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BubbleBee -
Therapy Centres, Clinics, Hospitals, Medical Facilities,
Doctors
BubbleBee
Contact:
Address: 1, Tanglin Road Orchard Parade Hotel
Singapore 247905
Tel: (65) 6733-6163 (65) 9737-6473
Fax: (65) 6733-6163
e-mail:
info@bubblebee.com.sg
Website:
http://speechtherapy.bubblebee.com.sg Categories: Therapy Centres, Clinics, Hospitals,
Medical Facilities, Doctors Company Profile:
Singapore Therapy Centre offers paediatric
speech, language and communication therapy. Aims to help children, from
toddlers to teenagers with a variety of speech-language
related difficulties
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 patient's needs, with precise goals
defined,
therapy care including:
individual sessions (1 hour per session),
group therapy sessions,
review appointments for clients who don't require
regular therapy,
feedback and counseling sessions for caregivers,
educators and family members (based on a particular
client's 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
Prompt's 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 child's 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 child's 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, Hanen's program for parents of
pre-school children with language delays. Like this
program, More Than Words emphasizes the child's
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 child's
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 family's 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 child's 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 child's 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
child's 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 (http://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
child's 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 child's 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
children's developmental levels in terms of their
ability to communicate, understand other people's
messages, articulation, attention, grammar and
vocabulary. Results from these tests are used to
diagnose whether the child's 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.
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