Our Services

Behavior Modification Therapy

Behavior Modification is an integrated strategy intended to modify a distinct undesirable repugnant behavior.   Using an integrated method of right or wrong outcomes, a person learns the right set of reactions for any transmitted stimulus. This strategy has various branches that strive to adjust behavior using different operations, which have been developed through years of refinement. Behaviour Modification has proven to effectively address issues such as attention deficit hyperactivity disorder (ADHD), phobias, generalized anxiety disorder (GAD), and even autism.

Sensory Integration Therapy

Sensory processing dysfunction (over and/or under-sensitivity to light, sound, smell, taste, or touch) has long been described as a symptom of autism.   sensory issues became an official part of the diagnosis, described as: "Hyper- or hyporreactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).   Sensory processing involves taking in information through our senses (touch, movement, smell, taste, vision, and hearing), organizing and interpreting that information, and making a meaningful response. For most people, this process is automatic.   Sensory dysfunction can be disabling because it interferes with so many ordinary activities of daily life. A relatively new technique, sensory integration therapy, was developed to help people with and without autism to lower their reactivity and improve their ability to participate in a wide range of activities.

Child -Centered Group Play Therapy

CCGPT is designed to be a developmentally responsive, play-based mental health intervention for young children ages 3 to 10 who are experiencing social, emotional, behavioural, and relational disorders. The therapy aims to utilize play (the natural language of children) and the therapeutic relationship to provide a safe, consistent therapeutic environment. In this environment, a child can ideally experience full acceptance, empathy, and understanding from the counselor and, at the same time, process inner experiences and feelings through play and symbols. Additionally, CCGPT allows for children to experience social interactions with 2-3 group members which hopefully enable the children to learn and practice new social and coping skills.   CCGPT is appropriate for children who struggle with peer or sibling relationships, as well as emotional and behavioral problems. In CCGPT, a child’s experience within the counseling relationship is designed to be the factor that is most healing and meaningful in creating lasting, positive change. Based on person-centered principles, the overarching goal of CCGPT is to unleash the child’s potential to move toward functional relationships and self-enhancing ways of being. Child outcome goals include decreased symptomatic behaviors and improvement in overall.

Early Intervention Therapy

Is the term used to describe the services and supports that are available to babies and young children with developmental delays and disabilities and their families. May include speech therapy, physical therapy, and other types of services based on the needs of the child and family. Can have a significant impact on a child’s ability to learn new skills and overcome challenges and can increase success in school and life.  

Day care services

  Child care providers often work with children who have identified special needs. Working with children who have special needs can be very rewarding if you understand the child and his special need and make appropriate accommodations to support his learning and development.  

• Seeing Children First
• Recognizing Each Child’s Uniqueness
• Benefits of Including Children with Special Needs in Child Care

    Seeing Children First:   As a child care provider, it’s important to remember that children with special needs are children first. They have the same needs as all children — a place where they feel physically comfortable, loved and secure; opportunities to play and learn; people who care about them; and activities that allow them to be successful. Children with special needs often are not so different from typically-developing children. They may need more time to learn and practice certain skills. They may need more praise and encouragement to gain the skills typical for their age group. They may need specific adaptations to help them succeed at certain activities. But it’s important to remember that in many, many ways these children have lots in common with other children. Many child care professionals and child advocates emphasize this point by using “children first” language, referring to “a child with special needs” rather than “a special needs child.”   Recognizing Each Child’s Uniqueness:   When working with children who have special needs, child care providers need to realize that each child and each disability is unique. A child with visual impairments has different needs than a child with behavioral challenges. A 2-year-old with a physical disability has different abilities and challenges than a 4-year-old with the same type of disability. Some children have more than one type of disability. The severity of the challenges that each disability presents is also different for each child. In some cases, child care providers need to make very few changes or modifications to the child care program for the child with a special need to participate fully. In other situations, modifications to the child care program may require more time, effort and expense.   Benefits of Including Children with Special Needs in Child Care:   Everyone benefits when child care programs include children with special needs. Children with disabilities benefit greatly from being with other children and from receiving consistent care from a caring adult. Typically developing children benefit from having a classmate with a special need because they learn respect for a child whose abilities are different from theirs as well as how to respond appropriately and offer help to the child. The following articles provide more specific information on child care that includes children with special needs.

Special Education

 

• Special education refers to a range of services that help kids with disabilities learn.

 

• It’s not a “one size fits all” approach — special education is tailored to meet the needs of individual kids.

 

• Kids who qualify for special education have an IEP.

  Special education refers to a range of services that can be provided in different ways and in different settings. There’s no “one size fits all” approach to special education. It’s tailored to meet the needs of students with disabilities. Special education focuses on helping kids with disabilities learn. But it doesn’t mean placing kids in a special classroom all day long. In fact, federal law says that kids who get special education services should learn in the same classrooms as other kids as much as possible. This is known as the least restrictive environment  (or LRE).   The services and supports for one student may be very different from those of another student. It’s all about the individual child and giving them the resources they need to make progress in school. For example, some students may spend most of the day in a general education classroom. Others may spend just an hour or two in a resource room working with a specialist. And others might need to attend a different school that specializes in teaching kids with learning disabilities.   Kids who qualify for special education have an Individualized Education Program (IEP). They get individualized teaching and other resources at no cost to their families. Specialists work with kids on strengths as well as challenges. And families are key members of the team that decides what kids need to thrive in school.

