Specialised Services

LEARN ABOUT OUR SPECIALISED SERVICES

  • STAMP: Exploring Feelings is a Stress and Anger/Anxiety Management Programme
  • Alert: How does your engine run?
  • Zones of Regulation
  • Learn to Play
  • Sensory Diet
  • Social Skills training
  • Triple P
  • Oh Behave!
  • Toileting, eating or sleeping program.
  • Hand-writing and fine motor evaluation and intervention plans
  • Gross motor, balance, strength and coordination evaluation and intervention plans.

 

STAMP

Exploring Feelings: STAMP (Stress and Anger/Anxiety Management program) is a clinically validated and structured treatment that provides children (ages 5-7) with high functioning autism (HFA) /Asperger’s with a set of strategies for decreasing negative feelings and increasing positive feelings in daily life. (Attwood, Scarpa & Wells, 2013). The reasons we want to do this is to feel better, think better, stay out of trouble and make friends.

Alert: How does your engine run?

The Alert Program assists children to learn to monitor, maintain and change their level of alertness so that it is appropriate to a situation or task. (Williams & Shellenberger, 1996). Alert is a fun, song and activity based program that uses mostly a sensory processing approach to self-regulation enabling children to become aware of their arousal level and change it using sensorimotor strategies.

Zones of Regulation

Zones of Regulation curriculum (L Kuypers, 2008) helps students consciously regulate their actions. ZoR uses calming techniques, cognitive strategies and sensory supports to assist with learning self-regulation.

The Zones of Regulation curriculum is ideal for children who have attention deficit issues, autism spectrum disorder, anxiety disorders or sensory processing disorder but is also beneficial to all people who wish to understand tools they can use to self-regulate to increase control and problem solving abilities.

Learn to Play

(K Stagnitti, 2000) is a program designed to develop the imaginative play skills of children up to 6 years of age with developmental delays, autism spectrum disorders, language disorders and other disabilities or traumas. This structured program works to get everybody playing. Well-developed play skills are strongly associated in the literature with improved academic outcomes, literacy, communication, problem solving and social skills.

Sensory Diet

A “sensory diet”, otherwise known as a sensory modulation, is about designing tasks and the environment to support the student optimally for as much of the day as possible. The planned sensory activities are arranged to maintain a child’s energy and focus, and are implemented regularly throughout the day with the aim to help the child feel calm, alert and organized most of the time. A sensory diet is usually developed in consultation with the child’s parents and teacher following the completion of a standardized Sensory Profile 2 (W Dunn 2014) and/or a school companion sensory profile.

Social Skills Development

Children and adolescents are assisted to develop social skills using Carol Gray’s clinically validated Social Stories (2000); Michelle Garcia Winner’s Social Thinking® (You are a Social Detective/Superflex promoting adaptable thinking, 2008) or a structured and individualised training plan (J Baker, 2001, 2015; KI Al-Ghani, 2010.)

Positive Parenting Program

The Triple P – Positive Parenting Program ® is a parenting and family support system designed to prevent – as well as treat – behavioural and emotional problems in children and teenagers. It aims to prevent problems in the family, school and community before they arise and to create family environments that encourage children to realise their potential. Most parenting strategies focus on developing positive relationships, attitudes and conduct.

Oh Behave!

Sensory Processing and Behavioural Strategies (M Trott – 2002). An effective plan for changing challenging behaviour, particularly behaviours with a sensory processing component.

Toileting, Eating and Sleeping Plans

Comprised of an individualized program promoting independence in daily life skills, addressing the fussy eater or difficult sleeper. It is tailored to your child and family’s specific circumstance and requirements.

Handwriting, Fine and Gross Motor Interventions

Are developed after careful assessment of your child’s developmental level, as well as family and curriculum requirements. Intervention plans are usually carried out in therapy rooms or in school but are structured to the family’s lifestyle and accessibility. Sessions are usually one on one. A session note is provided afterwards and home practice activities may be provided if the family would like.