# Worried a child might be autistic? How to talk with parents

> If you're worried a child in your care might be autistic, talk with the family soon, in private, about what you've seen. Describe specific behaviours and the child's strengths, ask what they notice at home, and never say the child is autistic: only qualified professionals can diagnose. Agree next steps, such as a visit to their family doctor, and start support now, because much of the help needs no diagnosis.

- Canonical page: https://rocksmakepebbles.com/ca/guides/talking-with-parents-about-autism-concerns
- Publisher: Rocks Make Pebbles (https://rocksmakepebbles.com/ca)
- Topic: For child care and schools
- Applies to: Canada
- Last updated: October 1, 2026. Checked against sources: October 1, 2026
- Professional review: Not yet reviewed (waiting for review by a registered early childhood educator, registered psychologist or developmental pediatrician and parent of an autistic child)
- Drafted with the help of AI tools and checked against the sources listed below. Editorial policy: https://rocksmakepebbles.com/ca/editorial-policy

## Key points

- Watch for a few weeks and write down what you see: what happened, where, when, and how it affected the child.
- Talk it through with your supervisor, SERT or principal, then meet the family in private, with an interpreter if needed.
- Start with the child's strengths, describe what you've seen, ask what the family sees at home, and never say the child is autistic.
- Support can start now: B.C.'s Supported Child Development and Ontario's Special Needs Resourcing need no diagnosis.
- Referrals and sharing information need the family's consent, except where your duty to report a child protection concern applies.

## When should you raise a concern with a family?

Raise it once you've seen a pattern over a few weeks that affects the child's day, and talked it through with your team. Ontario's College of Early Childhood Educators counts "addressing concerns related to a child's health, behaviour, learning or development" among educators' difficult conversations, and advises: "Address issues as soon as possible" ([College of ECE, 2021](https://college-ece.ca/practice-guideline-on-communication-and-collaboration-section-2/)).

The family is your partner. Registered [early childhood educators](https://rocksmakepebbles.com/ca/glossary#ece) (RECEs) "work in partnership with families, sharing knowledge and resources", says the College's Code of Ethics ([College of ECE Code, 2017](https://www.college-ece.ca/wp-content/uploads/2021/10/Code_and_Standards_2017-4.pdf)). Ontario's early years pedagogy calls families "experts on their children" ([How Does Learning Happen?](https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf)), and B.C.'s framework calls them "the knowledge-holders of their children" ([B.C. Early Learning Framework](https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/earlylearning/early_learning_framework.pdf)).

What you see matters too: the Canadian Paediatric Society (CPS) says doctors' ongoing checks on a child's development include information from parents and "child care or toddler group staff" ([CPS, 2019](https://cps.ca/en/documents/position/asd-early-detection)). For schools, Ontario's 2017 special education guide, now under review, says gathering and sharing this information is "the combined responsibility of school personnel, other professionals, and parents" ([Ontario](https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergarten-grade-12/early-0)).

Signs differ from child to child, and "there is no one behavioural sign that rules an ASD diagnosis in or out" ([CPS, 2019](https://cps.ca/en/documents/position/asd-early-detection)). If a child loses words or skills they used to have, tell the family that day and suggest they see their family doctor promptly: the CPS lists loss of skills as a warning sign at any age.

## How do you prepare for the conversation?

Preparation keeps the talk about the child, not opinions.

