A person with an articulation disorder speaks or makes sounds in an atypical manner. Their speech may include substitutions, omissions, additions or distortions that make it difficult to be understood. Someone with an articulation disorder may have difficulty making the correct sounds when using the letters “r” “l” or “s”.
A fluency disorder is an interruption in the flow of speaking. People with articulation disorders tend to speak with atypical rates or rhythms. They have repetitions in sounds, syllables, words, and phrases. Their speech may be produced with noticeable tension, such as when people stutter.
Autism Spectrum Disorder, or ASD, is a neuro-developmental disorder with a range of symptoms and severity that impairs a child’s ability to communicate and interact with others. It also includes restricted repetitive behaviours, interests, and activities. These issues can cause significant impairment in social, occupational and other areas of functioning.
Childhood Apraxia of Speech (C.A.S.) is a complicated combination of speech symptoms indicating a child’s difficulty sequencing the movements and sounds to make meaningful words. Children with CAS receive individually-tailored intervention from clinicians with unique experience in this area unlike that of more common articulation delays.
Language-based learning disabilities are problems with age-appropriate reading, spelling, and/or writing. This disorder is not about how smart a person is. Most people diagnosed with learning disabilities have average to superior intelligence.
A language disorder is impaired comprehension and/or use of spoken, written, or other forms of language. The disorder may affect how the person processes their native language’s form (grammar), content (vocabulary), or function (socially appropriate communication).
A number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. Results from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions.
Owner & Speech-Language Pathologist
Vaishali Ganguly is a registered Speech-Language Pathologist with over 15 years of experience. She completed her B.Sc. at McMaster University and then continued to complete her M.Sc. in Speech-Language Pathology at Massachusetts General Hospital -Institute of Health Professions in Boston, graduating in 2002. She started her career working with adults and gained valuable experiences working in a variety of settings including hospitals, community, and Long-Term Care in Boston, London (UK) & Toronto. She transitioned to pediatrics in 2012.
Vaishali opened Woodbridge Speech-Language Therapy in 2014 with the aim of providing speech and language services to children in a warm and stimulating environment. She collaborates with parents, teachers and other professionals to maximize a client’s communication success. Vaishali’s creative and enthusiastic approach to therapy both engages and motivates the client for positive outcomes. Specific areas of interest include articulation delays, school-age language disorders, literacy, social communication, Autism Spectrum Disorders and pre-school fluency. She is trained in Lidcombe, PECS – basic level, Kaufman Protocol and Orton-Gillingham.
Vaishali is registered with the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO), and is a member of The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA).
Lindsey Noblitt is a Speech-Language Pathologist and is registered with the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO) and a member of The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA). She obtained her B.A. in Speech-Language Pathology and Audiology in 2010 and her M.A in Speech-Language Pathology in 2012 from the University of Akron in Akron, Ohio.
Lindsey has worked in a variety of settings including hospitals, outpatient pediatrics, schools as well as in-home. Her areas of interest include Hearing Loss, Autism Spectrum Disorders, articulation and phonological disorders, language disorders, fluency and literacy.
Lindsey’s desire as a Speech-Language Pathologist is for all children to have a voice to be able to communicate with the people in their lives and community. She wants to provide families with the tools they need to help their children be successful communicators.
Rhonalin Evy Borabon
Rhonalin Evy Borabon is a Speech-Language Pathologist who completed her B.S. in Speech-Language Pathology & Audiology and M.S. in Speech Language Pathology at Andrews University in Michigan. After completing her Master’s degree, Evy moved to California and provided outpatient services to children in the Greater Los Angeles Area.
Her areas of interest include articulation and phonology, motor speech, early intervention and language delays/disorders utilizing early language techniques such as the Hanen “More Than Words” program, hearing loss, Autism Spectrum Disorder, and social communication.
Evy loves to incorporate play and creative ideas to address functional and individualized goals to make therapy fun and engaging. She values collaborating with families and other professionals to help children succeed in their everyday environments.
Evy is registered with the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO) and is a member of the American Speech-Language-Hearing Association (ASHA) and Ontario Association of Speech-Language Pathologists and Audiologists (OSLA).
Melissa is a registered Speech-Language Pathologist with the College of Audiologists and Speech-Language Pathologists of Ontario (CASPLO) and a member of Speech-Language Audiology Canada (SAC). She has completed a Master of Clinical Science (MClSc) in Speech-Language Pathology at Western University, a Master of Education at York University and a Bachelor of Kinesiology (Honours) at the University of Toronto.
Melissa’s background has provided her with a well-rounded knowledge of speech, language and literacy development for various ages such as pre-school and school-aged children. She has experience working in the areas of language disorders, articulation and phonological disorders, literacy and Autism Spectrum Disorder. She is trained in PECS Level 1 Training and the Lidcombe Program.
She is passionate about ongoing communication with caregivers and supportive personnel to ensure all parties are working together towards a common goal. Melissa also highlights the importance of speech and language in developing independent and functional learners. While completing her MClSc, Melissa investigated the impact of Augmentative and Alternative Communication (AAC) on the language development of children who are deaf or hard of hearing. Melissa emphasizes the value of communication to enhance an individual’s quality of life and is eager to facilitate individuals in developing methods of communication, within a supportive and encouraging environment. Her clinical experiences have fueled her pursuit of helping others and are further driven by supporting her clients in effectively using their voices.
Communication Disorders Assistant
Tiffany is a Communication Disorders Assistant (CDA) and is a registered member with both the Communicative Disorders Assistant Association of Canada (CDAAC) and The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA). She graduated from the CDA program at Georgian with Honours, and has a B.A. in Psychology from the University of Guelph-Humber and a diploma in General Arts and Sciences from Humber College.
Tiffany has experience working with receptive and expressive language, social communication, articulation, literacy and early intervention goals. She also has experience working with children with hearing loss, Autism Spectrum Disorder, Cognitive Communication disorders and those requiring Alternative and Augmentative Communication (AAC).
Tiffany loves to bring her lively energy, creativity and client-centred approach to every therapy. Fostering independent and confident communicative growth for every client is always a goal.
Tiziana wears many different hats at WSLT! She is typically the first voice our families hear when they call and the first face they see when they come into the office. She manages the day to day administration of the busy office and keeps things running smoothly.
Tiziana also produces all of the office’s marketing material with her background in graphic design.
On a personal note, she has navigated and continues to navigate the challenges of having children with communication difficulties and brings that understanding and empathy to parents who are in need of support or a listening ear.
Most frequent questions and answers
Therapy sessions are offered on a weekly, biweekly or monthly basis for 30 minutes, 45 minutes, or 1-hour sessions based on a client’s needs. This is discussed with the client and family prior to the start of therapy.
Most employee health care plans provide partial or full coverage for services from a registered Speech-Language Pathologist. Please check with your provider. Government services are also offered to children (0-5yrs).
No doctor referral is necessary. A parent/caregiver or any other professional can refer.
Parents and caregivers have the greatest impact on their child’s speech and language development. I understand the importance of the parent’s role, so we provide various activities for home carryover to help your child be the best communicator possible You can help by:
- Providing an environment that encourages communication
- Getting down to your child’s level when talking to them
- Using simple language
- Asking fewer questions and making more comments
Contact us for more information
Call us: 905-605-6276
8077 Islington Avenue, Suite 307
The Hanen Centre