Dr. Jeff Sherman

Associate Clinical Psychologist

Dr. Jeff Sherman was born in Toronto and was raised in both Toronto and Montreal. He started his schooling at McGill University, finishing with a Bachelor of Science in Psychology. He then moved to Toronto to complete a Masters in Psychology a PhD in Clinical Psychology from York University. It was at this time Dr Sherman began his career as a psychologist at the Autism Unit at Thistletown Regional Centre in Toronto. Dr Sherman developed the TRE ADD program which was one of the first comprehensive treatment programs for children with Autism Spectrum Disorders (ASD) and other Pervasive Developmental Disorders (PDD).

Dr Sherman has been a practicing psychologist for over 30 years. He currently resides in Ottawa where he provides a full range of services such as diagnostic assessments, supervision, consultation, treatment planning and workshops.

Over the years, Dr Sherman has gained extensive experience from working with a variety of clinical populations including PDD, Oppositional Defiant Disorders (ODD), anxiety disorders, ADHD, sports psychology, forensic experience, learning disabilities and depression. He is a well respected psychologist and pioneer in the field of ASD.

Specific to ASD, Dr. Sherman provides diagnostic assessment, consultation and supervision of Intensive Behavioural Instruction(IBI) programmes using Applied Behaviour Analysis (ABA) approaches. He works with various teams and centres as the supervising Clinical Psychologist. Dr. Sherman helped to develop the South Eastern Regional Autism Programme and served as the regional Clinical Supervisor for the same. He is the consultant and Supervising Psychologist for several Renfrew area services. Dr Sherman provides psychological supervision to clients at TIPES.

Dr Sherman has been involved in various research in the field of psychology. He has multiple publications in the area of ASD including “Research in Prompt” with Deborah Hayden (Hayden & Sherman, 1983).

Dr Sherman has several years of experience as a professor at the University of Toronto, Faculties of Medicine and Education, and York University. Today he offers workshops and training nationwide.

Dr Sherman is a part of multiple organizations including The Ontario Psychological Association, The Association for the Advancement of Behaviour Therapy and The Association for Direct Instruction.

Dr Sherman can be contacted at:

Westboro Office

205B-290 Picton Drive
Ottawa, Ontario, K1Z 6X3
Ph 613-728-4848


Phone: +1 613-224-0729
Email: magus_7@rogers.com

Programs offered in collaboration with TIPES:


Chronic failure can challenge the self worth of even the most initially resilient child. Early detection, intervention, and modification are critical in repairing self-esteem and the motivation to engage willingly in school, and to reverse the effects created by daily exposure to the result of failure to learn basic skills in reading, writing, spelling, math and organization. TIPES uses educational methodologies that have been shown to be amongst the most successful means of teaching basic academic skills to children who have experienced learning difficulties. TIPES has the capabilities to properly assess the causes of learning disabilities, implement programs of strategic instruction through tutoring and home schooling, to implement effective programs of skill acquisition and to communicate the results of instruction to schools.

Defiant Child Training

One of the most frequently reported problems of child development is oppositional behaviour. Although there are typical ages when opposition to adult authority is typical, the defiance of some children is a challenge to their future wellbeing. Dysfunctional oppositional behaviour can lead to problems within the family, at school and in the community. Defiant children present clear risks to their own future adjustment. Defiant behaviour leaves in its wake depression, problems with the law, school failure and many other significant difficulties. TIPES offers parents a research-based, systematic program for the strategic management of oppositional behaviour. Children learn to cooperate with their parents and teachers and meet functional, pro-social goals.

ADD/ADHD Coaching

ADHD affects the day to day functioning of people in many ways. Although individuals with ADHD most often know what they should do to be successful, they lack the ability to plan and execute their knowledge. TIPES offers help in the form of coaching:

-Teaching how to establish goals
-Teaching how to initiate and maintain action plans designed to meet the goals
-Practicing patterns of adaptive behaviour
-Teaching self-help strategies necessary to achieve the predetermined goals

Coaching is recognized as an effective means of helping people with ADHD to meet the potential that is often recognized but frequently not achieved.

Coaching/Counselling for Children with Anxiety, Mood Problems, and Fears

Many children have difficulty participating in life due to social anxieties, lack of self-confidence and fears. A number of such children are sad, irritable and withdrawn. We offer a number of strategies to help children cope with these problems and overcome these difficulties. We also work with families to ensure the long term maintenance of improvement.

The following is a client testimonial from a parent in regards to this coaching/counselling program:

“Our daughter, Rachel was diagnosed with depression at the age of 10, and as part of her treatment, it was recommended that she receive counseling to help her manage her emotions, and to increase her self-confidence and self-esteem. Deborah of TIPES came highly recommended to act as her “life-coach” to provide her with the tools she needs to learn in order to cope with the stresses of everyday life. Deborah has also spent time with the entire family and provided us with different approaches to help us cope with her constant changing behaviors. She continues to provide us with techniques on the best way to interact with Rachel when she is not having a good day. Deborah listens to Rachel and quickly adapts the programming to fit Rachel and her personality. She is able to recognize what Rachel may need by way of support, and includes Rachel in the decision-making of the various strategies available to her. Rachel has only been in the program for a few months, but we have noticed a positive change in her. She enjoys going to see Deborah each week, and we look forward to celebrating future successes!”