1. **Watch over time.** Look for patterns across a few weeks and different parts of the day, not one hard morning.
2. **Write down facts:** what the child did or said, where and when, what happened just before, how it affected them and what helped. Note strengths and interests too. The College advises: "Do not share your assumptions. Instead, provide examples of what you've observed or documented" ([College of ECE, 2021](https://college-ece.ca/practice-guideline-on-communication-and-collaboration-section-2/)).
3. **Talk to your team.** Share your notes with your supervisor or, at school, the teacher, [SERT](https://rocksmakepebbles.com/ca/glossary#sert) or resource teacher and principal (if you're an [EA](https://rocksmakepebbles.com/ca/glossary#ea), tell the teacher). A resource consultant who already supports your room can give general advice; a referral about this child needs the family's consent. Agree who leads: usually the person the family knows best, plus one colleague at most. If you need it, "ask for support or guidance from a colleague or supervisor", the College says (same source).
4. **Book a private time,** not a chat at pick-up: a time "that works best for the family", somewhere "not in front of other children or caregivers" (same source), with enough time that no one feels rushed.
5. **Arrange an interpreter if needed.** Ask your program or school board. The CPS advises health professionals to use "a trained cultural interpreter" whenever possible and not to use children as interpreters ([Caring for Kids New to Canada](https://kidsnewtocanada.ca/culture/interpreters)), so never ask the child or a sibling.
6. **Have information ready** on local services. Our parent guide to [First-Then boards](https://rocksmakepebbles.com/ca/guides/first-then-boards) suits any family; [waiting for an autism assessment](https://rocksmakepebbles.com/ca/guides/waiting-for-an-autism-assessment) suits families already seeking one.

> **Try this:** Keep a dated log for two or three weeks, with one line a day on what went well. Write it as if the family will read it, because families can usually ask to see records about their child.

## What do you say in the conversation?

Keep it warm, short and specific.

1. **Start with the child as a person:** something they love and something going well.
2. **Describe what you've seen,** with two or three examples, using "terms the family will understand instead of sector or program jargon and acronyms" ([College of ECE, 2021](https://college-ece.ca/practice-guideline-on-communication-and-collaboration-section-2/)).
3. **Ask what the family sees at home, and listen.**
4. **Don't name a diagnosis.** Never say or hint that the child is autistic, or suggest any other diagnosis, even if you're fairly sure. If the family asks "Is it autism?", say honestly that you can't tell; their doctor can look at the whole picture.
5. **Explain that help can start now,** without a diagnosis.
6. **Agree next steps and a date to talk again.** "End the conversation with a plan", the College advises, then follow up (same source). Offer the family a written copy of what you agreed.

These examples use a made-up child, Maya.

| Say this | Avoid this |
|---|---|
| "Maya loves the water table. She lines up the cups by colour." | Opening with the worry |
| "When the music starts at circle time, she covers her ears and leaves the carpet." | "She has sensory issues." |
| "Waiting for a turn is hard for her. This week she pushed twice." | "She's being naughty." |
| "I can't say why this happens. Your doctor can look at the whole picture." | "I think she's autistic." |
| "We can start some things now, without a diagnosis." | "Nothing can change until she's diagnosed." |
| "Can we talk again in three weeks?" | "She'll grow out of it." |

## How might families react, and what if they disagree?

Families react in many ways, and all of them make sense. Some have wondered for a while and are glad to talk; some are shocked or worried; some see a different child at home and disagree. This "can be a new or unfamiliar situation for families, so reactions may vary", the College notes ([College of ECE, 2021](https://college-ece.ca/practice-guideline-on-communication-and-collaboration-section-2/)).

- **Listen more than you talk.** Don't argue or repeat your list.
- **Respect culture and language.** Cultural factors can shape "how ASD is understood, interpreted, and accepted in different communities" ([CPS, 2019](https://cps.ca/en/documents/position/asd-diagnostic-assessment)). Some families say "autistic child" ([identity-first language](https://rocksmakepebbles.com/ca/glossary#identity-first-language)); others prefer person-first words. Talk "openly with families and children to understand their preferred language", as B.C.'s inclusive child care toolkit advises ([B.C. toolkit](https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-care/info-partners-prov/inclusive-child-care/inclusive_child_care_toolkit.pdf)).
- **Mind the power gap.** The College warns of "the inherent power imbalance in relationships between a professional and a family" ([College of ECE, 2021](https://college-ece.ca/practice-guideline-on-communication-and-collaboration-section-2/)). Check what the family has understood.
- **Keep the door open.** Let families "set the communication pace" (same source), and keep sharing good news, not only worries.

