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How to Cash a Cheque

cheque

When you receive a cheque, you need to cash it. The best way to do this is through your own bank account. If you do not yet have a bank account, see the article titled “How to open a bank account” for instructions.

Depending on the account you have, cashing cheques will not cost you additional money. You can cash the cheque at either the teller at your bank branch or by using an Automated Teller Machine (ATM) at your bank.

When cashing a cheque you need two things:

  1. Your bank card
  2. Identification

Most banks have a 5 day holding period before you can get your money. When you cash a cheque, the bank returns the cheque to the bank of the person who wrote the cheque. Then the money is transferred from that bank to your bank. If there is enough money in that person’s account, the money will be transferred to your bank and put into your account. If there is not enough money in that person’s account, the cheque but not the money will be sent back to your bank and you will not get your money. It usually takes 5 days to do all of this.

There are ways to minimize the holding period. Get to know your branch and the staff. You may be able to get the holding period reduced, if they know you and trust that they will get the money from the person who wrote the cheque.

All banks must cash a government of Canada cheque for free, even if you do not have an account with the bank. This includes GST/HST rebates and income tax refunds. You will need to take proper ID with you to the bank. This would be one piece of ID with both your photo and your signature. You should check to see if your province issues a photo ID card for those who do not drive, such as the Ontario Photo Card (see article titled “Ontario Photo Card”). If you don’t have any ID that has both, you will have to show 2 pieces of ID. In Toronto, any Royal Bank of Canada branch will cash your Ontario Works cheque (http://www.toronto.ca/socialservices/faq.htm#cash )

A good option, if it is possible, is to have your pay or pension (for example, Ontario Disability Support Program (ODSP) in Ontario) deposited directly into your bank account. The money is immediately available to use and there is no cost to you.

As a last resort, you can use a cash advance store to cash your cheque. These stores will cash your cheque immediately, as long as you have proper identification. It will cost you to use this service. The most common fee is about 3% of the total amount you want cashed. There is also a $3.00 fee per cheque. So, it would cost you $18 to cash a $500 cheque. This might not seem like much. However, if you did this each month for a year it would add up to $216 that you could have used to buy something else.

You will need to sign your cheque on the back in order to cash it. You should never sign it in advance. Once the cheque is signed, it is the same as cash. If it is lost or stolen, anyone can cash it once it is signed. Always sign your name the same way. This will help, if someone steals your cheque and cashes it. If the signature is not the same as you use, it proves that you did not cash it.

It is not recommended that you sign a cheque over to someone else (that is giving a cheque made out to you to someone else to cash). Remember that once it has been signed by you it is the same as cash. If the person loses it or it is stolen, the chances are that the money will be gone.

If you are writing a cheque to cash yourself, do not make the cheque out to “cash”. Instead, make it payable to yourself. That is, put your own name on the “payable to” line.

Here are some other tips on writing a cheque:

  1. Always use a pen (never a pencil) to write a cheque so that it can not be erased and changed.
  2. Never sign a cheque that does not have the name of the person it is payable to written on it.
  3. Always sign a cheque with the same signature.
  4. When filling in the dollar amount (both in number form and letter form) always draw a line through any blank space so no one can add or change the amount.

For more tips on “How to write a cheque safely”: http://banking.about.com/od/checkingaccounts/a/how2writeacheck.htm

For a visual example of how to write a cheque: http://banking.about.com/od/checkingaccounts/ig/How-to-Write-a-Check

For more tips on Cheques in Canada:

Identifying the bank, branch and account numbers printed on a cheque. http://www.tdcanadatrust.com/lending/cheque.html

Different Ways to Buy Things like Goods and Services

In today’s world we have many different choices on how we can pay for something we want to buy. This section will explain many of the options people have to do this.

Cash

The one that is most familiar to all of us is to pay for a purchase using cash. We simply reach into our pocket or open our wallet and if we have enough money we can buy the things we want or need. Be careful to keep your money in a safe place. If you lose your money there is no way to get it back. For safety reasons it is a good idea to never carry too much money with you. If you lose too much cash you may not have enough to pay all of your expenses.

Using cash can be a good way to control your spending. Take only a predetermined amount of cash and limit your spending to that amount. To learn about Canadian coins and how to make change try ConnectABILITY.ca’s Money Magic arcade game https://connectability.ca/2010/10/01/money-magic

Cheques

Cheques are one way to pay for purchases or bills when you do not have the cash on hand or would like to have a record of your spending. With the increased popularity of credit and debit cards (mentioned below) cheque payment is not as common as it once was. Cheques are still useful for making payments when cash is not a good way to pay, such as making a payment through the mail. Never send cash in the mail. This is because there is a higher risk it could be lost or stolen. If you send money in the mail you do not receive a receipt right away, as you do when you buy something in a store. Before writing a cheque, make sure there is enough money in your bank account to cover the cheque. When the cheque is cashed money will be taken out of your bank account. If there is not enough money in your account, you will be charged a NSF (Non-Sufficient Funds) fee of $15 to $45 by your bank. If the cheque was for a company or store, they may also charge you a NSF fee of $15 to $30. Writing a cheque and not having enough money in your bank to cover the cheque could cost you a lot of money.

