Registration open for 1-to-1 FBI, Full Day ABA or Winter ABA Services!

Clinical Supervisors 

Clinical Supervisors oversee day-to-day operations, ensuring that clients are receiving the highest quality of services, support and care. With their vast expertise and extensive experience, they are also mentors in their fields, which strengthens their leadership skills and enhances their career prospects. Below is a list of potential candidates eligible to become Clinical Supervisors of Surrey Place.  

Josee Casati, Ph.D., C. Psych  

Dr. Casati’s academic career began at the University of Toronto, and she received her PhD from the University of Toronto Ontario Institute for Studies in Adult Education – Counselling. She completed her psychology residency at Centre for Addictions and Mental Health (CAMH) and supervised year at Surrey Place. Area of expertise and interest include cognitive-behaviour therapy assessment for the Developmental Services Ontario (DSO) for adults with disabilities and conducts assessments as part of the “Connecting the dots Toronto Homelessness Initiative”.  

Casey Fulford, Ph.D, C. Psych  

Dr. Fulford’s academic career began at Queen’s University, followed by her doctorate studies at the University of Ottawa. She completed her psychology residency at the CPA accredited Centre for Addiction and Mental Health. Areas of interest are child, adolescent, and adult clinical psychology, with and emphasis in the area of developmental disabilities. Dr. Fulford provides intellectual and diagnostic assessments and psy chotherapy. Her clinical practice has focused on cognitive behavioural therapy and mindfulness-based psychotherapies.

Shashi Goyal, Ph.D, C. Psych  

Dr. Goyal’s academic education in Clinical Psychology from Delhi University in India. She completed her post-doctoral fellowship in the psychiatric departments at All India Institute of Medical Science and Lady Harding Hospital, Delhi. Area of expertise and interest in working with adults with developmental and intellectual disabilities and their families. With a specific interest in group therapy/intervention in mindfulness and providing psychological services via videoconferencing. Dr. Goyal has worked at Surrey Place since 2000 and provides supervision for students, residents and post-doctoral level College applicants.  

Nozomi Minowa, Psy. D, C. Psych  

Dr. Minowa began her academic career at Ohio Wesleyan University, MA at Boston University and completed her Doctorate in clinical psychology at the Massachusetts School of Professional Psychology in Boston. She completed her APA accredited Internship at Boston Regional Health Hospital, Post-Doc at Cambridge Hospital and supervised practice at CAMH in Toronto. Expertise and interest in FASD, psychodynamic psychotherapy and attachment disorder; as well as EFT in working with couples and families.  

Samuel Siah, Psy. D, C. Psych  

Dr. Siah’s academic career began at the University of Toronto, followed by his MA and doctoral degree at the University of Indianapolis. He completed his APA accredited internship at the Watson Institute in Pittsburgh with a focus on autism. Area of interest are developmental disabilities, high functioning ASD, ADHD, bereavement and behavioural disorders. His clinical practice has focused on cognitive-behavioural (CBT). therapy and mindfulness psychotherapies.  

Valerie Temple, Ph.D, C. Psych  

Dr. Temple’s academic career began at the University of Toronto, followed by her doctorate studies at the University of Guelph. She completed her psychology internship at Sunnybrook Hospital and Surrey Place in Toronto. Area of expertise and interest in Adult clinical psychology, developmental disabilities, intellectual and diagnostic assessment, fetal alcohol spectrum disorder, delivering psychological services via telehealth and videoconferencing, adulthood and aging. Dr. Temple has held the position of Psychology Professional Practice lead since 2011.  

Wynsome Walker, Psy. D, C. Psych  

Dr. Walker’s academic career began at McGill University, followed by her doctorate studies at the George Washington University. She completed her psychology internship at the APA accredited KH Mental Health Clinic in New York City, followed by supervised practice at the Hospital for Sick Children in Toronto. Area of interests in child, adolescent and family clinical psychology with an emphasis in the area of developmental disabilities & FASD. Theoretical orientation of psychodynamic and attachment based. Dr. Walker has supervised since 2007 and has been Director of Residency Training since 2014.  

Leigh Ann Wayland, Ph.D, C. Psych  

Dr. Wayland’s doctoral studies in the Education and Counselling Psychology department at McGill University. She completed her psychology internship at Hospital for Sick Children and supervised year at Surrey Place. She developed an expertise in Autism early in her career and has provided assessment, consultation, and intervention services to clients through the Toronto Autism Services and Surrey Place TRE-ADD clients. She works from a behavioural based orientation.

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