Support goes on whatever the family decides. Keep adapting your room for every child. A child's place should never depend on agreeing to a referral: see our guide on [exclusions and modified days](https://rocksmakepebbles.com/ca/guides/exclusions-and-modified-days).

## Who can diagnose autism, and what help needs no diagnosis?

### Can an ECE or teacher diagnose autism?

No. ECEs, teachers, EAs and SERTs can't diagnose autism, and who can differs by province. Your role is to notice, describe, talk with the family, put support in place and, with consent, refer. Your notes still count: the CPS lists "child care staff or teacher observations" among the records diagnosing clinicians review ([CPS, 2019](https://cps.ca/en/documents/position/asd-diagnostic-assessment)).

| Province | Who can diagnose | Inclusion help in child care |
|---|---|---|
| Ontario | Family physicians, nurse practitioners, pediatricians, [developmental pediatricians](https://rocksmakepebbles.com/ca/glossary#developmental-pediatrician), psychiatrists, psychologists and psychological associates with specific training ([Ontario](https://www.ontario.ca/page/autism-assessment-diagnosis)) | [Special Needs Resourcing](https://rocksmakepebbles.com/ca/glossary#special-needs-resourcing): consultants, extra staff, training or equipment, free to families ([Ontario guidelines](https://efis.fma.csc.gov.on.ca/faab/Child%20Care/2025/EN/Chapters/Chapter3.1_EN.pdf)) |
| British Columbia | Pediatricians, psychiatrists and registered psychologists ([B.C.](https://www2.gov.bc.ca/gov/content/health/managing-your-health/child-behaviour-development/support-needs/autism-spectrum-disorder/diagnosis/how-autism-is-diagnosed)); family doctors refer ([ACT](https://www.actcommunity.ca/information/autism-diagnosis-in-bc/)) | [Supported Child Development](https://rocksmakepebbles.com/ca/glossary#supported-child-development): "A diagnosis is not required" ([ChildCareBC](https://www2.gov.bc.ca/gov/content/family-social-supports/caring-for-young-children/information-for-partners-providers/inclusive-child-care)) |
| Alberta | A developmental pediatrician on a family doctor's referral, or a private psychologist ([Autism Calgary](https://autismcalgary.com/faq/)) | Inclusive Child Care Program: the program applies, for up to 6 months of help ([Alberta](https://www.alberta.ca/inclusive-child-care-program)) |

Families usually start with their family doctor, nurse practitioner or pediatrician; Ontario advises "an appointment with your child's doctor as soon as possible" ([Ontario](https://www.ontario.ca/page/autism-assessment-diagnosis)). Waits are long: in 2019 the CPS said referral to a team assessment "commonly takes more than a year in many Canadian communities" ([CPS, 2019](https://cps.ca/en/documents/position/asd-diagnostic-assessment)). Our parent guide on [waiting for an autism assessment](https://rocksmakepebbles.com/ca/guides/waiting-for-an-autism-assessment) covers the wait.

### Help that can start now

"You do not have to have a diagnosis to seek out supports", SickKids' AboutKidsHealth tells parents ([AboutKidsHealth](https://www.aboutkidshealth.ca/what-to-do-while-you-wait-for-an-asd-diagnostic-assessment-for-your-child)).

- **Ontario:** the Preschool Speech and Language Program serves children "from birth until they start school", and "You do not need a referral from your doctor" ([Ontario](https://www.ontario.ca/page/preschool-speech-and-language-program)).
- **B.C.:** the Early Intervention Therapy program, which offers occupational, physical and speech-language therapy before school, accepts referrals "from all sources", including child care providers, but the family's "permission must be sought prior to initiating the referral" ([B.C. toolkit](https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-care/info-partners-prov/inclusive-child-care/inclusive_child_care_toolkit.pdf)).
- **Schools:** Ontario boards may write an [IEP](https://rocksmakepebbles.com/ca/glossary#iep) for a student who hasn't been identified by an [IPRC](https://rocksmakepebbles.com/ca/glossary#iprc) ([Ontario](https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergarten-grade-12/requirements)).