Occupational Therapy

Occupational Therapy often referred to as OT, is an integral part of the healthcare system. Occupational therapists work with parents and caregivers to identify each child’s limitations and abilities. The therapists perform a series of evaluations, including motor skills tests, cognitive function tests, and developmental skills tests. Depending on their assessments, therapists design customized plans to suit each child’s physical, cognitive, and emotional abilities. There are 8 areas of occupation that occupational therapist train the person includes: Activities of daily living (ADL), Instrumental activities of daily living (IADL), Sleep and rest, Work, Education, Play, Leisure and Social Participation.   OCCUPATIONAL THERAPY SERVICES: It covers various domains of medical profession includes:

• Paediatrics
• Geriatrics
• Orthopaedics
• Neurology
• Hand rehabilitation
• Mental health or Psychiatry
• Community rehabilitation.

Speech & Language Therapy

Speech therapy Speech therapy was provided by professionals, who have completed 4 years degree course under audiology and speech language pathology. The people are well trained with 3 years clinical practice in the field with ethics to communicate with relevent people. The therapist are well trained in areas of speech disorders such as impairment of speech, articulation, fluency and Neuro-speech disorder , language disorder such as impairment of language, receptive disorders and Neuro-language impairment and with more specification in the field of voice disorders under medical and non-medical conditions. The professionals are trained to carry paediatric, adult and geadiatric population with detailed format of assessment, evaluation, sample collection and based on the proximity of disorder rehabilitation is provided. Speech and language disorders

• DELAYED SPEECH AND LANGUAGE: According to parents,  the general complaint occur with  “ my child doesn’t speak to her age” which is generally age inadequate speech it’s quite common with the child who has less social interactive environment, the delay may persist with 3 to 6 months gap with actual age.
• SOCIAL COMMUNICATION DISORDER: The use of language in social purpose is affected, the child may have difficulty in change of communication, social cognition, social interaction, it can also be understood that the child may not follow the rules of conversation and misroute the communication part (story telling missing in between content) and has difficulty in mingling with others. PRAGMATIC skills will follow under social communication, where it is the use of language in all social norms, whether the child has the intent to communicate with greetings (hi & bye) and social smile. The pragmatic skills doesn’t mean only the part of communication it also includes spoken and written language processing (listening to content, reading the content or word , speaking appropriate to content and writing the content or word with listening skills).
• ADHD: Generally known as ATTENTION DEFICIT HYPERACTIVE DISORDER, the disorder compromise with attention deficit, hyperactivity and impulsivity which leads to sitting tolerance and controlling their behaviours such as less patience for their turn, easily switch from one activity to another and problems learning new things. The general cause was unknown.
• AUTISM SPECTRUM DISORDER: ASD an term of disorders which compromises the term autistic behaviour, pervasive development disorder-NOS, Rett syndrome, childhood disintegrative disorder and Asperger syndrome. AUTISM: A Neuro-developmental disorder which affects the social interaction skills, leads to delayed speech and language development. the disorder is general caused by degenerative of cells to cerebellum, which leads to absence of synapse between them. And the child with autism has inappropriate eye contact with context and stereotypic behaviours generally hand movements (hand play) The difference between autism and ASD, in ASD different range and high to low functioning skills are observed where as in autism the child may communicate verbal and uses gestural language with absence of mingling behaviour with others
• DOWN SYNDROME: A genetic disorder which has chromosomal deficit trisomy 21 with one extra X chromosome, the disorder has good language comprehension but inadequate speech intelligibility and also exists with rare inadequate cognitive skills.
• Cerebral palsy: A Neuro-developmental disorder, where the motor movements are affected which includes feeding issues, swallowing problems and also hearing impairment. The motor movement vary with types of palsy where motor-speech movement are restricted or difficult to precede speech movements.
• LANGUAGE DISORDERS: it’s a disorder which has difficulty in understanding the language of what people are saying or gestures they use to them, difficulty in processing the concepts or ideas or following command or directions. In general the child may know the objects name and has difficulty to explain the use of it.
• STUTTERING: A repetitive or prolonged sound or a word pronounced with secondary behaviours such as foot tapping and biting lips. The individual may seem to be stressful and nervous while speaking to higher officials or to strangers. The stuttering generally associated with psychological (mental belief) issues and sometimes there are dependent on neurological issues. Cluttering an form of disorder which has fast rate of speech where the individual will speak faster than the usual speech which has absence of prosodic events.
• NEURO-SPEECH DISORDERS: Mostly seen in adult and geadiatric patients where the individual met with an accident or tumours in brain region may lead to Neuro-speech disorders. The disorder includes apraxia and dysarthria in major forms.
• NEURO-LANGUAGE DISORDER: the most common disorder is aphasia which  caused by damage to brain parts, where it affects the language processing skills, in some cases it may follow with alexia (inability to read) agraphia ( inability to write).

Aphasia is a broad classification with show symptoms according to the area of affected region.