What We Do


Psychological Assessment

Our educational psychologists provide comprehensive diagnostic assessments using clinically proven tests and assessment tools for children who experience a wide range of learning, behavioural or developmental difficulties

A summary of the psychological and developmental assessments provided by our team of educational psychologists are as follows:


Educational Assessment

for Dyslexia, Specific Learning Disability, IQ & Academic Skills

  • Difficulty in reading, spelling and writing
  • Difficulty understanding and remembering what is being taught
  • Appears bright but is underachieving in school
  • Difficulty staying focused in class or when doing academic work
  • Difficulty learning Mother Tongue and Math


  • Difficulty paying attention and following instructions
  • Speech delayed
  • Atypical social behaviours
  • Temper tantrums
  • Does not seem to play with aged peers, prefers to play alone
  • Difficulty adapting to changes
  • Sensitive to sounds, touch, or smell

ADHD/ADD Diagnostic Assessment

  • Difficulty paying attention/sustaining attention
  • Always on the move, fidgety
  • Non-complaint, defiant and oppositional
  • Difficulty in planning and organization skills
  • Always makes careless mistakes
  • Easily distractible
  • Day dreaming


  • Speaks well and speech developed early
  • Has advanced ability to think abstractly which developed early
  • Thinks and processes information faster than peers
  • Excellent memory
  • Has exceptional ability in one or more area/s
  • Gets bored easily

School Readiness

  • My child appears to be smart and intelligent, does he/she qualify for special gifted programme or educational provisions, e.g., grade skipping/subject acceleration? OR
  • My child appears to be slow in learning, does not seem to know how to read/write, and is he/she ready for Primary 1?

Speech Therapy (ST)

How is Speech-Language Assessment and Treatment Planning done?

An assessment can take one to two 60-minute sessions to complete, depending on the child’s needs. Our therapists utilise formal assessment tools, informal assessments, clinical observations, and parent interviews when assessing the child.

Once assessment is completed, our therapists will give parents verbal feedback on the assessment results. A written report may be made available upon request. If therapy is needed, a treatment plan with therapy goals will be outlined and will be discussed with the parents.

Depending on the child’s needs, therapy can be provided in both individual and group settings. Our speech therapists utilise traditional speech therapy methods together with therapy techniques tailored to each child’s needs to facilitate and promote remediation and development of speech, language, and communication skills. Therapy is done in a playful and meaningful manner and parent/caregiver involvement is strongly encouraged.

Therapy Techniques:

  • Sequential Oral Sensory Feeding Approach

    • The Sequential Oral Sensory (SOS) feeding approach is an effective and non-invasive way to treat difficult feeding behaviours in children. It focuses on systematically increasing a child’s comfort level with a variety of foods, by exploring and learning about the different properties of food (e.g. texture, taste, smell, and consistency). The SOS approach uses a hierarchy for feeding, beginning with the ability to tolerate food in the room, in front of him/her, touching and eventually tasting and eating foods. It allows a child to interact with food in a playful, non-stressful way.

  • Oral Placement Therapy

    • Oral Placement Therapy is a form of oral-motor therapy used to target specific movements needed for improving speech clarity and feeding. Therapists may use tools (e.g. chewy tubes, straws, horns) to facilitate development of oral motor skills. It is one aspect of oral motor therapy program that works on the motor components used in feeding and speech. Oral placement therapy is always used together with traditional speech therapy methods so that child’s oral-motor skills may be functionally applied to different settings.

  • PROMPT Technique

    • PROMPT is an acronym for Prompts for Restructuring Oral Muscular Phonetic Targets. The technique is a tactile-kinesthetic approach that uses touch cues to a child’s articulators (jaw, tongue, lips) to manually guide them through a targeted word, phrase or sentence. The technique develops motor control and the development of proper oral muscular movements, while eliminating unnecessary muscle movements, such as jaw sliding and inadequate lip rounding.