Setting up support is covered in our guides on [supporting autistic children in child care](https://rocksmakepebbles.com/ca/guides/supporting-autistic-children-in-child-care) and [IEPs for young autistic students](https://rocksmakepebbles.com/ca/guides/ieps-for-young-autistic-students).

> **Provinces and territories:** In Saskatchewan, an ASD consultant can screen a child and refer them for assessment ([Saskatchewan](https://www.saskatchewan.ca/residents/health/accessing-health-care-services/health-services-for-people-with-disabilities/autism-services)). Manitoba centres can ask an Inclusion Support Program coordinator for help ([Manitoba](https://www.gov.mb.ca/education/childcare/centres_homeproviders/inclusion_resources/program-overview.html)). Nova Scotia's early intervention service takes referrals from ECEs "on behalf of the family with their consent" ([Nova Scotia](https://childcarenovascotia.ca/families/inclusion-early-intervention)). Quebec isn't covered here. Elsewhere, ask your licensing office or call 211.

## What if the family raises it first, or is already waiting?

Take it seriously, even if you haven't seen the same things: the College counts taking families' concerns seriously as part of listening well ([College of ECE, 2021](https://college-ece.ca/practice-guideline-on-communication-and-collaboration-section-2/)). Thank them, share what you do see, including strengths, and agree what you'll both watch for. Children can look different at home and in a group (see the research below), so not seeing something in your room doesn't mean all is well.

If the family is already waiting for an assessment:

- **Offer what you know.** AboutKidsHealth tells parents to "Get an update on how your child is doing at daycare or school before the assessment" ([AboutKidsHealth](https://www.aboutkidshealth.ca/what-to-do-while-you-wait-for-an-asd-diagnostic-assessment-for-your-child)). Offer a short written summary that the family can choose to share.
- **Start support now,** without waiting for the result.
- **Watch for change.** If the child loses skills, encourage the family to see their doctor promptly.

## What should you record, and who can you share it with?

Keep short, factual records, and share information about a child only with the family's consent, unless the law says otherwise.

Keep your dated observation notes; a note of each conversation with the family (who was there, what was shared, what you agreed); signed consent forms; and copies of anything you shared. Follow your program's or school board's privacy policies. For Ontario RECEs, the College's standards say families can see records about their child on request, unless there is reasonable cause to refuse ([College of ECE Code, 2017](https://www.college-ece.ca/wp-content/uploads/2021/10/Code_and_Standards_2017-4.pdf)).

**Consent.** RECEs "Obtain consent from families before sharing of information unless disclosure without consent is permitted or required by law" (same source). Ontario's guidelines say programs providing Special Needs Resourcing must comply with the rules on "obtaining parental consent for service, and the exchange of information for any purpose (such as referrals)" ([Ontario guidelines](https://efis.fma.csc.gov.on.ca/faab/Child%20Care/2025/EN/Chapters/Chapter3.1_EN.pdf)). Durham Region, for example, takes requests for advice about a whole room, but needs a completed consent-to-referral form for a specific child ([Durham](https://www.durham.ca/living-here/child-care-and-early-years/children-with-special-concerns-and-needs/)). Alberta programs collect "parent or guardian consents where required" ([Alberta program guide](https://open.alberta.ca/dataset/0ca77646-487d-42a1-b860-4cb8b85a717a/resource/d169d4b3-4772-4487-ace3-77919083f05a/download/cfs-inclusive-child-care-program-guide-2023.pdf)).

**Child protection is different.** "Every province and territory has a law that says any person who believes a child is being abused must report it" ([Justice Canada](https://www.justice.gc.ca/eng/rp-pr/cj-jp/fv-vf/caw-mei/p13.html)). That duty doesn't wait for the family's agreement, and the College says reporting rules "take precedence over an organization's policies and procedures" ([College of ECE Code, 2017](https://www.college-ece.ca/wp-content/uploads/2021/10/Code_and_Standards_2017-4.pdf)).