Credit Cards

A credit card allows you to go into a store and buy something even if you do not have the cash to pay for it right now. Credit cards are issued by banks to people. In order to receive a credit card you must fill out an application. The bank will then review the information on the application to determine if you qualify to get one. The bank looks at how much money you have and how much you earn to decide if you are a person who will have enough money to pay for the stuff you purchase with your credit card.

Credit cards are plastic cards that fit into your wallet. To buy something with a credit card your card is swiped in a machine with the store teller. You must then sign your name on a receipt to show you approve of the purchase. You may also put the card into the machine. If you have a computer chip card, insert it into the machine and use the PIN, you will not be required to sign the receipt.

The machine reads information on the card and you then enter a PIN (Personal Identification Number) that only you know. Entering your PIN is good security because nobody else should know what your PIN is and will not be able buy anything with your card. You should never give your PIN to anybody. You can set the PIN on your card using the ATM-bank machine. If you are unsure how to do this you can ask the bank teller and they will assist you.

Credit cards make buying things easy. But, be careful! When you use a credit card you are spending money and will have to pay the credit card company when the bill comes in the mail. If you have bought too much on your credit card you may not have enough money to pay the bill and all of your other expenses. When you do not pay the credit card bill by the due date you are charged interest. Interest is extra money you have to pay the credit card company. Interest rates can be as high as 20%. That means for every $100 you spend with your credit card you will have to pay an extra $20. So, the $100 purchase is now costing you $120.

Be very careful when using a credit card because it is very easy to spend too much and end up owing a lot of money!

If you are unable to make the full payment, it is very important to pay at least the minimum monthly payment each and every month so that you will continue to have a good credit history. Your credit history could have an impact on a number of areas including renting an apartment.

Debit Cards

Debit cards look very similar to credit cards. The big difference is that debit cards allow you to buy things by taking the money you have in your bank account and transferring it to the store. You can only make purchases with a debit card if you have the money in your bank account. If you do not have enough money in the bank, you cannot buy what you intended to.

An advantage with debit cards is that you can never spend more than you have in the bank. That means you will not end up owing a lot of money for things you purchased.

It is still very important to make sure you do not over spend with your debit card. If you buy something using your debit card, make sure you leave enough money in the bank to pay for other expenses you have, such as groceries, rent, phone, cable TV and other bills.

Debit cards are used the same way as credit cards. They are either swiped or put into a machine at the cashier and you then enter your PIN. Just like credit cards- Never give your PIN to anyone!

For more information on debit cards and safety see the article “Debit cards, Online Banking and other Bank Account Information”.

Pre-Loaded (Pre-Paid) Credit Cards

Pre-loaded credit cards are used just like a regular credit card except you must pay money on the card before you use it. So, if you have one of these cards you go to the bank and give the teller money or have the money transferred from your account to the card. You can then buy things with the card until you spend all the money you loaded on the card. The advantage of having a credit card like this is that you can put just as much money as you can afford on the card. It works well when you are budgeting, as you can make sure you leave enough money in the bank to pay your other expenses. Also, like a regular credit or debit card you need to enter a PIN when making a purchase. This means that if you lose the card nobody else will be able to use it. There are often service fees that you will be charged when using a pre-paid credit card so check with the bank before making this decision.

Before you start using a credit card, pre-paid credit card or a debit card make sure you understand what fees you may be charged. If you need help understanding what the fees are and how much it will cost you to use it, bring someone you trust with you. This person can be a family member or a support staff who can help you make an informed decision.

What Happens if I Lose my Bank Card, Credit Card, or Pre-Paid Credit Card?

From time to time bank cards can be lost or stolen. It is helpful to record your card numbers and keep them in a safe place so you can call the credit card company or bank if you lose the card. The card will then be cancelled and nobody who finds it will be able to use it. You will then be sent a new card with a different number on it. You will also be sent a letter in the mail with a new temporary PIN number. You can change your PIN number at a later date so that it is a number that is easily remembered and unique to you. Never write your PIN on the card because if someone finds your card they will have the PIN and be able to use it.

Useful resources about Pre-paid Credit Cards:

Canada’s Best Prepaid Mastercard and Visa Cards: Reloadable and Non-Reloadable “Credit Cards” http://dan.matan.ca/Canadian-Prepaid-Mastercard-Visa-Card-Reviews-Information

Credit Cards, Financial and Consumer Agency of Canada

https://www.canada.ca/en/financial-consumer-agency/services/credit-cards.html

Store Cards, Grocery Cards & Gift Cards

Store, grocery and gift cards are basically the same thing. They are used just like a pre-paid credit card. Money is loaded on the card and the card can be used until all the money is spent. The main difference between these cards and pre-paid credit cards is that they can only be spent at the store they were issued at. For example, a Wal Mart gift/ store card can only be used at a Wal Mart. These cards do not require a PIN. So, if you lose the card anyone can use it.

