My Approach

Neurodiversity-affirming
Different brains, not deficient brains. The goal is never to make a child appear more neurotypical. The goal is to help them flourish as exactly who they are.

Autonomy-centred
No compliance training. I meet children where they are and honour their drive for self-direction.

Play-based and relationship-first
Connection before correction. Sessions look like play because that is how real learning happens.

Cultural Humility
I show up with genuine respect for each family's background, values, and lived experience. I am committed to examining the assumptions I bring into my work, honoring family knowledge as expertise, and affirming every child's identity

Family-integrated
Parents are not bystanders. They are the primary support system and are treated as capable, trying-their-best partners in the process.

Strengths-based
I look for what a child and family does well and build from there. Strengths are not just nice to notice — they are the foundation of meaningful and lasting change.

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My Scope of Practice

I work with neurodivergent children and youth ages 2 to 16 and the families who love and support them. My work is not siloed, I work directly with children, directly with parents, and with the family as a whole unit where appropriate. I support families navigating behaviour, regulation, and the complexities of daily life, and a formal diagnosis is never a requirement to seek support. I also work collaboratively alongside schools, occupational therapists, speech language pathologists, and other professionals already in your child's life because the best outcomes happen when everyone is working together.

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My Values

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What Makes Me Different

I hold the whole picture
My practice sits at the intersection of Applied Behaviour Analysis and Child and Youth Care. One gives me the science to understand behaviour. The other keeps the whole human — and the systems around them — at the centre of everything I do.I work with the whole environment
Behaviour doesn't happen in a vacuum — and neither does my support. While many practitioners work with the child alone, I work with the child, the family, schools, after school settings, and other professionals involved in your child's life. Real and lasting change happens when everyone in a child's world is working together.I refuse to pathologize children
I will not use language that reduces a child to their behavior. Not defiant. Not a bad listener. Not too sensitive. Not too much. These labels live in the environment — in unmet needs, mismatched expectations, and spaces that were never designed with that child in mind.I am neurodiversity-affirming in practice, not just in language
This is not a buzzword in my work. It means I actively reject approaches that prioritize compliance and neurotypical presentation over the child's genuine wellbeing, autonomy, and sense of self.

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