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Dr. Cooper is at the forefront of assessment, education and psychology of treating Central Auditory Processing Disorder (CAPD). Throughout her professional career, she was one of the pioneers involving a team of different specialists in the establishment of the neonatal unit of Mt. Sinai hospital in Toronto. She initially developed the cognitive protocols for high risk babies, and continued working with the team as the psychological consultant for five years.

While always maintaining a private practice, Dr. Cooper was also co-director of a school for children with Learning Disabilities, developed entrance protocols for private schools and has presented a number of education workshops for the public. She has also produced extensive research on Specific Learning Disorders (SLD) and Central Auditory Processing Disorder (CAPD).

Dr.Cooper has also developed the dEcode® Method, enabling the learning of reading, writing and specialized education needs. It is a written cognitive program for individuals of all ages, from pre-school through senior citizens. The dEcode® Method is instrumental in helping individuals of all ages who demonstrate learning difficulties, whether resulting from heredity, environment, stroke or trauma. Her focus is a neurocognitive approach.

Dr. Deborah Chesnie Cooper is the author of dEcode® and has been developing this amazing learning system for over 30 years. To learn more about her, please see her CV.

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About Allison McLay

Allison McLay has over 20 years of experiencein the assessment and treatment of learning, attentional, and behavioural difficulties. Both in private practice and in Disabilities and Personal Counselling at York University, her training is in psychoeducational assessment, remediation, and Cognitive Behaviour Therapy.

She co-facilitates Mindfulness Meditation / Cognitive Therapy Groups for anxiety / depression.

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People contact Dr Cooper for appropriate school placement.

Our System provides:

• “Gifted” functioning
• Potential future learning difficulties
• Developmental, social, and behavioural age-appropriate indicators

The Screening process may also indicate:

• A profile of ‘intelligence’, or learning potential
• Current development in cognitive skills and behaviour
• Information on learning style
• early or pre-academic skill levels
• Indication of special needs areas