Purchasing grocery cards is a good way to make sure you have enough money set aside to buy the food you will need for the month. If you buy $200 in grocery cards for No Frills or Food Basics you can only use the card at that store. This means you cannot spend the money at other places. Using these cards is a good way to help budget your money.

Automatic Withdrawals (Preauthorized Withdrawals)

You can also set it up to have money taken directly out of your account to pay a bill. This can only happen with your permission. Automatic withdrawals, also known as pre-authorized withdrawals, are a way to pay for bills or services directly from your bank account. To set up this arrangement you must provide your bank account information to the company you want to pay. This is often done by giving the company a cheque with your account number on it and the word VOID written across the cheque. Writing VOID on the cheque will prevent anyone else from using that cheque to take money from your bank account. Also, most banks have a pre –authorized payment form that can be used in place of a void cheque. This form is free of charge and contains the institution number, transit number and account to help direct deposits to or take payments from your account.

Automatic withdrawals are normally used for bills that are paid on a regular basis, such as phone, cable TV, internet service, magazine subscriptions, etc. This type of payment arrangement is not normally done for one time purchases.

It is a convenient way to pay bills. It prevents you from forgetting to pay your bills on time. However, it is important that you make sure you leave enough money in your bank account to pay the bill. You must never forget that the bill needs to be paid or take too much money out of the bank. In these situations, when the company attempts to withdraw the payment there would not be enough money to cover the cost. If you do not leave the proper amount of money in your account to cover the bill the bank and the company you owe money to will charge you a NSF (Non-Sufficient Funds) fee. This can range from $15 to $45 from both the bank and the company you owe. That means not having enough money in your bank account to pay for the bill could cost you a lot of money!

Pay as you go plan

Pay as you go plans have increased in popularity recently. These monthly payment plans do not require you to sign a term contract. In a term contract you agree to pay a monthly fee for services such as cell phones or fitness clubs. With pay as you go plans you receive the service for the month. If you do not have the money or choose not to continue with the service the following month there is no penalty or early cancellation fee. If you decided to continue with the service, such as a cell phone, you simply need to make the payment for the month and the service will be restarted. You have the freedom and flexibility to start and stop whenever you decide.

Debit cards, Online Banking and other Bank Account Information

Bank Access Card and Debit Card

When you open a bank account, you will be given a bank card that you can use to access your money. This is also called a “debit card”. When you receive the card, you will be asked to choose a four digit Personal Identification Number (PIN) that you will key in whenever you use your debit card. Protect your PIN number by not writing it down. Be sure to memorize the number and remember to never share it with anyone else.

Your debit card and PIN number is used to:

  • Access your bank account when visiting the bank
  • Access money through an Automated Teller Machine (ATM)
  • Pay for goods and services from stores and service providers that accept Interac Direct Payment. Payment comes directly from your account.

Debit Card Safety Tips

  • Sign the back of your cards as soon as you get them. This is a safety measure to help ensure that if your card is lost or stolen, it can be returned to you. Signing your card also confirms your signature.
  • Keep your card number or a photocopy of your card and the contact number of your bank in a secure place in case your card is lost or stolen. It is important that this information is kept in a different place than where you normally keep cards, for example at home in a safe box or drawer where you won’t lose it.
  • Set up a maximum daily withdrawal limit with your bank. This means you can only take out a certain amount of money from the bank machine at a time. You can choose the withdrawal limit. This will help you if your PIN is stolen, or if you are robbed while withdrawing money.
  • Cut up any old debit cards that you are no longer using before throwing them away.
  • Your debit card has a computer chip built into it. Insert your card into the debit card point-of-sale machine. If the point-of-sale device is not chip capable it will prompt you to swipe your card. It is important to avoid any unnecessary swipe of the card. This will reduce the possibility of your card information being taken by someone trying to steal your information.
  • Use your hand or body to hide the key board when you are putting in your PIN during every transaction conducted at an Automated Teller Machine (ATM) or at the checkout.
  • Keep an eye on your debit card when using it to buy something at the checkout to make sure someone is not trying to copy the information on your chip card.
  • The bank will provide you with a monthly list of all the money that goes into and goes out of your bank account. This can be on a computer or a paper copy that is mailed to you. Check this banking statement regularly and contact your bank immediately if you detect any unusual activity, for example, purchases you did not make or missing charges.
  • Let your bank know immediately, if your debit card is lost, stolen or stuck in an Automated Teller Machine (ATM).
  • Memorize your PIN – only you should know it. If you suspect that someone knows your PIN, even a friend or family member, change it immediately.
  • Choose a unique PIN. Never use obvious information, such as, your telephone number, date of birth, address or Social Insurance Number. These numbers are often stored in the same place as your debit card which can allow others to easily guess your PIN.
  • Be aware of who is around you when you are taking out money. Try to only use well lit areas. Using the bank during the day when the bank is open and there are bank employees around is smart thinking.
  • When using an Automated Teller Machine (ATM), if you suspect anything unusual do not use the machine and report it to your bank immediately.
  • Remember to take back and put away your debit card after each use.
  • Be alert. If someone is watching you or makes you feel uncomfortable, you can cancel the transaction and use a different machine.

