Behs Clinic For Women Pte Ltd

Speech Therapy BubbleBee offers speech and language therapy for children and provides comprehensive services that include: detailed assessment comprising of informal clinical observations, with the use of special therapeutic instruments, standardized tests (if necessary) and detailed parents/caregivers interview in order to analyze and diagnose the nature and extent of speech, language or communication disorder. Such assessment usually takes from one to three visits and may be followed by a detailed report outlining the diagnosis and recommendations for the therapy, development of individualized treatment plan, tailored to each patients needs, with precise goals defined, therapy care including: individual sessions (1 hour per session), group therapy sessions, review appointments for clients who dont require regular therapy, feedback and counseling sessions for caregivers, educators and family members (based on a particular clients needs). BubbleBee provides extended speech-language therapy services including a variety of specialized approaches and methods. Our Speech Therapist will propose the best method (or a fusion of different/several methods) for your child and will apply these techniques during the therapy sessions. We offer a set of effective and proven speech therapy approaches, including: ORAL-MOTOR THERAPY This therapy approach addresses oral-motor based speech difficulties, i.e. when the child is experiencing difficulties with muscle placement and strength, alignment of oral structures and control of precision movements required for speech and feeding. Oral-motor exercises are performed to help strengthen and tone the muscles of the tongue, lips, jaw and cheeks. The exercises are carried out with the use of therapy tools, like specially designed horns, straws, tongue depressors, biting blocks etc. Oral-motor therapy can also be employed during snack-time using food. Children have a lot of fun during these exercises and in the same time may learn skills essential for appropriate speech production, as well as for eating and drinking. PROMPT Prompts for Restructuring Oral Muscular Targets is a therapy technique that embodies neuromotor principles, kinesthetic and proprioceptive, auditory and visual information to provide feedback to the speech system. In other words - the therapist gives input to the structures by using touch, appropriate pressure, specific placements and auditory-visual feedback to help the client organize and control the movements for speech. The Speech Therapist provides sensory-motor cues to signal placement, movements manner, voicing and duration, as well as tension of phonemes, syllables, words, and eventually phrases and sentences. HANEN It Takes Two To Talk (ITTT) is a family-focused early intervention method which teaches parents how to help children with language delays. As it is the parents who best know their child and spend the most time with their child, their involvement and support plays crucial role in the childs speech and communication development. A Hanen certified Speech Therapist leads group of parents through the programme, which is a combination of consultations, group discussions, individual feedback sessions and videotaping parents while they interact with their child. During the ITTT programme parents learn how to support their childs communication development and encourage language learning. More Than Words (after Hanen website) "..is a family-focused program that gives parents of children with Autism Spectrum Disorder (ASD) and related social communication difficulties, practical tools to help their children communicate. More Than Words derives its theoretical basis from the same social interactionist perspective as It Takes Two to Talk, Hanens program for parents of pre-school children with language delays. Like this program, More Than Words emphasizes the childs everyday activities as the context for learning to communicate. In addition, More Than Words incorporates current best practice guidelines, highlighting the importance of affect, predictability, structure and the use of visual supports to enhance learning in children with ASD. The Program is organized around four major goals: Improved two-way interaction More mature and conventional ways of communicating Better skills in communicating for social purposes An improved understanding of language" THE LIDCOMBE PROGRAM The Lidcombe Program is a behavioural treatment for young children who stutter. The program focuses on parent training and consists of two stages. The first stage is carried out through weekly visits to the speech therapist. During these visits, the speech therapist coaches the parent through various techniques, observes the parent, and gives the parent feedback accordingly. The treatment involves the parent commenting directly on the childs speech. In addition, the feedback is mostly positive as it is mainly given when the child speaks fluently and only ocassionally when the child stutters. The parent is also trained in measuring fluency on a scale of 1-10. This assists the speech therapist in tracking progress in places other than the clinic to ensure that the child is generalising the skills that they have learnt. The child is moved onto the second stage once the stuttering disappears or is at a very low level. This stage is called the maintenance stage as it ensure the maintenance of a low level of stuttering for at least one year. The program aims to be a positive experience for the family. As all families are different, the speech therapist will bear this in mind when planning