  • Auditory-Verbal Therapy

    • Auditory-Verbal Therapy focuses on learning through listening and speaking. This approach helps children who are deaf or hard of hearing to develop spoken language through listening when their hearing is properly aided. Caregivers actively participate in therapy. Through demonstration and coaching, parents become primary facilitator for their child’s spoken language development.

  • Augmentative and Alternative Communication (AAC)

    • Augmentative and Alternative Communication (AAC) is a collective term for a range of communication devices that can be used for a variety of individuals who have difficulty communicating. AAC devices may be used to facilitate communication and language development. AAC devices range from “no-tech” options (e.g. a communication board printed on paper) to “low-tech” (e.g. a little Mack) to “high-tech” devices (e.g. Proloquo2go on the iPad or tablets).

  • The Hanen Programme for Parents: It Takes Two To Talk

    • It Takes Two to Talk™ is a well-known model of family-focused early language intervention for young children with expressive and/or receptive language difficulties. The goal of this workshop is to empower parents to become their child’s primary verbal behaviour facilitator, thereby maximising the child’s opportunities for communication development in everyday situations.“It Takes Two to Talk” is best suited to treating late-talking toddlers and preschool-age children with specific language impairment and children with cognitive and developmental delays under the age of five.

  • The Hanen Programme for Parents: More Than Words

    • More Than Words™, is a family-focused program that equips parents of children as old as 5 years with practical tools to use in everyday activities. Parents learn to help their children with Autism Spectrum Disorder or social communication difficulties connect and communicate meaningfully with the world around him.Parents will learn strategies to achieve four goals: 1) engagement in frequent enjoyable two-way interaction; 2) more mature and conventional communication; 3) learn to communicate for different purposes with different people; and 4) improved understanding of language.
      The 10-session program is conducted by Hanen Certified speech-language therapists. Through activities and group discussions, parents learn to create and take advantage of everyday opportunities, emphasizing the importance of affect, predictability, structure, and the use of visual supports to help their child communicate and use language. The program is supported by the new edition of the popular parent guidebook, It Takes Two to Talk and More Than Words and videos developed specifically for the program.

read more aboutSpeech Therapy

Occupational Therapy (OT)

Occupational therapy (OT) focuses on helping children with a physical, sensory, or cognitive disability be as independent as possible in all areas of their lives. OT can help children with various needs improve their cognitive, physical, sensory, and motor skills and enhance their self-esteem and sense of accomplishment.

How is Occupational Therapy Assessment and Treatment Planning done?

  • Comprehensive assessment/evaluation
    (full report on request)

    • a) Sensory Profile – assessment that determine how children process sensory information in everyday situations

      b) Visual Motor Integration – this test measures eye-hand coordination, motor control as well as visual information processing through a sequence of geometric forms that are copied by the child

      c) Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) – this is an assessment used to test motor proficiency

      d) Peabody Development Motor Scales – this is is an assessment for both qualitative and quantitative aspects of gross and fine motor development in young children and recommends specific interventions

  • Motor Skills Training

    • a) Fine motor
      – Writing – pencil grasp, handwriting
      – Fine motor associated with global developmental delay

      b) Gross motor – including late walker, hopping, jumping, difficulties with stairs
      – Balance and Coordination
      – Gross motor associated with global developmental delay

      c) Motor Planning
      – having poor body scheme
      – may be slow in carrying out verbal instructions and often appears clumsy in new tasks

  • Sensory Intervention Programme

    • a) Sensory issues

      related to Autism (ASD) – difficulty expressing/organizing ideas

      b) Feeding issues – sensory related concerns, textures, avoidance, over-sensitivity

      c) Sensory Diet – it is a planned and scheduled activity programme implemented by an occupational therapist. This includes a combination of alerting, organising, calming techniques. They are designed and developed specific to meet the needs of the child’s nervous system. Benefits include increasing focus, attention and social attention, part of a comprehensive SI treatment plan which may include applying Sensory Integration Praxis Test (SIPT) strategies.