Material sourced from https://www.interac.ca/

Tip: When using an Automated Teller Machine (ATM) try to use a machine from your own bank. If you use a machine from another bank, there will be a transaction fee of $1.50 or more charged each time you use the Automated Teller Machine (ATM).

What is an NSF (Non- Sufficient funds)?

If someone tries to cash a cheque that you have written and you do not have enough money in your account, banks do not have to pay it. The cheque is then returned to the person or company who tried to cash it through their bank letting them know that there is not enough money to cash the cheque.

In this situation, the fee that would be charged for an NSF cheque could be from $25.00 to $45.00 (labeled NSF Fee on your statement). The company that you wrote the cheque to may also charge you a fee for this.

Overdraft protection

At times you might accidently write a cheque for an amount that you do not have in your chequing account. Because this can happen from time to time, many banks have what is called overdraft protection. It is a good idea to get overdraft protection on your chequing account. Instead of getting charged from $25 to $42 for an NSF cheque, overdraft protection will allow you to avoid this charge. Overdraft will provide the account holder with an instant loan. A loan is a sum of money that banks will give to you to use for a certain period of time. A loan has to be paid back within an agreed to period of time and you will need to pay a fee for the use of this money, referred to as “interest”. The interest rate will be extremely high. However, if it is paid off quickly it is usually much less expensive than the NSF cheque fee. Some banks do charge a fee when an account balance falls below zero even if the account holder has overdraft protection. The good news is that it’s still significantly less than the NSF cheque fee.

5 day holding policy for cheque deposits

A bank may apply a 5 day “hold” on the funds you deposit by cheque. This means that you cannot take out or spend the money for 5 days after you deposit the cheque. This is done for several reasons, including the following:

  • To make sure that the person or company who wrote the cheque has enough funds to cover the cheque
  • To make sure that the person or company who wrote the cheque has not put a “stop payment order” on the cheque. A “stop payment order” means that, for some reason, the person or company does not want the cheque to be cashed.
  • To check the cheque details with the person or company who wrote the cheque, to make sure that it has not been altered.

If the cheque has to be returned to your bank because it can’t be paid (because of non-sufficient funds; because the account is closed or because of a stop payment; etc.), your bank will take back the money that was put into your account when you cashed the cheque. This can happen even after the hold period has expired. You are financially responsible for any cheques deposited or cashed both before and after the hold period.

Tip: Instead of using cheques, you may want to have deposits made to your account electronically (direct deposit). This will mean that the funds deposited are not held and are immediately available.

Depending on your relationship with your bank, the bank may release the funds to you before the cheque clears. However, if it does this; it is actually extending a loan to you. If there is not enough money in the account of the person who wrote the cheque to cover it, the cheque will be returned to your bank because of non-sufficient funds (NSF). If the cheque writer’s bank is located in Canada, it takes about five to six business days for a cheque to clear and be returned because of non-sufficient funds.

Tip: When you open a bank account, you have the right to get a copy, in writing of the bank’s policy on holds on funds deposited by cheque and any other location specific banking policies.

Material sourced from Financial Consumer Agency of Canada http://www.fcac-acfc.gc.ca/eng/resources/faq/qaview-eng.asp?id=256

Online banking

Setting up online banking:

You should go to your bank’s website for information. Every bank has easy to follow instructions on how to set up online banking on their website.

There are many advantages to using online banking:

  • It is fast, safe and convenient.
  • There is no more need to travel to your nearest bank for basic services any longer.
  • You can do your banking anytime – 24 hours per day, 7 days per week (24/7).
  • No need to wait for a financial statement to come in the mail. All you have to do is login online and download a copy of your statement.
  • With online banking there is no need to visit your bank to ask them to transfer funds from one account to another.

There are also some disadvantages of using online banking:

  • Online banking has reduced personal interactions, since all the transactions are handled by the customer through the internet.
  • When using online banking there is always a chance that the information may be stolen by someone who has been able to sign into your account. Banks have good security systems to guard such thefts but there still is a risk.
  • When you are using online banking keeping your information safe and private is a big problem faced by many banks. So the customer must be aware of the security issues and protect their identity and other personal details from hackers. Hackers are people who steal personal information using computers or other electronic devices.

To make online banking a safe and secure banking experience you need to follow these steps:

  • Avoid accessing your bank account from a public place with computers and internet access or a computer that is shared by a lot of people. If you happen to do so, then change your password as soon as you finish your banking transaction.
  • Every time you finish using your online banking session, you need to sign out from the site rather then just closing the browser.
  • Change your internet banking password after your first login and then do this regularly.
  • Use a difficult password that makes it difficult for others to guess.
  • Use a different I.D. and password for different internet accounts.
  • Never share your passwords or login details with anybody.
  • View your account often and check it with your receipts or records of what should have been deposited and taken out of your account. If there is anything which does not match with your records then inform your bank immediately.

Safety Tip

If a company or government organization requests a copy of your bank statements, it is best to ask a staff at the bank if this is a reasonable request. The bank staff will provide you with the safest way in which to provide the information being requested.

