Our passion is in putting the pieces of that puzzle together. Working out what goes where in each stage of a child’s life.

Assessments and diagnostics is the first step to understanding where your child is. From there, we are able to see the things they need to start growing their skills. It lets us start putting a picture together of how we might get there.

It’s a balancing act at this point. What are the time and budget constraints of your family? What support and quality of support is offered at school? How can we bring in as much therapy as possible into this young person’s life with the least financial and emotional strain?

We aim to answer these questions through a range of approaches and solutions. Over the years, we have researched and sought out evidence-based approaches that have been found to show promise with a variety of children. The underlying theory can be different. But what I have found to be true is that no two children are the same. What works with one may have no effect whatsoever with another. Some components of a program may work wonders, while other components simply do not match a child’s temperament, disposition, or the limitations of their co-existing conditions.

In this case, thinking outside the box is an important part of the job. The key to unlocking progress can be found in unlikely places. I recall a child with a history of school refusal. In the early days of therapy with him, he would bring in his ukelele, refusing to let go of it. Far from being an issue, this was an opportunity. I had him bring his instrument of choice back into our sessions. He would play his ukulele for me and warmed up by showing me how to play some chords. This gave me an opening to subtly encourage and direct social communication and verbalization. He had quite a talent for music. Using his interest and skills to drive the sessions were not only fun, but massively effective. For as long as we were using the power of enjoyment when I did therapy with him, he would continue to come to therapy even when he barely attended school.