  • Customised treatment programmes

    • These programmes are designed based on the child’s needs to improve the child’s ability to perform daily activities

      Executive Functioning Dysfunctiondifficulty to organize, plan, problem solve, inhibit responses, transition between tasks, and monitor work and other behaviours

  • Adaptive Devices Training

    • Related to feeding that help with transitioning to sippy cup or drinking from cup

  • Handwriting Evaluation and Therapy
    (Grapho-Motor Skills)

    • Handwriting Without Tears programme

  • Social Skills /Play Skills Training

    • a) Children having difficulty to regulate themselves

      • Regulation – refers to the ability of being able to adjust as a response to change
      • Co-Regulation – refers to the social relationships and the way one can adjust themselves when interacting with another, in order to maintain a regulated state
  • School and home visits

    • a) We assess children’s abilities

      b) We recommend and provide therapy

      c) We modify house and classroom equipment

      d) We help children participate as fully as possible in school programmes and activities

  • Parent & Caregiver Education and Training

    • a) We provide Parent/Caregiver Training on different strategies in handling children at home

      b) We provide talks/seminars on different specific areas

      c) Home programmes (individualised programme at home for consistency of programme administered at the centre)

read more aboutOccupational Therapy

Educational Therapy (eT)

Educational Therapy (ET) seeks to overcome your child’s specific learning weaknesses and build efficient learning processes necessary for academic success.

Our Educational Therapists are trained to assess and treat children with:

  • Dyslexia

    • Dyslexia is the most common learning disability in children and persists throughout life. It is a specific learning disability that is neurobiological in origin and is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

      This typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Also, problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge may also arise.

      Our therapists use different assessment tools to evaluate the child and specific plans are given to each child under Dyslexia Remediation Programme.

  • Dyscalculia

    • Developmental Dyscalculia (DD) is usually perceived as a specific learning difficulty for mathematics, or, more appropriately, arithmetic. It is a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations that must be quantifiably below what is expected for an individual’s chronological age, and must not be caused by poor educational or daily activities or by intellectual impairments.

      In most cases, Developmental Dyscalculia often occurs in association with other developmental disorders such as Dyslexia or ADHD/ADD.  Some typical characteristics of DD are difficulty when counting backwards and poor sense of number and estimation.

  • Dysgraphia

    • Dysgraphia is a specific learning disability that affects written expression. It can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. It is a neurological disorder that can also be a language based, and/or non-language based disorder and generally appears when children are first learning to write.

      Some characteristics of language-based dysgraphia are: difficulty converting the sounds of language into written form (phonemes into graphemes), or knowing which alternate spelling to use for each sound; may write their letters in reverse, have trouble recalling how letters are formed, or when to use lower or upper case letters; and may struggle to form written sentences with correct grammar and punctuation, with common problems including omitting words, words ordered incorrectly, incorrect verb and pronoun usage and word ending errors. People with dysgraphia may speak more easily and fluently than they write.

read more aboutEducational Therapy

Applied Behavioural Analysis (ABA)

Applied Behavioural Analysis (ABA) is the systematic application of principles of behaviour analysis to modify human behaviours. ABA focuses on the reliable measurement and objective evaluation of observable behaviour. ABA is most notably used as an intervention for Autism Spectrum Disorders (ASD).

How the process works:

  • ABA Process

    • 1. Referral/ Intake Form sent and Appointment date is set

      2. Assessment Period
      2.1. Initial Assessment (1 hour)
      2.2. Baseline Assessment (3 months) >>> IEP for 6months
      2.3. Re-Assessment (after 6 months) >>> new IEP for 6months

      3. Treatment Period

Music Therapy (MT)

Music Therapy is an evidence-based treatment that uses music as means to achieve non-musical goals such as physical, emotional, social and cognitive development.

Therapy Techniques:

  • Behaviour Modification Music Therapy

    • Music therapy can assist the clients in learning basic skills necessary for further learning such as attention span, following direction, and making eye contact using music therapy behavior modification and other techniques.