Choosing a secure password for online banking:

  • Do not use words or phrases that have personal importance.
  • Mix letters, numbers and symbols, and use case sensitivity (upper and lower case letters)… (i.e. instead of “password,” try “pAsS34%(6*2woRd,” etc.)
  • Find a good way to remember your password. A good way to do this is to choose the first letters of a sentence that you will remember. e.g. “I have 2 dogs called Rover and Fido” gives: Ih2dcRaF. Use punctuation to your advantage. To incorporate a colon into the previous example, remember the sentence as “I have 2 dogs: Rover and Fido”, which would give: Ih2d:RaF 4
  • Try to memorize the password, and avoid writing it down. Somebody could very easily find the slip of paper that the password is written on.
  • The longer the better. Don’t make a password that’s less than 6 numbers /letters. Anything less than this can easily be found out by using computer programs.
  • Take the street you grew up on, and your first pet/something hard to guess from your past, put a number sign in between, substitute some letters for numbers, and, voila! A great password. For example: Bill grew up on Ocean Avenue, and his first pet was Rocky. His password would be: 0c3an#r0cky. You can add random capitals to make it more secure.
  • Do not use the same password for everything. If someone finds this password, they would have access to everything. At the very least, make at least one password for sensitive things (i.e. online banking, etc.) and one for everything else (i.e. email, etc.).
  • One other way is to use a word, for example, wikihow, and move your fingers up one row on the keyboard. Wikihow becomes 28i8y92.

Material sourced from http://www.wikihow.com/Choose-a-Secure-Password

Alzheimer’s disease and Dementia

An introduction to Alzheimer’s disease and dementia including what is Alzheimer’s disease, the differences between Alzheimer’s disease and dementia and some of the signs and symptoms of Alzheimer’s disease.

Play – Flash version

Play – HTML5 version (updated browsers and tablets)

Autism Spectrum Disorder: Supporting Children and Youth – Module 1

children playing with parachute

Introduction to Autism Spectrum Disorders

Introduction

Autism Spectrum Disorder (ASD) affects a child’s rate and pattern of development. This neurodevelopmental disorder* is common and may affect children to varying degrees. Children with Autism Spectrum Disorder have challenges with social interactions, communication and they often exhibit restricted, repetitive behaviours. Additionally, children with ASD may have learning and developmental challenges. Understanding the characteristics of ASD allows us to initiate modifications to help accommodate each child’s unique learning style. The information in this module will provide an understanding of ASD and suggest how to modify activities and the environment to meet children’s needs.

The Diagnosis

There are no medical tests for diagnosing Autism Spectrum Disorder. An accurate diagnosis must be based on observation of the individual’s communication, behaviour, and developmental levels. Because many of the behaviours associated with ASD are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms. To date, ASD is behaviourally diagnosed by trained clinicians following guidelines set forth by the American Psychiatric Association’s manual called Diagnostic and Statistical Manual (DSM).

According to DSM-V, released in 2013, an Autism Spectrum Disorder diagnosis involves deficits in the following two areas:

  1. Social interactions and communication
  2. Restricted, repetitive patterns of behaviour and interests

The range and degree of autism symptoms falls on a continuum, called the “autism spectrum”. Children with severe deficits as well as those who are mildly affected are therefore considered to have Autism Spectrum Disorder (ASD). Severity is based on social communication impairments and restricted repetitive patterns of behaviour (level 1-3).

By increasing knowledge about ASD and how it affects children’s development and learning, educators can help a child to reach his/her potential. ASD is a lifelong, neurologically-based developmental disorder.* It affects the child’s ability to communicate and interact with others, and how s/he perceives and responds to the world. Typically-developing children learn to do many things simply by watching and copying the actions of other people. Children with ASD are more likely to learn through direct teaching from an adult.

Some people with ASD show limited interest in social interactions, while others want to be around people but do not understand social “rules” and may have difficulty knowing how to behave appropriately. Repetitive behaviours such as becoming overly preoccupied with narrow or singular interests/topics, (e.g., collecting objects or facts) are common in individuals with ASD. Some people with ASD may have repetitive movements such as flicking their fingers, or flapping their hands. Young children with ASD may show limited play and/or use toys in atypical ways. A classic example is the child who lines up blocks in a row rather than building with them, or a child who spins the wheels on a toy car rather than making it drive.

Children who have ASD may have intelligence well above average or well below average, or anything in between. Many children have some level of intellectual challenge.

Differences in socializing, communication, thinking, or behaving associated with ASD also vary widely. Individuals with ASD have a normal lifespan. Estimates of the number of children with ASD indicate that it affects 1 in at least every 68 children.* It is approximately four times more common in boys than in girls. ASD is believed to be the third most common developmental disorder. (Center for Disease Control and Prevention, US Department of Health, 2018)

What Causes Autism?

