Ashleigh D. Speech-Language Pathologist

04/08/2026

https://www.theinformedslp.com/review/how-and-why-to-be-a-neurodiversity-friendly-slp

SLPs have an important role to play in tackling ableism—come learn along with us.

04/03/2026

03/25/2026

This is one of those truths that can feel uncomfortable to sit with… but also incredibly important.

Because so often, when a child is struggling, melting down, not listening, or acting out, the instinct is to label the child as “difficult.” And from that place, everything becomes about fixing the behavior.

But when we pause and zoom out, a different picture starts to emerge…

Children are still learning how to process emotions, regulate their bodies, and make sense of the world around them. They don’t yet have the tools, the language, or the brain development to handle things the way we expect them to.

At the same time, many of us are moving through our days overstimulated, overwhelmed, distracted, and carrying more stress than we even realize. And when those two worlds collide, a child’s big emotions and an adult’s full nervous system, it can quickly turn into disconnection instead of understanding.

So what we often interpret as “difficult behavior” is really a child navigating a hard moment… in an environment where the adults are also doing their best with limited capacity.

This isn’t about blame. 🛑
It’s about awareness. ✨

Because when we begin to see behavior through this lens, something shifts. We move from reacting to understanding, from controlling to connecting, from taking it personally to seeing it for what it really is.

And at the same time, this is not always easy to do.

Because you’re not showing up to these moments as a calm, fully resourced person every time. You’re often tired, overstimulated, managing a full day, and carrying your own emotions while trying to support someone else through theirs.

So of course it’s hard to pause!
Of course it’s hard not to react.

That doesn’t mean you’re doing something wrong. It means you’re human, and you’re navigating this in the middle of real life.

And that’s where real change begins. 💕💕💕

Not in getting it perfect, but in the small moments where you pause, soften, and choose connection, even when it’s hard.

In those everyday moments, what matters most isn’t perfection, it’s the awareness to slow down and respond with intention.

🩵Pause before reacting.
🩵 Lower your tone instead of raising it.
🩵 Focus on connection before correction.
🩵 And if you don’t know what to say in the moment, take a breath and ask yourself, “What would love do right now?”

You won’t always get it right, and that’s okay. What matters is that you’re becoming more aware, more intentional, and more connected over time.

And those small shifts, repeated over time, are what begin to change everything. 💕💕

03/21/2026

https://www.facebook.com/share/p/1CsswHdWw1/

168 hours in a week…most kids spend an hour a week (sometimes less, sometimes more) with a speech therapist.

We’re not there the other 167 hours! ⏳

Someone’s gotta be trained in what we’re working on in speech therapy.

For some kids, having parents sit in the sessions works great.

For other families, they might sit out because it’s their preference or maybe their child focuses better without their caregivers present.

BUT - in all cases, whether a caregiver is sitting in the session or not, training and keeping families up to date with everything that’s happening in therapy is a critical step in making progress.

I’ve been coaching parents in therapy sessions for over 15 years, and have come up with a very effective framework for parent coaching. 💪🏻

Want to learn my parent coaching framework?

Join me for next week’s episode of our live show where I’ll be breaking it down!

Comment RSVP to get your invite to the live show ⬇️

03/17/2026

https://www.facebook.com/share/172My1ibsn/

03/17/2026

Happy Nerodiversity Celebration Week!

Let's celebrate all of our different minds 🥰

Https://share.google/Nf0trm51eU85OeWzF

10/07/2025

🥰

When it comes to high-tech AAC for our youngest communicators, the barriers to access —from financial cost to the difficulty of establishing buy-in—can be steep. But the research shows that the communicative gains are worth fighting for!

Our new review “If you give a preschooler AAC…chances are their expressive language will improve!” looks at the evidence that using SGDs supports expressive communication in autistic preschoolers, including a promising strategy involving visual scene displays. Learn why it’s worth getting your littlest learners connected with robust AAC and the action steps that we SLPs can take right now to maximize our impact with this group. Read the review and earn 8 minutes of CE credit at https://www.theinformedslp.com/review/If-you-give-a-preschooler-AAC-chances-are-their-expressive-language-will-improve

The research:
https://doi.org/10.1044/2025_ajslp-24-00450
https://doi.org/10.1080/07434618.2025.2479768

[Visual description: Image text reads, "If you give a preschooler a speech generating device.... They might ask, comment, combine words, and interject more... and more!"]

09/22/2025

Join us on October 16th at John McGivney Children's Centre for an informative session on autism diagnosis and the Ontario Autism Program. This is a great opportunity to connect with program providers and gain insights into available resources. We hope to see you there!

08/29/2025

See the Strengths First. Always. 💖

In early childhood education, how we see a child shapes how they see themselves. This powerful quote reminds us:

“Supporting a child starts with seeing what is working… not what isn’t. Growth begins when we build from strengths, not deficits.”

Whether it’s through play-based learning, nature exploration, or creative expression, children thrive when we notice and nurture what lights them up. ✨

🌱 Instead of focusing on what a child can’t do yet, let’s:
✔ Celebrate their unique learning style
✔ Support them with sensory-rich, child-led invitations to play
✔ Encourage confidence by building on what they already know and love

From problem-solving in the block centre to making sense of the world through dramatic play, children are already capable learners. Our job is to recognize their potential and meet them with compassion, curiosity, and trust.

Let’s keep building classrooms — and homes — where every child feels seen, safe, and strong.

04/17/2025

Did you know we have eight (not five!) sensory systems that connect us with the world?

Learning how autistic children experience each one can give you a better understanding of their sensory preferences – and you can build on these to promote fun interactions! Learn more at https://bit.ly/4cpFPWe

04/16/2025

When we discovered that most of the research on play development is normed on neurotypical kids, while most of the research on play intervention is aimed at autistic kids, we had to take a minute. (It’s troublesome, right?)

Once we shifted our lens from the medical model of disability (trying to “fix” deficits) to a social one (focusing on understanding and supporting people in living authentically), it all started to make sense.

In this review, we share how we can:
- use strengths-based principles and apply them to play intervention,
- differentiate three common types of play-based therapy, and
- individualize play-based therapy approaches to provide neuroaffirming intervention

Join us in celebrating Autism Acceptance Month by reading our research review “Teach, join in, play, or get out of the way” at https://www.theinformedslp.com/review/Teach-join-in-play-or-get-out-of-the-way, and earn 28 minutes of Ethics continuing education credit, too!

[Visual description: Cartoon of two children playing with blocks on the ground. One child is lining up blocks while the other is building a house. They are both smiling. Image text reads, "Autistic play is authentic play. Let's approach it in a neuroaffirming way."]