> **Get help now:** If you believe a child is being harmed or neglected, follow your child protection policy and your duty to report to child protection services. Call 911 in an emergency.

## What does the research say?

Research on the first conversation itself is limited, but a few findings point the same way.

- **Families and staff often see different things.** In a US study of 388 autistic children and teens aged 4 to 17, parents of girls reported more autistic traits than teachers did ([Putnam and colleagues, 2025](https://doi.org/10.1007/s10803-024-06498-w)). In a US study of 96 elementary students at recess, autistic girls stayed near other children and wove in and out of games, which "appeared to mask their social challenges" ([Dean and colleagues, 2017](https://doi.org/10.1177/1362361316671845)). This is called [masking](https://rocksmakepebbles.com/ca/glossary#masking).
- **Structured goal-setting with parents helps.** In COMPASS, a consultant meets the parent and teacher to agree the child's goals, then coaches the teacher. In a US trial with 35 teachers and their autistic students, about 6 years old on average, children made much more progress on their goals than a comparison group ([Ruble and colleagues, 2010](https://doi.org/10.1177/1053815110382973)). A second trial, with 49 pairs, found large gains with coaching face to face or by video ([Ruble and colleagues, 2013](https://doi.org/10.1037/a0032003)).

> **Evidence check:** These children already had a diagnosis, and both COMPASS trials came from one US research group. The studies support listening to families and planning together; they don't test any script for a first conversation.

## Where can staff and families get more help?

**For staff:**

- **Ontario child care:** a resource consultant through Special Needs Resourcing, from your municipal or district service manager ([Ontario guidelines](https://efis.fma.csc.gov.on.ca/faab/Child%20Care/2025/EN/Chapters/Chapter3.1_EN.pdf)).
- **B.C. child care:** your local Supported Child Development or Aboriginal Supported Child Development program, and free, self-paced courses such as Foundations of Inclusive Child Care ([ChildCareBC](https://www2.gov.bc.ca/gov/content/family-social-supports/caring-for-young-children/information-for-partners-providers/inclusive-child-care)).
- **Alberta child care:** the Inclusive Child Care Program; any program can use its Resource Bank ([Alberta](https://www.alberta.ca/inclusive-child-care-program)).
- **Schools:** the SERT or resource teacher, the principal and board special education staff. B.C. school staff reach POPARD's autism consultation and training through their district partner ([POPARD](https://autismoutreach.ca/services/)).

**For families:** [Autism Ontario](https://rocksmakepebbles.com/ca/where-to-get-help#autism-ontario), B.C.'s [Autism Information Services](https://rocksmakepebbles.com/ca/where-to-get-help#bc-autism-information-services), which also helps families still waiting for an assessment, [Autism Society Alberta](https://rocksmakepebbles.com/ca/where-to-get-help#autism-society-alberta) and [211](https://rocksmakepebbles.com/ca/where-to-get-help#211-canada), which finds local services in more than 150 languages ([211](https://211.ca/)).

## Questions staff ask

### Can an ECE or teacher diagnose autism?

No. Only qualified professionals can diagnose autism, and who that is varies by province. Ontario lists family physicians, nurse practitioners, pediatricians, developmental pediatricians, psychiatrists, psychologists and psychological associates who have specific training. In B.C., pediatricians, psychiatrists and registered psychologists diagnose, and family doctors can refer. In Alberta, family doctors can refer to a developmental pediatrician, or families can pay a psychologist privately. ECEs, teachers, EAs and SERTs notice and write down what they see, talk with the family, put support in place and, with the family's consent, refer.

### Do we need a diagnosis to put support in place?

No. You can adapt your room and routines for any child at any time. B.C.'s Supported Child Development program says a diagnosis is not required. Ontario's Special Needs Resourcing is for children who need extra support, at no extra cost to families. Ontario school boards may write an IEP for a student who has not been formally identified. A referral about a specific child still needs the family's consent.

