Our Programmes

We aim to teach

We will work with parents & teachers and make home & school visits where necessary. We adopt ethical therapy practices and help create a conducive learning environment to bring out a child's potential but we don't perform miracles. Learning can be accelerated but behavioural change takes time. If we are unable to help, we will refer the child to someone else. 

We prefer to work with parents who are not averse to changing their parenting styles.  If you're expecting your child to be completely cured, we are unable to grant your wish. 

We strive to constantly review our practices. We use a combination of research-based approaches in our therapy programmes. Our programmes are focused on  areas of needs, not the disability.  While we don't buy into marketing hype, we will provide professional input if parents wish to complement traditional therapies with alternative therapies. 

We strive to deliver professional services at reasonable rates. Our fees are priced lower than some VWOs. We offer help to low-income families.  

If you'd like a brochure, pls email me with your home address and contact number as the files are too large to be sent via email.   

If you are interested in our programmes, pls leave a voicemail on tel 63335080 to arrange for a consultation appointment.

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Frequently Asked Questions

TALK!       Duration - individual sessions 1-3x/wk for 3 - 6 mth

LEARN!     Screening is required prior to enrolment. Children without appropriate language skills are         advised to go for speech therapy or TALK! programme.

PLAY!        Screening is required prior to enrolment. Generally, the children have no major language,             academic and handwriting issues. They usu have poor self-control &/or emotional control. They may have ASD, ADHD or LD. 

Notes : Some parents stop therapy within a year as they feel their child is able to cope in a regular classroom. Children with severe learning difficulties and mild intellectual disabilities usually require specialised help on a long-term basis.

Our Results 

We stress that we only bring out a child's potential. The following cases were phenomenally successful because of adequate home support & normal intelligence & a delay of less than 2 years at the start of therapy : 

Case 1

A 6-year-old boy who repeated 1st half of K1, then went back to K2 in the 2nd half of year after 30 sessions (grp & indiv). Teachers reported he was able to keep up with peers & able to accept correction calmly. Notes - unable to speak in English due to home envm, severe behaviour tantrums (e.g. stripped himself naked in school when "provoked"). 

Case 2

A 6-year-old K2 dyslexic girl who learnt to read short stories in 20 sessions. Notes - formerly unable to read & write all of the alphabet, moderate behaviour difficulties

Case 3

A 12-year-old boy with dyslexia & ADD whose results went from 50+ to 70-80+ after 2.5 years of therapy (indiv). He is motivated to work towards 80-90s for his PSLE after he topped his class sometimes. His performance still fluctuates, albeit at acceptable baselines. Notes - expressive & reasoning difficulties, planning difficulties, moderate behaviour difficulties (e.g. talks silly things, stands or jumps or moves during sessions, fidgety hands & legs-kicks & throws things, avoids tasks involving sustained mental effort.)

Case 4

A 2.5-year-old boy who learnt to communicate (pointing) appropriately and comply with 2-step instructions after 8 sessions (indiv). Still playful but much happier. Now undergoing speech therapy elsewhere. Notes - misdiagnosed with ASD by a paediatrician & VWO, moderate behaviour tantrums (e.g. only responses with crying, head-hitting, running away) 

Case 5

A 5-year-old girl who learnt to comprehend and speak basic English words, utilise simple problem-solving skills, draw some pictures & be independence in some self-care areas after 8 sessions (indiv/grp). She was transferred to an integrated childcare program (IPG). Notes - mild intellectual disability/severe learning disability, unable to speak in English due to home envm, poor comprehension, poor coordination, assistance required in most daily activities.  

ã 2003-6  Ping Pte Ltd

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