therapy, to ensure inclusion of all essential aspects of the Lidcombe Program, but adjusted to suit the each familys needs. PECS Picture Exchange Communication System is a method which uses picture symbols to facilitate communication. The system has been first developed for children with autism and is now successfully used also with individuals who have variety of communicative, physical and cognitive difficulties. It is not a programme designed to teach speech but to communicate. Verbal communication is here encouraged indirectly and some children begin to use speech spontaneously while enrolled in the PECS programme. PECS emphasizes the importance of an individual with a communication deficit learning to approach a communicative partner. From the start communication is indicated by the child, who is encouraged to independently seek out communication partners in naturally occurring settings. People using PECS are taught to approach and give a picture of a desired item to a communicative partner in exchange for that item. While advancing through the phases of PECS, the student learns to sequence words to create sentences. PECS has many communicative purposes: it teaches interaction, it is not restricted to one setting, it facilitates rather than inhibits speech, with the end result that communication becomes meaningful and highly motivating. SAMONAS AUDITORY TRAINING Samonas (Spectrally Activated Music of Optimal Natural Structure) offers lots of recordings (60+) with variety of musical and natural sounds, 4 levels of intensity, individualized listening plan and personalized recordings with specific therapeutic intention. Samonas is an auditory intervention technique created for training and supporting bilateral integration, motor planning, focus, attention and discrimination. It is proved that Samonas approach helps to make progress in learning, speech and language, attention, motivation, communication, memory and information processing, focusing, task management and spatial, as well as bilateral organization. DIR/Floortime The Developmental, Individual Difference, Relationship-based (DIR/Floortime) model is a special intervention approach tailored to the needs and challenges of children with Autism Spectrum Disorder (ASD) and other developmental difficulties. It is an unique technique that does not focus on curriculum or on teaching isolated, required behaviors, but stimulates general childs growth in a natural way, based on six stages of typical emotional development identified by Dr. Stanley Greenspan. Floortime intervention aims to both follow the childs natural emotional interest and at the same time stimulate the child towards improved social, emotional, and intellectual abilities. This includes helping children to develop capacities to attend and remain calm and regulated (i. e., comprehend sensations such as sound, movement and touch), engage and appropriately relate to others, initiate and respond to communication, as well as learn to problem - solve and engage in social intercourses. Therapeutic goals are achieved through playful interactions with parents, caregivers, educators, therapists, peers, siblings, and others who tailor their affect based responses to the childs individual differences and developmental capacities. It enables best possible progress through meaningful, spontaneous, warm, play-based approach. In DIR?/ Floortime? Model parents and other family members are involved in the therapeutic intervention because of the importance of their emotional relationships with the child. You may read more on (https://www.icdl.com/) The Interdisciplinary Council on Developmental and Learning Disorders. M.O.R.E. Is a therapy model that focuses on the relationships between oral motor mechanisms and the sensorimotor and behavioral aspect of human function. The acronym M.O.R.E. stands for: M otor O ral R espiration E yes The approach brings together knowledge about oral, motor, respiratory functions and understanding of sensory processing difficulties that children may experience to conclusion that many aspects of childs development are influenced by oral functions, such as suck-swallow-breathe synchrony. M.O.R.E. method guides the therapist in integration of the mouth with sensory and postural functions to improve childs sensory processing, self-regulation, postural control, motor, language and social development through use of oral motor activities. Formal assessment tools available in our centre. Clinical Evaluation of Language Fundamentals (CELF Preschool 2) Clinical Evaluation of Language Fundamentals (CELF 4) Preschool Language Scale - 3 (UK) Goldman Fristoe 2 Test of Articulation Khan-Lewis 2 Phonological Analysis MacArthur-Bates Communicative Development Inventories (CDI) Kaufman Speech Praxis Test for Children (KSPT) Test of Auditory Processing Skills Third Edition (TAPS-3) These tests are well known, norm-referenced assessment tools used by Speech Therapy professionals in the United Kingdom and the United States. They are used to evaluate and measure childrens developmental levels in terms of their ability to communicate, understand other peoples messages, articulation, attention, grammar and vocabulary. Results from these tests are used to diagnose whether the childs skills are age relevant and to plan therapy if necessary. Speech therapy also includes articulation, speech fluency (stuttering management), voice treatment, language (phonology, morphology, syntax, semantics, pragmatics) remediation, as well as social skills training and teaching of non-verbal communication skills, such as facial expressions and gestures.