The exact cause of ASD is still unknown. Scientists believe that both genetics and environment likely play a role in causing ASD. Imaging studies of people with ASD have found differences in the development of several regions of the brain. Studies suggest that ASD could be a result of disruptions in normal brain growth very early in development. These disruptions may be the result of defects in genes that control brain development and regulate how brain cells communicate with each other. Environmental factors may also play a role in gene function and development, but no specific environmental causes have as yet been identified. The theory that parental practices are responsible for ASD has long been disproved. Multiple studies have also shown that vaccination to prevent childhood infectious diseases does not increase the risk of autism in the population.

Assessing a Child

A developmental assessment involves getting to know the child and family in order to better understand his or her strengths and needs. Children’s development can vary greatly. Developmental disorders may only be diagnosed by physicians, psychologists, and/or psychological associates under the Registered Health Professions Act.
A developmental assessment may involve one professional, or several professionals from different disciplines. The child may be seen by a developmental pediatrician, psychologist, psychological associate, speech-language pathologist, occupational therapist, social worker, and/or other clinicians with expertise in child development. The assessment may involve more than one visit over a period of time.
At a developmental assessment, parents should expect to spend some time talking about how their child has grown and developed. Informal and/or formal observations of the child’s play and social interactions with others may also occur. When the assessment is completed, parents will have the opportunity to discuss the findings, impressions, and recommendations with the clinician(s). Typically, a report is written summarizing these results and recommendations, and it is then given to the parents and the referring physician.

Assessment Process

Information is obtained about the child’s skills within the major developmental domains:

  • Social – interacting with other people
  • Communication – conveying ideas through words, gestures, or other means and understanding others’ communication
  • Verbal cognition – problem solving using verbal concepts
  • Nonverbal cognition – problem solving without words (e.g., visual-motor, spatial skills)
  • Fine motor – hand and finger skills
  • Gross motor – larger body movements and balance
  • Self-care (e.g., sleep patterns, eating habits, dressing skills, self-care)
  • Early academic skills (e.g., sorting, organizing, shapes, letter and number recognition)

The child’s behaviour is observed to understand how the child responds to social cues, structure, use of prompts, imitation tasks, and sensory input. It is important to gauge the child’s attention span, as well as activity level and degree of impulsivity.

Parents and educators are asked to provide information about the child’s behaviour at home and in the child care setting. All members of the team provide information that can be used to determine whether the child meets the DSM-V criteria for Autism Spectrum Disorder. Sometimes, the decision to make a firm diagnosis is deferred until there is more information about a child’s behaviour in different settings.

Characteristics of ASD

The two main areas of development affected in children with ASD are social communication, and repetitive and inflexible behaviour and interests.

Area: Communication

For more information see Module 5: Developing Communication Skills.

  • Difficulty with expressive language skills or speech. Some children may have very little speech, while others who talk (and may seem to have a history of normal language development) have difficulty with more advanced skills.
  • Impaired comprehension or understanding of language (receptive language)
  • Difficulty with both verbal (words) and nonverbal (gestures, body language) communication
  • Difficulty with social use of language (e.g., greeting, informing, and requesting)
  • Uneven language development. Many children with ASD develop some speech and language skills, but not at a typical level of ability, and their progress is usually uneven. For example, they may develop a strong vocabulary in a particular area of interest very quickly. Many children have good memories for information just heard or seen. Some may be able to read words before age five, but may not comprehend what they have read. They often do not respond to the speech of others and may not respond to their own names. As a result, these children are sometimes mistakenly thought to have a hearing problem.

Common characteristics include:

  • Echolalia – repetition of words spoken by other people (echoing or parroting others)
  • Pronoun reversals (e.g., difficulty with “you” and “I”; saying “You want a drink” instead of “I want a drink”)
  • Unusual intonation patterns (e.g., loud, “robotic” or “singsong” voice)
  • Abnormal use of pitch, rhythm, or stress
  • Repetitive talking about their own narrow topics of interest
  • Difficulty or differences in response to and use of facial expressions
  • Difficulty using and understanding gestures
  • Literal interpretation of language (e.g., “You could have knocked me over with a feather.”; “She cried her eyes out.”)
  • Difficulty interpreting social language, such as sarcasm and jokes
  • Difficulty using language to initiate interactions with others

Area: Social Skills

For more information see Module 7: Enhancing Social Skills.

  • Difficulty interacting with others (both understanding other people and behaving appropriately in social situations)
  • Restricted, limited, or unusual use of eye contact
  • Appearing tuned out because of apparent lack of response to the presence of others
  • Difficulty paying attention
  • Turn-taking skills are challenging
  • Difficulty with pretend play and imaginative games
  • Lack of awareness of social cues – difficulty “reading” other people using cues like facial expressions
  • Socially inappropriate behaviour (e.g., may lack awareness of personal space and come too close to others)
  • Difficulty understanding others’ feelings

Area: Repetitive and Inflexible Behaviour

For further discussion see Module 2: Setting the Stage for Learning.

