Building Blocks for Behaviours An Early Intervention Programme for Children with Behavioural, Social and Emotional Challenges (This programme is a Registered Early Intervention Programmes with National Council of Social Services & we are an Approved Institute by Ministry of Community Development, Youth & Sports for Baby Bonus Scheme) All children have behavioural challenges at times. However, for some children, their behaviour is more serious, leading to problems learning, getting along with peers, siblings and adults, and difficulty with day-to-day functioning. We offer comprehensive interventions for children ages 0 to 6 years of age with behavioural (including emotional and social) challenges. The behavioural struggles experienced by the child can include diagnoses or symptoms of Attention Deficit Hyperactivity Disorder (Hyperactivity and/or Inattention), Asperger’s Disorder (Social Skills Deficits), Oppositional and/or Defiant behaviour. Depending on your child’s needs, our Psychologist will develop a customised treatment plan to assist your child. Some of the interventions include: Teaching effective parenting and discipline techniques for disruptive, irritating behaviours or non-compliance (i.e., time outs, response cost, over-learning of positive behaviour, restitution, rewards) Use of charts and tracking to determine behavioural gains Improving memory and ability to follow instructions Eye exercises and visual tracking exercises to reduce impulsivity and increase attention Games with the child to reinforce techniques (i.e., the “freeze game” to learn how to better sit still) Teaching appropriate social skills and/or social communication Learning to relax and calm down Visiting the child’s nursery or kindergarten class to assist teachers with implementing techniques to assist your child in the learning process* The time commitment required for intervention varies from child to child. This will be outlined during the initial meeting with the parent(s) once there is a clear idea of the child’s difficulties. Generally, our Psychologist, Dr Melanie Storry Chan , will meet with the child and parent once or twice per week for 50 minutes. *extra charges apply for this service Interested parents, please contact us on instructions of using Baby Bonus for this programmes.

Building Blocks for Learning An Early Intervention Programme for Children with Learning / Academic Challenges (This programme is a Registered Early Intervention Programmes with National Council of Social Services & we are an Approved Institute by Ministry of Community Development, Youth & Sports for Baby Bonus Scheme) Young children who demonstrate delays in learning in nursery and kindergarten may be at-risk for later identification of a learning disability. Early intervention and support is crucial to assist the child with his or her struggles as well as to develop strategies to learn more effectively and readily in the future. The focus of this intervention program is children between 0 to 6 years of age who display challenges with comprehension and/or expression of spoken language (i.e., difficulty understanding simple instructions, unclear speech), fine motor deficits (i.e. problems copying, colouring, writing letters), and delayed emergent literacy skills (i.e., low phonological awareness, low interest in books). In order to achieve an effective intervention/instructional program, the Psychologist will develop an individual plan for the child in collaboration with parents and if possible, school teachers/tutors. Depending on your child’s needs, the following interventions may be implemented: Explicit teaching of phonemic awareness, sound-symbol relationships (phonics), vocabulary and comprehension Use of signs to promote communication and reduce tantrums/frustration in children with speech delays Teaching listening skills and how to understand and follow directions Handwriting and visual-motor integration Learning early sight words Developing confidence by breaking down learning concepts into smaller chunks Learning to enjoy learning The time commitment required for intervention varies from child to child. This will be outlined during the initial meeting with the parent(s) once there is a clear idea of the child’s difficulties. Generally, our Psychologist, Dr Melanie Storry Chan , will meet with the child and parent once or twice per week for 50 minutes. Interested parents, please contact us on instructions to use Baby Bonus for this programme.

Building Blocks for Social Relationships  An Intervention Program for Children with Social Difficulties This program is for children ages 6-13 who have demonstrated difficulty with social skills. Children who have a diagnosis of an Autism Spectrum Disorder (i.e. Asperger’s Disorder) or other mental health diagnosis are welcome. Children who will benefit from this comprehensive intervention demonstrate challenges understanding and applying the rules and behaviours required for healthy social skills (i.e., initiating conversations, understanding bodily cues, social communication) as easily or naturally as their peers. Thus, they must be explicitly taught these skills in order to have better social success (i.e., friendships) and to experience positive (rather than negative) interactions with their peers. This program requires a collaborative approach involving the child, parent(s), teacher(s) and Psychologist. It follows Bellini’s 5-step model, which includes the following: Assessment of social functioning. This crucial first step consists of conducting a thorough assessment of the child’s current level of social functioning and identifying the specific skills that will be the target of the intervention. This step involves interviews (e.g., parents, teachers), rating scales, observation and problem identification. Distinguishing between skill acquisition and performance deficits. Step 2 involves determining whether the social skill deficits targeted for intervention are the result of challenges with a skill acquisition deficit (child does not have a particular skill) or a performance deficit (child possesses the skill but is not able to perform the skill).  Selecting intervention strategies: Strategies that promote skill acquisition – for example, role playing, modeling, social problem solving and social rules, interaction/conversation planning. Strategies that enhance performance – for example, reinforcement, environmental modifications, live practice, relaxation techniques/emotional regulation. Implementing intervention strategies. This involves planning the program, structuring and implementing strategies tailored to the child’s needs and intervention goals. Evaluating and monitoring progress. This step involves measuring the child’s social performance at regular intervals to determine whether the intervention strategy is successful. Measurements include observation, interviews and standardized and nonstandardized rating scales. The time commitment required for intervention varies from child to child. This will be outlined during the initial meeting with the parent(s) once there is a clear idea of the child’s difficulties. Generally, our Psychologist, Dr Melanie Storry Chan, will meet with the child and/or parent once or twice per week for 50 minutes.