or Physiotherapist (OT/PT) Work together as a team member to help the client reach their best success Mentor, train and model strategies for success to caregivers/school team Spark the client's best life! How We Help OTA/PTA’s provide consistent weekly physical and/or cognitive treatment under the supervision of a registered OT/PT when one is not available within the client’s community or school. OTA/PTA’s provide support in delivery of the physical and/or cognitive goals as designated by OT/PT. OTA/PTA’s are also able to support care providers/school teams by providing guidance and modelling strategies for success. OTA/PTA’s work as part of an integrated team approach which allows for the most success achievable by the student in all aspects of their life.
Located in Sault Ste. Marie, Sudbury, and Espanola Ontario, Canada. Occupational Therapy Assistant / Physical Therapy Assistant What We Do Carry out physical and/or cognitive programs under the supervision of a Registered Occupational Therapist and/or Physiotherapist (OT/PT) Work together as a team member to help the client reach their best success Mentor, train and model strategies for success to caregivers/school team Spark the client's best life! How We Help OTA/PTA’s provide consistent weekly physical and/or cognitive treatment under the supervision of a registered OT/PT when one is not available within the client’s community or school. OTA/PTA’s provide support in delivery of the physical and/or cognitive goals as designated by OT/PT. OTA/PTA’s are also able to support care providers/school teams by providing guidance and modelling strategies for success. OTA/PTA’s work as part of an integrated team approach which allows for the most success achievable by the student in all aspects of their life.
Located in Sault Ste. Marie, Sudbury, and Espanola Ontario, Canada. Occupational Therapy Assistant / Physical Therapy Assistant What We Do Carry out physical and/or cognitive programs under the supervision of a Registered Occupational Therapist and/or Physiotherapist (OT/PT) Work together as a team member to help the client reach their best success Mentor, train and model strategies for success to caregivers/school team Spark the client's best life! How We Help OTA/PTA’s provide consistent weekly physical and/or cognitive treatment under the supervision of a registered OT/PT when one is not available within the client’s community or school. OTA/PTA’s provide support in delivery of the physical and/or cognitive goals as designated by OT/PT. OTA/PTA’s are also able to support care providers/school teams by providing guidance and modelling strategies for success. OTA/PTA’s work as part of an integrated team approach which allows for the most success achievable by the student in all aspects of their life.
Located in Sault Ste. Marie, Sudbury, and Espanola Ontario, Canada. Occupational Therapy Assistant / Physical Therapy Assistant What We Do Carry out physical and/or cognitive programs under the supervision of a Registered Occupational Therapist and/or Physiotherapist (OT/PT) Work together as a team member to help the client reach their best success Mentor, train and model strategies for success to caregivers/school team Spark the client's best life! How We Help OTA/PTA’s provide consistent weekly physical and/or cognitive treatment under the supervision of a registered OT/PT when one is not available within the client’s community or school. OTA/PTA’s provide support in delivery of the physical and/or cognitive goals as designated by OT/PT. OTA/PTA’s are also able to support care providers/school teams by providing guidance and modelling strategies for success. OTA/PTA’s work as part of an integrated team approach which allows for the most success achievable by the student in all aspects of their life.
Located in Sault Ste. Marie, Sudbury, and Espanola Ontario, Canada. Occupational Therapy Assistant / Physical Therapy Assistant What We Do Carry out physical and/or cognitive programs under the supervision of a Registered Occupational Therapist and/or Physiotherapist (OT/PT) Work together as a team member to help the client reach their best success Mentor, train and model strategies for success to caregivers/school team Spark the client's best life! How We Help OTA/PTA’s provide consistent weekly physical and/or cognitive treatment under the supervision of a registered OT/PT when one is not available within the client’s community or school. OTA/PTA’s provide support in delivery of the physical and/or cognitive goals as designated by OT/PT. OTA/PTA’s are also able to support care providers/school teams by providing guidance and modelling strategies for success. OTA/PTA’s work as part of an integrated team approach which allows for the most success achievable by the student in all aspects of their life.

Kinesiology

Registered Kinesiologists design exercise programs to improve your movement, strength, and overall well-being.

