Education and Behaviour Support in Ottawa and Ontario

HolistiCare accepts inquiries for individualized education and behaviour support in Ottawa for children and youth who may need help with learning, routines, participation, independence, organization or functional skill development.

Support is planned according to the learner’s strengths, needs, priorities and environment. Depending on the accepted assignment, services may involve individualized educational strategies, caregiver consultation, school collaboration, behaviour-support strategies or structured skill-building activities.

Families from other Ontario communities may also submit an inquiry. Service location, format and availability are confirmed according to the requested support, qualified professional capacity, scheduling, location and applicable service requirements.

Submit a Service Inquiry
Child receiving education and behaviour support at HolistiCare clinic
Individualized Support
Educational & Functional Goals
Ontario Service Inquiries
Funding May Apply
Child receiving individualized education support at HolistiCare

What Is Education & Behaviour Support?

At HolistiCare, education and behaviour support helps children and youth develop practical skills that may improve learning, participation, routines and independence across everyday environments.

Support begins by identifying the learner’s strengths, priorities and areas where additional assistance may be helpful. Depending on the accepted assignment, this may include observation, discussion with the learner and caregivers, review of relevant information and selection of appropriate educational or skill-building strategies.

Possible areas of support include:

  • Learning readiness and participation
  • Attention, organization and task completion
  • Homework and study routines
  • Communication and self-advocacy
  • Emotional awareness and coping strategies
  • Daily routines and transitions
  • Social and functional skills
  • Independence at home, school or in the community
  • Caregiver strategies and authorized school collaboration
  • Positive and preventative behaviour-support strategies

Goals, methods and progress-monitoring approaches are selected according to the nature of the service and the qualifications of the assigned professional. Support does not replace services or responsibilities provided by a school board, healthcare provider or other organization.

Education and behaviour support must not be represented as regulated teaching, psychological assessment, diagnosis, psychotherapy or ABA therapy unless the accepted service is separately delivered or overseen by a professional who holds the required qualifications and authorization. Specific results are not guaranteed.

Who We Support

HolistiCare accepts education and behaviour support inquiries for children and youth whose learning, routines, participation or functional skills may benefit from individualized assistance.

An inquiry may be appropriate for:

  • Autistic and neurodivergent children and youth
  • Learners with ADHD or executive-function challenges
  • Children experiencing difficulties with attention, organization or completing tasks
  • Learners who need support with routines, transitions or school participation
  • Children developing communication, self-advocacy or emotional-awareness skills
  • Learners working toward greater independence at home, school or in the community
  • Children who may benefit from positive and preventative behaviour-support strategies
  • Families seeking practical strategies or authorized collaboration with educators and other professionals

A diagnosis is not automatically required to submit a private-service inquiry. However, a funding program, insurer, school or regulated professional service may require a diagnosis, referral, assessment or supporting documentation.

Child working on academic skills with behaviour support at HolistiCare

Education and Behaviour Support Options

Individual Learning and Participation Support

Individualized support may help a learner participate in educational activities, follow instructions, begin and complete tasks, practise organization and develop learning routines. Strategies are selected according to the learner’s needs and the qualifications of the assigned provider.

Routine and Independence Support

Structured skill-building activities may address transitions, daily routines, self-advocacy, planning, emotional awareness and greater independence at home, school or in the community.

Positive Behaviour-Support Strategies

Support may include identifying environmental factors, teaching practical replacement skills, adjusting routines and using positive, preventative strategies. This service must not be represented as ABA assessment or therapy unless it is provided within an authorized ABA service overseen by an RBA (Ont.).

 

Caregiver and School Collaboration

With appropriate consent and authorization, the assigned provider may consult with caregivers, educators and other professionals to help promote consistent strategies across relevant environments. HolistiCare does not direct school personnel or replace school-board services and responsibilities.

Goal Planning and Progress Monitoring

Appropriate objectives may be established with the learner and family. Progress may be monitored through observation, completed activities, caregiver feedback or other methods suitable for the service. The approach depends on the accepted assignment and does not constitute psychological or psychoeducational assessment.

Service Delivery and Professional Roles

Service format, frequency, location and team composition are confirmed individually according to the learner’s needs, the accepted scope of service, qualified provider availability, scheduling and location.