      Academic skills such as counting, object grouping, letter identification, and reading can be learned and encouraged through successful music making. Music elements such as melody and rhythm can help with memorization and make it enjoyable.

  • Neurologic Music Therapy

    • Neurologic Music Therapy is defined as the therapeutic application of music to cognitive, sensory, and motor function due to neurologic disease of the human nervous system. Neurologic Music Therapy is research-based. Its treatment techniques are based on the scientific knowledge in music perception and production and the effects thereof on non-musical brain and behavior functions. Populations served by Neurologic Music Therapists include, but are not limited to: stroke, traumatic brain injury, Parkinson’s and Huntington’s disease, cerebral palsy, Alzheimer’s disease, autism, and other neurological diseases affecting cognition, movement, and communication (e.g., MS, Muscular Dystrophy, etc)

  • Music Therapy for Social and Emotional Behaviours

    • Music therapy activities that involve movement, songs, and musical interactions provide an environment where social behaviors can be learn. Because music is enjoyable and a powerful reinforcement, it captures the client’s attention and so encourages cooperation.

  • Music Therapy for Motor skills

    • Music is moveable. It is a perfect stimulus to help coordinate movements because music has the quality to continue in timely order. Rhythmic element of music can help motivate and give structures to the movement. Music therapy for motor skill activities can range from simple tasks such as nodding head or tapping fingers to the beats to more complicated tasks such as playing music instruments or dancing in steps.

  • Music Therapy for Pre-academic and Academic Skills

    • Music therapy can assist the clients in learning basic skills necessary for further learning such as attention span, following direction, and making eye contact using music therapy behavior modification and other techniques.

      Academic skills such as counting, object grouping, letter identification, and reading can be learned and encouraged through successful music making. Music elements such as melody and rhythm can help with memorization and make it enjoyable.

  • Music Therapy for Children in the Autism Spectrum

    • Music therapy can assist children in the autism spectrum to overcome their inability to relate emotionally and socially. Because of its structure and because it can be enjoyed at a concrete level, music therapy activities can engage children in meaningful interactions with others and provide an outlet for positive non-verbal self-expression.

  • Music Therapy for Children and Adult with Intellectual Disabilities

    • Goals such as improving communication, socialization, attention to task, and academic skills for children and adult with intellectual disabilities can be addressed using music therapy interventions. Because previous music trainings are not required for an individual to benefit from music therapy, it is effective in treating people with wide range of functioning. Music therapist uses fun and engaging music therapy interventions such as singing, drum playing, and musical games to help the clients reach their therapy goals.

  • Music Therapy for Neurorehabilitation

    • The use of music instruments contains therapeutic mechanisms including auditory feed back/purposeful movement, motivational arousal, and motor memory which can promote and encourage motor/physical responses. Playing music can help stimulate awareness of senses and increase attention span. Music with words can help patients learn/regain their language skills. Music therapy is useful to help patients for emotional adjustment. Music as a non-verbal form of communication could help the patients express themselves even when their language and communication skills are affected.

Art Therapy (AT)

Art therapy (also known as arts therapy) is a creative method of expression used as a therapeutic technique. Art therapy originated in the fields of art and psychotherapy and may vary in definition.

Art therapy may focus on the creative art-making process itself, as therapy, or on the analysis of expression gained through an exchange of patient and therapist interaction. The psychoanalytic approach was one of the earliest forms of art psychotherapy. This approach employs the transference process between the therapist and the client who makes art. The therapist interprets the client’s symbolic self-expression as communicated in the art and elicits interpretations from the client. Analysis of transference is no longer always a component.

Current art therapy includes a vast number of other approaches such as: Person-Centered, Cognitive, Behavior, Gestalt, Narrative, Adlerian, Family (Systems) and more. The tenets of art therapy involve humanism, creativity, reconciling emotional conflicts, fostering self-awareness, and personal growth.