For some students, complex behavioural challenges create barriers to a positive classroom experience. The Treatment Research and Education for Autism and Developmental Disorders (TRE-ADD) program provides school-based services in partnership with local school boards: Toronto District School Board (TDSB), Toronto Catholic District School Board (TCDSB) and Peel District School Board (PDSB). Our team supports students aged 6 to 18 years who have struggled in classroom settings and have a range of conditions, including:
- Autism Spectrum Disorder
- Intellectual and developmental disorders
- Complex behaviours, including aggression or self-injury
We incorporate psychology, speech language pathology and occupational therapy to develop individualized treatment plans, in accordance with the identified needs of each student. These plans help students address referring concerns and develop skills to transition back into their school board.
The TRE-ADD program is part of the Ministry of Education’s Education and Community Partnership Program.
To be eligible for this service, clients must meet the following criteria:
- School-aged children from 6 to 18 years old
- Diagnosed with autism and developmental disorders (e.g., intellectual disability)
- Have multiple and complex behavioural needs (e.g., aggression, self-injury, property destruction)
- Reside in the Toronto, Peel or York regions
Our interprofessional team includes:
- Clinical Supervisors, (BCBA/BCBA-D)
- Senior Therapists (BCBA)
- Instructor Therapists and Behaviour Support Workers
- Medical Director
- Registered Nurse
- Family Support Coaches
- Social Worker
- Speech Language Pathologist
Students are admitted into one of six treatment classrooms. They receive clinical (i.e., functional behavioural assessments; medical or medication review) and educational assessments, which provide the foundation for the individualized treatment plan for the student and their family. Function-based behavioural and/or medical treatment plans are also developed to stabilize referring behaviours and to teach alternatives such as communication, self-regulation, independence.