Possible service locations: Depending on the assignment, support may be considered at a HolistiCare centre, in the home, in the community, virtually or, when authorized by the applicable school and all required parties, within a school setting. These delivery options are not available for every assignment or in every Ontario location.

Educational support Educational support providers work only within their education, training and demonstrated competence.
Professional titles The protected designation “Ontario Certified Teacher” or “OCT” is used only when the assigned individual is a member in good standing of the Ontario College of Teachers. Other educational support providers are identified according to their actual role and qualifications.
ABA services ABA assessment, behaviour-plan development and clinical supervision are provided only within an authorized ABA service under an RBA (Ont.).
Regulated healthcare Psychological assessment, diagnosis, psychotherapy and other regulated healthcare services are outside this general service unless separately accepted and provided by an appropriately authorized professional.

The assigned provider remains responsible for working within their permitted role. HolistiCare confirms the proposed service description, professional responsibilities, fees and applicable terms in the service agreement before services begin.

Funding information

Funding and Payment Options

Funding depends on the exact service delivered, the provider’s qualifications and the rules of the applicable program. Education and behaviour support is not automatically eligible under OAP, SSAH or private insurance.

Eligibility may apply

Special Services at Home

SSAH funding may apply to certain eligible supports such as tutoring, social-skill development, personal growth and development activities, respite-related support or other approved services connected to the child’s disability.

Eligibility depends on the family’s approved SSAH funding, the nature of the service and current program rules. Families should confirm the expense with their SSAH representative before purchasing a service.

Assessments and hands-on clinical therapies, including ABA, speech-language therapy, occupational therapy and psychotherapy, are not eligible SSAH expenses.
Review current SSAH rules
Eligible ABA services only

Ontario Autism Program

General educational support, tutoring and non-clinical behaviour support are not automatically OAP core clinical services.

When an accepted assignment meets the requirements of an eligible ABA service and is delivered or supervised by an appropriately authorized RBA (Ont.), applicable OAP core clinical funding may be used.

Eligibility depends on the family’s funding pathway, the service delivered, professional qualifications and required documentation.

Review OAP core clinical guidelines Visit AccessOAP
Direct payment

Private Pay

Families may purchase accepted education and behaviour support services privately.

Fees, service scope, provider responsibilities, payment terms and cancellation requirements are confirmed before services begin and documented in the applicable service agreement.

Coverage must be confirmed

Insurance or Other Benefits

Most educational and non-clinical support is not standard extended-health insurance coverage.

Some plans, workplace benefits, community programs or other funding sources may provide assistance depending on their individual rules. Families are responsible for confirming eligibility and documentation requirements directly with the applicable organization.

Funding disclaimer: A service’s inclusion on this page does not guarantee funding, reimbursement or service acceptance. HolistiCare does not determine funding eligibility and cannot guarantee that OAP, SSAH, an insurer or another organization will approve an expense. Families should obtain confirmation before purchasing services.

Discuss the Support You Are Seeking

Submit one service inquiry to tell us about the learner’s needs, preferred location and possible funding pathway. Our team will review the request and explain availability and appropriate next steps.

Submit a Service Inquiry

Our Education and Behaviour Support Approach

Individualized Planning

Support is planned according to the learner’s strengths, priorities, functional needs and everyday environments. The proposed goals, format and provider responsibilities are confirmed before services begin.

Practical and Meaningful Goals

Goals focus on skills that may support participation, learning, routines, communication, self-advocacy or independence. Priorities are developed with the learner and their parent or guardian, as applicable.

Positive and Respectful Strategies

Providers use respectful, preventative and skill-building approaches appropriate to their role. Support must not involve punishment, coercion or representing non-clinical strategies as regulated assessment or treatment.

Clear Professional Roles

Each provider works within their education, training, demonstrated competence and permitted professional role. Regulated or protected services and titles are used only when the applicable qualifications and authorization requirements are satisfied.

Consent, Privacy and Collaboration

Consent is obtained before services begin and before information is shared with a school, healthcare provider or other third party. Only information reasonably necessary for the authorized purpose is shared, subject to applicable privacy requirements.

Progress Review

Progress is reviewed using methods appropriate to the service, such as observation, completed activities, learner participation and authorized caregiver feedback. Goals or strategies may be adjusted according to the learner’s response, changing priorities and provider judgment.