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Located in Sault Ste. Marie, Ontario, Canada. Kinesiology Services: Our Kinesiologists at Spark Rehabilitation use evidence-based research to treat and prevent injury and disease, and to improve movement and performance. They work with all ages and groups of people to help them achieve their health goals and improve quality of life. What We Do... Services: Ergonomics Assessments Functional Capacity Evaluations Physical Demands Analysis Post-Offer Employment Test Work Hardening Fitness Assessments Exercise Prescription Additional Kin Programs Some areas of kinesiology practice include: Health promotion/public health Injury rehabilitation Chronic disease management Ergonomics and workplace safety Fitness and athletics Return to work planning and disability management Conditions our Kin Team Can Treat... Our registered Kinesiologists at Spark Rehabilitation Services have experience working with non-acute musculoskeletal conditions, including: Chronic Pain Back Pain Golfer’s Elbow Dupuytren’s Contracture.
Located in Sault Ste. Marie, Ontario, Canada. Kinesiology Services: Our Kinesiologists at Spark Rehabilitation use evidence-based research to treat and prevent injury and disease, and to improve movement and performance. They work with all ages and groups of people to help them achieve their health goals and improve quality of life. What We Do... Services: Ergonomics Assessments Functional Capacity Evaluations Physical Demands Analysis Post-Offer Employment Test Work Hardening Fitness Assessments Exercise Prescription Additional Kin Programs Some areas of kinesiology practice include: Health promotion/public health Injury rehabilitation Chronic disease management Ergonomics and workplace safety Fitness and athletics Return to work planning and disability management Conditions our Kin Team Can Treat... Our registered Kinesiologists at Spark Rehabilitation Services have experience working with non-acute musculoskeletal conditions, including: Chronic Pain Back Pain Golfer’s Elbow Dupuytren’s Contracture.
Located in Sault Ste. Marie, Ontario, Canada. Kinesiology Services: Our Kinesiologists at Spark Rehabilitation use evidence-based research to treat and prevent injury and disease, and to improve movement and performance. They work with all ages and groups of people to help them achieve their health goals and improve quality of life. What We Do... Services: Ergonomics Assessments Functional Capacity Evaluations Physical Demands Analysis Post-Offer Employment Test Work Hardening Fitness Assessments Exercise Prescription Additional Kin Programs Some areas of kinesiology practice include: Health promotion/public health Injury rehabilitation Chronic disease management Ergonomics and workplace safety Fitness and athletics Return to work planning and disability management Conditions our Kin Team Can Treat... Our registered Kinesiologists at Spark Rehabilitation Services have experience working with non-acute musculoskeletal conditions, including: Chronic Pain Back Pain Golfer’s Elbow Dupuytren’s Contracture.

Speech and language supports

Speech Language Pathologists and Communication Disorders Assistants address speech, language, and communication difficulties.

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Mental Health Services

We offer support for mental health challenges through our Registered Social Workers.

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Massage Therapy

We offer support in preventative care & rehab needs when it comes to massage therapy.

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Located in Sault Ste. Marie, Ontario. Massage Therapy What We Do... Massage therapy is often used for relaxation purposes but it can also be a rehabilitation treatment for a variety of conditions such as those caused by trauma, sports/hobbies or repetitive strain injuries. Whether your goals are preventative care or rehab needs, massage therapy is an ideal addition to your health care to improve overall well being. Areas Massage Therapy is ideal for: Headaches Strains/sprains General body tension Stress Lymphatic conditions Prenatal care Injuries related to work or sports And more! How is Massage Therapy different from relaxation massage? Unlike a relaxation massage, massage therapy is focused on helping patients treat various pain and medical conditions they may be suffering from. It is a prescribed treatment, not available to just anyone and is often covered by benefits. Please Note: that some insurance plans may cover relaxation massages, but they are typically not. For Spark Rehabilitation's RMT Rates, Please contact our clinic for more information! *Prices subject to change without notice. Modalities Modalities are different types or techniques that can be learned and carried out by a Registered Massage Therapist (RMT). Modalities are used to enhance your massage treatment based on your therapeutic goals. Our RMT at Spark Rehabilitation has a variety of different modalities in their set of skills that they are certified in performing. Here are modalities our RMT can provide: Craniomandibular TMJ (joint) treatments or TMD temporal mandibular dysfunction treatment Myofascial Cupping Deep Tissue Sports Relaxation Intuitive Healing Thai Massage

Dietician Services

We offer personalized and intentional nutritional plan through the care of our Dietitian for your wellbeing and health.

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Located in Sault Ste. Marie, Ontario. Dietitian Services If you're looking for exceptional nutrition advice and guidance, you’ve come to the right place! Our dietitian has extensive experience and knowledge in the field of nutrition and is dedicated to helping clients achieve their health goals. With personalized nutrition plans, educational resources, and ongoing support, Spark's dietitian can help you achieve optimal health and wellness. What conditions do you treat? Our services address a wide range of health concerns for all ages, such as paediatric growth concerns, feeding challenges, nutrition during pregnancy, postnatal recovery, gestational diabetes, pre-diabetes, diabetes (types 1 and 2), heart disease, high cholesterol, high blood pressure, weight concerns, inflammatory diseases, gastrointestinal disorders, food allergies and intolerances, metabolic disorders, nutrient deficiencies, autism spectrum disorder, disordered eating, renal disease, GERD, and celiac disease management. Nutritional Counselling Our dietician offers a range of nutrition services designed to meet the unique needs of each client at different life stages and health conditions. Our goal is to empower you with the knowledge and tools you need to make informed decisions and achieve your health goals. We encourage you to ask questions and celebrate your successes with us. Please see some areas our dietician focuses on: Babies & Toddlers Nutrition Guidance For The Early Years Monitoring Growth And Development Nutrition Services For The Whole Family Kids and Teens Nutritional Strategies For School And Beyond Active Lifestyles And Nutritional Needs Family Focused Nutrition Mamas Nutrition Through Pregnancy And Beyond Balancing Motherhood And Self Care Nutrition For The Whole Family Chronic Disease Management Managing Chronic Conditions Weight Management Strategies Holistic Health For The Whole Family 5 Reasons to see a dietitian: Our new dietitian at Spark Rehabilitation Services targets 5 areas in which can help Spark our client's best life through healthy choices... If you have been diagnosed with certain health conditions. If you are undergoing major life changes such as a pregnancy or breastfeeding. If you are unsure about the nutritional needs of your baby, child or elderly loved one. If you want to change your diet. If you want to lose or manage your weight. When should I see a dietitian? If your doctor has diagnosed you with diabetes, or any of the food allergies and sensitivities, digestive and gastrointestinal diseases, eating disorders, heart diseases, and cancers, seeing a dietitian is a critical step towards your treatment and overall well-being.

REHABILITATION & BEHAVIOUR SUPPORTS

Our team offers ongoing support to help you navigate daily life challenges at school and in your community.

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Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470
Located Northern Ontario communities: Sault Ste. Marie, Greater Sudbury and Espanola, Manitoulin Island. Rehabilitation Behavioural Support What We Do Works under the direction of Regulated Health Care Professionals (RHCP) (eg. Speech Language Pathologist, Occupational Therapist, Physio Therapist, Social Worker, Psychiatrist, etc.) Delivers goals of the RHCP’s within natural contexts (home, school, work, community) Aims at reducing the impact of impairments, promoting independence and improving well-being Tasks may include personal and domestic activities of daily living, leisure/school/work integration, coaching, mentoring and training Tasks may also include mentoring, training and modeling for parents/caregivers/schools Sparks the client's best life! How We Help RBS's are consistent, steady rehabilitation support in the youth’s daily life in all environments (home, school, community). The RBS is available to the youth wherever the youth requires support and is able to complete transitions from one environment to another seamlessly (e.g. home to school). RBS's are also able to support the family/care providers by modeling strategies for success. They integrate all of the RHCP’s goals into functional activities allowing for better carryover and generalization within the youth’s life. This allows for greater success with activities of daily living, leisure and school/work, decreasing the impact of impairments, promoting independence and improving general well-being. School, & Community: Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163-175. Sussman. F. More than words- A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties (2nd Ed.). Hannen Early Language Program: Toronto, Ontario. Ylvisaker, M., and Feeney, T. (1998) Collaborative brain injury intervention: Positive Everyday Routines. Singular Publishing: San Diego. Ylvisaker, M., Turkstra, L., Coehlo, C. Yorkston, K., Kennedy, M. Sohlberg, M.M., & Avery, J (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: As systematic review of the evidence. Brain Injury, 21(8), 769-805. http://doi.org/10.1080/02699050701482470

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