### Should I tell the parents I think their child is autistic?

No. Describe what you have seen, with specific examples and the child's strengths, and ask what the family notices at home. Don't name autism or any other diagnosis, even if you're fairly sure. Only a qualified professional can diagnose, and the Canadian Paediatric Society says no single behaviour rules autism in or out. If the family asks whether it's autism, say honestly that you can't tell, and suggest they talk to their family doctor.

### What should I write down before talking to parents?

Keep dated, factual notes over a few weeks: what the child did or said, where and when, what happened just before, how it affected them and what helped. Note their strengths and interests too. Leave out labels and guesses. Ontario's College of Early Childhood Educators advises sharing examples of what you've observed or documented, not your assumptions. Write as if the family will read your notes, because families can usually ask to see their child's records.

### What if the parents disagree or don't want a referral?

Respect their decision and keep the door open. Families react in different ways, and some need time. Keep supporting the child in ways that don't need a referral, keep sharing what goes well, and offer to talk again in a few weeks. A referral about a specific child needs the family's consent. Child protection is the exception: if you believe a child is being harmed, your duty to report applies whatever the family thinks.

### Can I share my notes with the child's doctor or an assessment team?

Only with the family's agreement, unless child protection law requires otherwise. You can offer the family a short written summary of what you see, for them to take to their doctor or assessment. The Canadian Paediatric Society lists child care staff and teacher observations among the records diagnosing clinicians review, so your notes can help. Follow your program's or school board's privacy policy, and keep a copy of anything you share.

### What if the parents bring up autism first?

Take it seriously, even if you haven't seen the same things. Thank them, share what you do see, including strengths, and agree what you'll both watch for. Children can behave differently at home and in a group, and some girls hide their differences at school, so not seeing it in your room is useful information rather than an answer. Suggest they talk to their family doctor, and start support that needs no diagnosis.