  • There is great variability in the repetitive behaviours that children exhibit. Some children have more sensory or motor focus and others have a strong interest in special topics (that is, their behaviour and thinking, rather than their movements, are repetitive and inflexible).
  • Behavioural characteristics do change over time (with some behaviours disappearing or being replaced by other behaviours).
  • Children may be excessively active and have difficulty with attention (although attention skills may be good for activities of interest).
  • An apparent lack of awareness or appreciation of danger (e.g., may wander out into the street in the middle of traffic, may climb onto the stove, may hang out of a window) is common.
  • Specific fears that are so intense that they may interfere with the child’s ability to function during day to day activities (e.g., fear of bathing, fear of haircuts) can occur.
  • Children may have sudden changes in mood which occur for no apparent reason.

Strategies to consider:

  • Teach skills using a step-by-step approach
  • Allow opportunities to practise skills until mastered
  • Allow time and direct teaching in a variety of situations to generalize skills
  • Recognize and build upon existing skills as some skills may be age appropriate or even above age level while others are delayed

How to Support a Child with ASD in the Classroom

Observation:

Learning environments that promote healthy child development are based upon the successful integration of techniques/ adaptations that are implemented by the educator through the process of regular observation. We know that each child is a unique learner and will absorb learning experiences and process information at his/her own pace. As educators we have developed many teaching strategies and adaptations to address individual learning styles with the goal of helping children to succeed. While one child may be comfortable with simple verbal instructions to complete a particular task, another child may benefit from a more intensive approach such as direct teaching, repetitive modeling, and task analysis. Educators who devote time for observation are motivated to provide learning experiences that children enjoy and find challenging. The classroom is not a stagnate environment. It is ever-changing and in order to maintain this level of growth it is essential to utilize daily observations of children and the environment.
Remember when thinking about how to accommodate or modify your classroom to start by focusing on the child’s strengths that you have observed. Ensuring that those strengths are able to flourish in your classroom.

In Module 3, you will learn additional systematic observation strategies.

Common Characteristics:

The following are common characteristics of ASD but they are not necessary for a diagnosis of Autism Spectrum Disorder:

  • Sensory differences – over or under reactive to aspects of the environment
  • Tactile defensiveness – distressed when touched by others yet may seek strong physical input, or may be easily distressed by the feeling of clothing tags or particular clothing material
  • Auditory sensitivity – distressed by loud sounds, or specific sounds, or may be the first to hear sounds
  • Strong interest in looking at lights, or sensitivity to sunlight when walking outdoors
  • Repetitive activities that occur repeatedly (e.g., spinning objects, smelling objects, moving hands or objects near eyes, looking at objects out of the corner of one’s eyes – use of peripheral vision, head banging, self-biting)
  • Insistence on following a particular route (e.g., always walking the same way to day care)
  • Insistence on having objects or people in a particular location (e.g., each child has to sit at exactly the same spot at mealtime)
  • Attachment to objects (e.g., always has to carry a piece of string or a toy car in one hand)
  • Ability to repeat back, word for word, with the correct intonation, a song or even an entire videotape, exactly as it was first presented
  • Special interest in and perhaps ability to talk about a topic of interest (e.g., details of bridge building, scores in hockey games)
  • Interest in smelling objects/people, or distress when walking into a room with a smell barely detected by others
  • Great distress or seeming indifference over temperature
  • Apparent lack of reaction to pain
  • Over-attention to aspects of the environment such as visual characteristics
  • Eating difficulties – may have a restricted or limited range of food that is accepted; may have specific preferences that include refusal to eat anything other than a preferred brand name product
  • Toilet training difficulties – may take a long time to learn to use the toilet and may have particular difficulty learning to use the toilet for bowel movements
  • Sleep challenges – may have difficulty getting to sleep at night and may have frequent awakenings during the night (at times may be up for hours)

Strengths and Challenges:

Research has shown that, as a group, children with ASD often share a common set of strengths and face a common set of challenges. Every child has his/her own strengths and challenges, unique set of skills, or ability profile. Some of the characteristics are common among children on the spectrum, others are typical of ASD but not necessarily exhibited by all children.

Strengths:

  • Visual learner
  • Visual-spatial tasks are preferred
  • Responds well to structure – consistency and repetition
  • Learns new skills best in a quieter, controlled environment where there are fewer distractions (visual and auditory)
  • Enjoys contact with familiar adults in social play, including different forms of physical contact
  • Learns through the use of prompts – supports such as visual and verbal cues and physical guidance
  • Learns new skills when taught in a supportive environment (i.e., supports, not just natural contingencies or rules)
  • May have areas of relative strength in overall ability profile (e.g., puzzles, drawing, music, facts about topic of special interest)
  • Shows pleasure in success with a challenge/activity

Challenges:

  • Difficulty understanding and responding to oral instructions or language
  • Attention – may miss important details and may attend to seemingly irrelevant details
  • Imitation
  • Difficulty using gestures and understanding facial expressions
  • Initiating social interaction
  • Following/understanding social rules/cues
  • Regulating response to environment, emotional regulation – may have outbursts or exhibit distress
  • Early play skills, independent play
  • Imaginative play skills
  • Transitions or shifting from one activity to another
  • Generalization of skills from one situation to another
  • Difficulty learning skills in “natural environment”

