Booking now open for 1-to-1 and Group ABA, Respite, Multidisciplinary and more!

The elevator at 2 Surrey Place is currently out of service. We apologize for the inconvenience. Learn more.

Autism Journey Blog Series: What a Service Plan Might Look Like for You

OCTOBER 16, 2025

Table of contents:

Receiving your child’s autism diagnosis is a turning point.

In our last article, Starting from the Beginning – What Do I Do After My Child’s Autism Diagnosis?, we walked through assessments and those first steps into the world of autism services in Ontario.

The next question many families ask is: ‘What happens now?’

That’s where the Welcome Letter, also called a Service Plan, comes in.

What is a Welcome Letter (Service Plan)?

After the intake and assessment process, every child, teen, or adult who connects with Surrey Place receives a personalized Welcome Letter (Service Plan).

This 1–2-page document is:

  • Personalized: based on your loved one’s needs and your family’s goals.
  • Practical: a summary of recommended programs and supports.
  • Action-oriented: designed to help you move from assessment to services.

You’ll also receive a Surrey Place ID (SPID) number. This unique identifier keeps all your information in one place, making service navigation easier as you access programs over time.

Think of the Welcome Letter (Service Plan) as your roadmap — something to return to when making decisions, applying for funding, or planning the next step in your autism journey.

A Service Plan is more than a list. It’s a roadmap that gives families a clear starting point and connects them to the right supports.

– Natalie Healy, Manager, Intake, Cross Agency Clinical Services, Coordinated Service Planning

A Family’s Experience

For many families, receiving a Service Plan brings a sense of relief. After the diagnosis, it’s common to feel overwhelmed by new terms, waitlists, and uncertainty about where to begin. The Service Plan helps cut through that confusion by showing families which therapies make the most sense right now, what to do while waiting, and who to contact with questions.

Families often share that this is the first time they feel like they have a clear path forward. While the Service Plan doesn’t remove every challenge, it provides direction, reassurance, and a practical place to star.

What Might a Service Plan Include?

Because every person is unique, no two Service Plans are the same. Each one highlights only the recommendations that fit your child, teen, or adult family member’s needs.

Here are some examples of what might be included:

For young children (under age 6):

For children with challenging behaviours (sometimes called “big feelings”):

  • Parent coaching to learn calming and co-regulation strategies.
  • Applied Behaviour Analysis (ABA) to support communication, daily routines, and self-regulation.
  • Social skills groups to encourage peer interaction.

For teens:

For adults

  • Skill-building programs such as cooking, money management, or self-care.
  • Transition planning for school, employment, or adult services.
  • Service coordination to link with programs across different sectors.

Family Tip: It’s normal to feel like you need to start every program at once. But small steps go a long way. Begin with one or two services from your plan, and give your family time to adjust before adding more.

What’s Not Included in a Service Plan?

Families sometimes ask if the Service Plan will include paid program options. Typically, these are not listed. The Welcome Letter focuses on the most relevant recommendations and supports for your child’s needs, including community programs and services offered at no cost.

That said, we know many families, especially those registered with the Ontario Autism Program (OAP), are also interested in exploring paid options. While these are not part of the Service Plan itself, Surrey Place can still help you learn about them.

Once your intake is complete, a Service Coordinator will connect with you to gather more information about your child and family goals. From there, you’ll receive a summary of personalized recommendations for paid services and programs that best fit your needs.

You can also attend Discover Your ABA Journey, an in-person event where parents and caregivers can learn about paid ABA services, ask questions, and receive guidance on which programs may be the best fit.

Together, these supports help families make informed choices about both funded and paid options, while your Service Plan continues to guide your path through community programs and wellness supports.

Need Help Getting Started? Visit a Drop-In Day

Families don’t have to navigate services alone. Our Intake Team is available on-site daily at our downtown location (2 Surrey Place) and weekly at our other sites in Etobicoke, North York and Scarborough to answer questions, guide registration, and help you understand your next steps.

Our drop-in days are informal opportunities to stop by without an appointment, talk directly with intake staff, and get help with:

  • Exploring paid and funded program options
  • Registering for services
  • Accessing community resources

Whether you’re just getting started or updating your plan, these in-person sessions make it easier to get answers, connect with the right supports, and feel confident about your next steps.

Beyond Drop-In Days, families can also count on ongoing support through our Service Coordination team.

Your Service Plan is just the beginning. From there, Surrey Place’s Service Coordinators are by your side to:

  • Explain recommendations and answer questions.
  • Connect you with wellness offerings such as workshops, caregiver coaching, and resource clinics.
  • Update your plan as your child grows and needs change.

Service Coordinators make the system feel manageable. Families know they have someone to turn to at every stage.

– Natalie Healy, Manager, Intake, Cross Agency Clinical Services, Coordinated Service Planning

 This ongoing support ensures you don’t have to navigate Ontario’s autism services alone.

The Road Ahead: Growing with Your Service Plan

Your Welcome Letter (Service Plan) is a starting point, not a final document. As your child, teen, or adult family member grows, their needs and goals will change. Families often find it helpful to:

  • Share the Service Plan with schools, doctors, or daycares.
  • Keep a copy handy for check-ins and funding applications.
  • Use it as a guide to register for wellness services and workshops.

With this personalized roadmap, you can move forward with confidence, knowing you have clear next steps and a trusted partner in Surrey Place.

Connect with a Service Coordinator today to start building your Service Plan

YOU MAY ALSO BE INTERESTED IN:

You’ve Registered for OAP – What’s Next? Top 5 Steps for GTA Families

A step-by-step guide to help families get started after registering for OAP.

READ MORE

How to Plan Autism Services for Your Child: 5 Simple Steps

Learn how annual service planning helps families easily organize their child’s therapy and support for the year ahead, providing a clear roadmap for success.

READ MORE
Podcast hero image

The Exceptional Caregivers Life

Explore the emotional journey of caregiving in our podcast, where we discuss the challenges and triumphs of supporting individuals with disabilities, autism, down syndrome, fetal alcohol spectrum disorder, Emanuel Syndrome, medical fragility and other complex needs.

READ MORE

By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO