Embedded Files
Online evaluation, intervention & educational counselling now available!
Dr Schneider is pleased to announce that many of her services, including intervent are now available online via telepractice. Dr Schneider is currently taking appointments for both virtual and in-person sessions.
Dr Schneider provides customised intervention and learning disorder remediation using an evidence-based, multisensory approach that is adapted to individual needs. Dr Schneider works not only with students with dyslexia, dyscalculia, ADHD, ASD, ID, language disorders and other learning and developmental differences, but also with typically developing students who want to improve their academic achievement. The intervention that Dr Schneider provides is informed by the results of the initial evaluations, as well as ongoing assessments designed to monitor progress.
Educational Counselling & Evaluation
Early Intervention
New Client Forms
Please complete and submit the relevant forms below before your appointment.
CogMed working memory training now available!
As a CogMed coach, Dr Schneider is pleased to provide CogMed working memory training to her patients. Research has demonstrated that people of all ages benefit from significantly improved visual and verbal working memory after CogMed training. Average improvements are 26% visuo-spatial working memory and 23% for verbal working memory. In studies of children with ADHD, these skills have been shown transfer to executive functions such as attention, inhibition, and reasoning. Please contact Dr Schneider for a free CogMed consultation for more information.
Reading Language-Arts Intervention
Dr Schneider uses an evidence-based multi-sensory approach to reading and language-arts instruction, guided by the best practices identified by the National Reading Panel of the United States. Her approach integrates elements of Orton-Gillingham, Spalding, and Lindamood-Bell instruction and focuses on six major areas of reading-language arts achievement:
Decoding (Reading)
Individually-tailored, systematic, and evidence-based multi-sensory instruction in the sounds of English (including place and manner of articulation) and how they are represented by letters and letter combinations as well as syllable types, word families, word affixes (prefixes and suffixes), homographs and homophones.
Encoding (Spelling)
Individually-tailored, systematic, and evidence-based multi-sensory instruction in the spelling patterns of English, including constant clusters and vowel teams. For older students, special attention is given to spelling patterns based on word origin, as well as syllable types, word families, word affixes (prefixes and suffixes), homographs and homophones.
Fluency (Reading Speed & Accuracy)
Individually-tailored, systematic, and evidence-based multi-sensory instruction designed to improve reading rate and prosody, or the ability to read smoothly and with appropriate emotion and expression. Care is devoted to ensuring that your child can build speed and efficiency without sacrificing accuracy and comprehension.
Reading Comprehension
Individually-tailored, systematic, and evidence-based instruction in how to identify and understand the most important (salient) ideas and information in written texts, how to use background and contextual knowledge to analyse and make connections among ideas, how to make inferences and logical predictions, how to identify the parts of a story, how to identify characters and their motives, and how to break down story sequencing and cause-and-effect relationships, among others.
Vocabulary
Individually-tailored, systematic, and evidence-based instruction in English-language vocabulary, with an emphasis on the words your child needs to know to be successful in school and in day-to-day conversation. For older students, emphasis is placed on idioms, figures of speech, rhetorical devices (such as simile and metaphor), and use of appropriate register based on purpose and context.
Written Expression
Individually-tailored, systematic, and evidence-based instruction in the conventions of academic and formal writing. Emphasis is placed on planning, organization, and expressing ideas clearly and succinctly, as well as the nuts and bolts of grammar, syntax (sentence structure), and punctuation. For older students, special attention is given to register, tone, word choice, and rhetorical techniques (such as modes of persuasion).
Oral Language Intervention for School-Age Children
When working with students, Dr Schneider emphasises the importance of spoken language and verbal interaction in school and in day-to-day life. Dr Schneider's approach to supporting oral language development includes:
explicit, systematic intervention targeting deficits in phoneme (speech sound) production, grammar, syntax (word order and sentence structure), semantics (meaning making), and pragmatics (context, purpose, and social aspects of language);
explicitly building & extending expressive (spoken) and receptive (received) vocabulary;
the use of structured questions to develop comprehension; and
the use of purposeful, focused, dialogue and interaction to expand expression.
With Dr Schneider, learning doesn't stop when a child leaves her office. Dr Schneider provides suggestions for fun, engaging language-learning activities for parents and children to complete at home, so oral-language support isn't limited to an hour a week.
Maths & Other Subjects
Every child with a learning difference is unique. Therefore, Dr Schneider provides intervention in maths (and other subjects) that is carefully tailored to individual needs, abilities, and learning objectives. While no two programs of individual intervention will be exactly the same, the following features are common to every program of individual intervention provided by Dr Schneider:
Abstract concepts are presented after concrete and representational examples are mastered.
Instruction is broken into small steps, and directions and prompts are provided frequently.
Instruction is multi-sensory and includes various ways to acquire and demonstrate knowledge.
There are frequent opportunities for guided and independent practice.
Problem solving strategies and appropriate approaches to work are modelled and reinforced.
Behavioural Intervention for Kids with ASD, ADHD & other Developmental Differences
Dr Schneider provides intensive, one-on-one intervention using the principles of Positive Behavioural Intervention (PBI) and the Early Start Denver Model (ESDM). Dr Schneider's approach is warm, supportive, and humane. She strives for genuine connection and partnership with her students and NEVER uses punishment, witholding of affection or other aversive techniques when working with children. Dr Schneider offers the following services to students with autism and other developmental differences:
Functional Behavioural Assessment (FBA)
Naturalistic, Play-Based Intervention for Young Children with ASD
Positive Behavioural Intervention for Older Children with ASDs and ADHD
Positive Behavioural Consultation & Support
Academic Skills Intervention
Reading-Language Arts Intervention
Maths Intervention
Dr Schneide is a ADHD-Certified Clinical Services Provider (ADHD-CCSP) and a Certified Autism Spectrum Disorder Clinical Specialist (ASDCS). She has extensive training and experience in positive behavioural support and interventions for children with ASDs and ADHD, and she has completed Advanced course training in the Early Start Denver Model.
Page updated
Google Sites
Report abuse