Physical Therapy
Pediatric physical therapy is offered by a skillful staff and training specific for the unique needs of the younger population. The children receive evaluation, therapy, education and we arrange equipment assessment with third parties.
We engage parent through education and follow ups their children day-to-day functioning and achievements of therapy goals. Additionally, we coordinate with schools and primary care providers to ensure optimal quality of care for your child and the greatest opportunity to succeed.
Our team is experienced to treat the following conditions.
- Cerebral palsy
- Genetic disorders
- Developmental delay
- Hypotonia
- Torticollis
- Gate delays and dysfunction
Our intervention focuses on improvement of the following:
- The range of motion
- Sensory processing and integration disorders
- Endurance
- Balance and coordination
- Posture
- Gait deviations
- Use of adaptive devices
- Functional skills
Special Education
We help children to achieve their maximum potential. One of our key functions is to provide individualised assessment which helps in the provision of individualise the plan suitable with the child educational ability and facilitate the process of ongoing process of assessment, intervention and review of outcomes.
We maximise the use of resources to drive improvement and outcomes and engage parents as the natural and primary educators of the child.
The Objectives of Special Education Intervention:
- To provide high-quality instruction/intervention matched to student needs
- To use learning rate over time and level of performance
- To make important educational decisions
Expected outcomes from our intervention:
- Mainstreaming children at school
- Enhance pre academic and academic skills
- Toilet training (Interdisciplinary goal)
- Improved behaviours (Interdisciplinary)
Speech Pathology
Effective communication is essential to human development and plays an important role during child’s life. Without the ability to communicate clearly, children lose access to many of the educational experiences. The situation is frustrating and debilitating for the children involved, and stressful and painful for their families.
Your child receives the following evaluation:
- Case history intake
- Informal assessment of speech and language skills through observation and informal testing of the understanding and expression.
- Assessment of the oral speech-mechanism to assess the integrity of the oral speech structures and function.
- The functional communication skills
- Interdisciplinary behavioural assessment assessment
- Communication barriers
Type of communication disorders we support at the Center:
- Language
- Articulation
- Fluency
- Voice
- Feeding and swallowing
Langauge Intervention:
Your child is seen by certified speech-language pathologist for series of session addressing the communication needs.
The focus of the intervention is as follows:
- To enhance functional communication. The team assesses the current communication used by your child and assess the functional/future communication and assist in achieving them. We will help them to communicate functionally in different contexts.
- Provided them with basic alternative communication system if needed
- Help diagnosing there feeding and swallowing disorders. We have access to modified barium swallowing studies at local hospital and continue the care at the our Center.
Expected outcomes of the services:
- Improved communication
- Improved Language
- Improved vocabulary
- Improved articulation
- Improved fluencies
- Swallowing
Behavioural Intervention
Our behavioural interventions aim to teach and increase targeted positive behaviours and reduce or eliminate inappropriate or non-adaptive behaviours.
We break things that we need children to be learned – like saying words, learning non-verbal gestures, playing with toys and then peers, washing hands, eating etc into tiny steps and then taught systematically, little by little.
How we improve behavioural skills
Using clear and direct verbal, visual or gestural Cues and Prompts to help children learn a task, skill or behaviour. The child is Prompted on when to start or stop doing a task or activity or reminding them on when next in a task or a sequence of steps is needed.
Modelling the preferred Behaviour by demonstrating or showing the child an activity, task or behaviour so that they can observe and learn how it is done.
Shaping a response or behaviour to be closer to the correct or desired behaviour. It begins with responses or behaviours that the person already can perform, and gradually increasing expectations over time such as encouraged child to do one step in a sequence of steps needed to finish a task, and then over time is asked to more steps in the sequence.
Other techniques such Feedback, Redirection, Repetition, and Reinforcement are used.