For more information see Module 2: Setting the Stage for Learning

CharacteristicModification
Difficulty with attentionDecrease distractions.Work at the child’s eye level. Teach one task at a time and break it into smaller steps if needed to help make it more attainable and less overwhelming for the child.
Difficulty with comprehension of languageUse short specific instructions – use key words. Supplement oral instructions with visual supports (consider routine/context, gestures, pictures, written words).Repeat pairings of words with picture/routine/object.
Difficulty with imitation and use of gesturesExaggerate · Provide supports, prompts (see Module 3 for detailed information). Teach these skills explicitly.
Visual learnerPair oral instructions with visuals (e.g., object, picture). Use visual supports and visual schedules.
Benefits from a structured, predictable routineProvide routine. Reinforce appropriate behaviour and success with a meaningful reward.
Difficulty with transitionsPrepare the child in advance.Cue with visual as well as auditory information (e.g., use visual schedules, first/then approach, timer).
Difficulty identifying key detailsBreak tasks into smaller steps.Highlight key details with visual supports. Make salient information stand out.
Behavioural differencesIdentify behaviour. Complete a functional assessment (see Modules 3 and 4). to generate possible functions or purpose of the behaviour (attention-seeking, access to tangibles, escape/avoidance, or sensory). Teach replacement skills – an alternative behaviour or a new way to communicate.

Autism Spectrum Disorder: Supporting Children and Youth

Introduction

Welcome to this program designed to enhance your ability to effectively work with children with Autism Spectrum Disorder (ASD).

The course is divided into eight modules. Each of the modules was developed by a specialist with expertise in that area. Early Childhood Educators, Clinical Psychologists, Speech Language Pathologists, Occupational Therapists, and Researchers worked together on program development.

Introduction to Autism Spectrum Disorders

Autism Spectrum Disorder (ASD) affects a child’s rate and pattern of development. This neurodevelopmental disorder* is common and may affect children to varying degrees.

Setting the Stage for Learning

Creating a successful learning environment for children with ASD may require adaptations in the following areas: physical environment, visual supports, transition strategies, schedule and routines.

Observing and Understanding Behaviour

Teacher observes child drawing

Teachers learn most about children by studying their behaviour directly. By learning to observe with objectivity, to make careful notes, and to go over the notes thoughtfully, a teacher increases his/her understanding of a child’s behaviour.

Setting Goals and Teaching New Skills

An understanding of the child’s current skills and the setting of educational goals are necessary first steps to be taken prior to addressing the building of new skills.

Developing Communication Skills

Communication is one of the core areas of difficulty for individuals with Autism Spectrum Disorder (ASD). We often think of speech as the main form of communication. Communication, however, involves much more than simply talking.

Developing Functional Play and Adaptive Behaviour

Child playing alone

Children with Autism Spectrum Disorder often have challenges with functional play skills and adaptive behaviour (tasks associated with daily living).

Enhancing Social Skills

Children with ASD may desire social engagements but lack the necessary social skills to develop these relationships.

Working Together

The complexity of the needs of children with Autism Spectrum Disorder requires the integrated efforts of a community. This includes family, educators, health care providers, and others.


Additional Resources

Autism in High School

This online resource guide was created to help students with autism and their families navigate the transitions and challenges of high school. This is a joint initiative between Extend-A-Family, Waterloo Region Family Network, members of the former Autism Services Waterloo Region, the Waterloo Region District School Board, the Waterloo Catholic District School Board, and the University of Waterloo. http://autisminhighschool.ca/

Autism Speaks Canada Connect

A national, multi-faceted virtual system revolutionizing the way people in the autism community are informed and engaged. https://autismspeaks.ca

Autism Spectrum Disorder

Excerpt from “Neurodevelopmental Disabilities” (Let’s Talk: An Open Dialogue on Vulnerability in Toronto Series)
Presenter: Layla Hall, Surrey Place Centre.

The 3 D’s (Dementia, Delirium and Depression)

Presenter: Therese Lawlor
Understanding and recognizing the 3D’s (Dementia, Delirium and Depression). What are they? How are they diagnosed? How are they different?

This presentation was a part of The Red Flags of Aging Conference. A daylong conference focusing on the concerns and support needs of people with a developmental disability who are aging. Held on June 28, 2012 in Toronto.

Audio MP3

Community Care Access Centre

Presenter: Jennifer Scott
The role of the CCAC has been enhanced to become a system navigator to provide a one stop access point for in home health care and community based services for the residents of Ontario.

This presentation was a part of The Red Flags of Aging Conference. A daylong conference focusing on the concerns and support needs of people with a developmental disability who are aging. Held on June 28, 2012 in Toronto.

Play

Nutrition and Related Concerns

Presenter: Susan Hui
Some of the common concerns around nutrition and eating as they relate to aging and some strategies that can be used to help maintain the nutritional level of those we support.

This presentation was a part of The Red Flags of Aging Conference. A daylong conference focusing on the concerns and support needs of people with a developmental disability who are aging. Held on June 28, 2012 in Toronto.

View presentation