## Sources

1. [Practice Guideline on Communication and Collaboration, Section 2](https://college-ece.ca/practice-guideline-on-communication-and-collaboration-section-2/), College of Early Childhood Educators (Ontario), September 2021
2. [Code of Ethics and Standards of Practice (second edition)](https://www.college-ece.ca/wp-content/uploads/2021/10/Code_and_Standards_2017-4.pdf), College of Early Childhood Educators (Ontario), July 2017
3. [How Does Learning Happen? Ontario's Pedagogy for the Early Years](https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf), Ontario Ministry of Education, 2014
4. [British Columbia Early Learning Framework](https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/earlylearning/early_learning_framework.pdf), Government of British Columbia, 2019
5. [Early detection for autism spectrum disorder in young children (position statement)](https://cps.ca/en/documents/position/asd-early-detection), Canadian Paediatric Society, October 24, 2019
6. [Standards of diagnostic assessment for autism spectrum disorder (position statement)](https://cps.ca/en/documents/position/asd-diagnostic-assessment), Canadian Paediatric Society, October 24, 2019
7. [Special education in Ontario, kindergarten to grade 12: early identification at school](https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergarten-grade-12/early-0), Ontario Ministry of Education, August 17, 2026
8. [Special education in Ontario, kindergarten to grade 12: requirements](https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergarten-grade-12/requirements), Ontario Ministry of Education, May 14, 2026
9. [Using interpreters in health care settings](https://kidsnewtocanada.ca/culture/interpreters), Canadian Paediatric Society, Caring for Kids New to Canada, December 2025
10. [Inclusive Child Care Toolkit: supporting children of all abilities](https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-care/info-partners-prov/inclusive-child-care/inclusive_child_care_toolkit.pdf), B.C. Ministry of Education and Child Care
11. [Inclusive child care resources and supports](https://www2.gov.bc.ca/gov/content/family-social-supports/caring-for-young-children/information-for-partners-providers/inclusive-child-care), Government of British Columbia (ChildCareBC), April 2, 2026
12. [Autism assessment and diagnosis](https://www.ontario.ca/page/autism-assessment-diagnosis), Government of Ontario, March 10, 2026
13. [How autism is diagnosed](https://www2.gov.bc.ca/gov/content/health/managing-your-health/child-behaviour-development/support-needs/autism-spectrum-disorder/diagnosis/how-autism-is-diagnosed), Government of British Columbia, June 10, 2026
14. [Autism diagnosis in B.C.](https://www.actcommunity.ca/information/autism-diagnosis-in-bc/), ACT (Autism Community Training), April 15, 2025
15. [Frequently asked questions](https://autismcalgary.com/faq/), Autism Calgary
16. [Ontario Child Care and Early Years Funding Guidelines, Chapter 3, Division 1: Local Priorities Guideline (section 7.4, Special Needs Resourcing)](https://efis.fma.csc.gov.on.ca/faab/Child%20Care/2025/EN/Chapters/Chapter3.1_EN.pdf), Ontario Ministry of Education, November 2025
17. [Inclusive Child Care Program](https://www.alberta.ca/inclusive-child-care-program), Government of Alberta, July 30, 2026
18. [Inclusive child care program guide](https://open.alberta.ca/dataset/0ca77646-487d-42a1-b860-4cb8b85a717a/resource/d169d4b3-4772-4487-ace3-77919083f05a/download/cfs-inclusive-child-care-program-guide-2023.pdf), Alberta Children and Family Services, June 2023
19. [Preschool Speech and Language Program](https://www.ontario.ca/page/preschool-speech-and-language-program), Government of Ontario, January 20, 2026
20. [What to do while you wait for an ASD diagnostic assessment for your child](https://www.aboutkidshealth.ca/what-to-do-while-you-wait-for-an-asd-diagnostic-assessment-for-your-child), AboutKidsHealth (SickKids), September 24, 2025
21. [Children with special concerns and needs](https://www.durham.ca/living-here/child-care-and-early-years/children-with-special-concerns-and-needs/), Region of Durham
22. [Inclusion Support Program: services, supports and access](https://www.gov.mb.ca/education/childcare/centres_homeproviders/inclusion_resources/program-overview.html), Government of Manitoba
23. [Autism spectrum disorders: symptoms, diagnosis, treatment and other resources](https://www.saskatchewan.ca/residents/health/accessing-health-care-services/health-services-for-people-with-disabilities/autism-services), Government of Saskatchewan
24. [Inclusion and early intervention](https://childcarenovascotia.ca/families/inclusion-early-intervention), Government of Nova Scotia (Child Care Nova Scotia)
25. [Child abuse is wrong: what can I do? How do I report abuse?](https://www.justice.gc.ca/eng/rp-pr/cj-jp/fv-vf/caw-mei/p13.html), Department of Justice Canada, December 6, 2021
26. [Sex differences and parent-teacher discrepancies in reports of autism traits: evidence for camouflaging in a school setting (Putnam and colleagues)](https://doi.org/10.1007/s10803-024-06498-w), Journal of Autism and Developmental Disorders, 2025
27. [The art of camouflage: gender differences in the social behaviors of girls and boys with autism spectrum disorder (Dean and colleagues)](https://doi.org/10.1177/1362361316671845), Autism, 2017
28. [The effects of consultation on individualized education program outcomes for young children with autism: COMPASS (Ruble and colleagues)](https://doi.org/10.1177/1053815110382973), Journal of Early Intervention, 2010
29. [A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism (Ruble and colleagues)](https://doi.org/10.1037/a0032003), Journal of Consulting and Clinical Psychology, 2013
30. [Services](https://autismoutreach.ca/services/), POPARD (Provincial Outreach Program for Autism and Related Disorders)
31. [211](https://211.ca/), 211 Canada

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Our guides give general information for families in Canada. They are not medical, legal or financial advice. If you are worried about your child's health, contact your family doctor or pediatrician, or your provincial or territorial health line (8-1-1 in most places). In an emergency, call 911.