Frequently Asked Questions

For Clients

Therapy Related


The first step is to complete the intake form. This form gives us the information we need to tailor our first session to you. Kindly refer to the “Making An Appointment” section on Our Services page.
You may request, but we know our strengths within the team. Upon receiving your intake form, our intake therapists will review the information provided and find the best fit for you.
The duration and frequency will depend on the child's presentation and therapy goals. In the case of pronunciation difficulties, therapy may be a matter of weeks. Social-emotional-behavioural challenges take longer. We do see individuals up to 1-2 years. We focus on ‘deep-learning’ to make sure what the child learns sticks across different contexts.

Usually, sessions are held once a week. Sometimes, individuals benefit from increased intensity of 2-3 times per week for short periods of time. You should see positive gains within 4-8 weeks of therapy. The therapist will give regular verbal feedback about progress.
Once we have assessed your needs, we will determine the best way to meet the goals. If group intervention is required, we will find the most compatible group based on the individual/child’s ability and needs. Students are roughly matched for age. Flexibility is key to accommodate group scheduling.

We can work on social communication and social skills in individual sessions too. Your therapist will advise what is best for you after the initial consultation.
We offer holiday intensives for clients who are not able to attend therapy on a regular weekly basis during the school term. The intensity of the program can be discussed with the therapist during the initial consultation.

School holiday programs can be half-day or all day events, that run over 3 to 5 days in a week, during June or December. We have specially curated programs for preschoolers to teens and young adults. Group sizes can vary anywhere between 6-25 students, depending on ages. Find more information on our programs here.
Definitely. We see many overseas clients who fly into Singapore for therapy. We recommend at minimum a 3-day intensive. Some choose to stay for a couple of weeks to have intensive daily therapy.

We also offer teletherapy for overseas clients. We have several overseas clients we see weekly over teletherapy. We can work directly with the client, provide caregiver coaching, and/or collaborate with other professionals in your home country who are involved in regular intervention.
Yes. We are a team of speech-language therapists and a social skills therapist. We also have a counsellor and a physiotherapist who consults with the families we serve. Find out more about our team here.
We are registered under the Ministry of Social and Family Development’s (MSF) under the Baby Bonus Scheme. You can check if you are eligible for Baby Bonus benefits here.

If you are intending to use the Baby Bonus scheme, do inform us before your appointment. Also, remember to bring your child’s original birth certificate when you come for your appointment.

Intervention Related


Essentially, all behaviour communicates. Everything we do and say, consciously or unconsciously, communicates something. For example, a child who does not pay attention in class may be communicating that there is something he/she does not understand about what is happening in class. An adult who chooses to sit in a corner of the waiting room may be communicating that he/she feels safer when they are able to observe what is happening around them. Our role, whether as family, educator, professional, or even a close friend, is to be detectives of what these behaviours may be communicating. Understand and respond to what the behaviour is communicating, rather than the behaviour itself!
Yes, we work with many children, teenagers and adults who have a harder time regulating big feelings and experience anxiety. You may observe withdrawal, aloofness, avoidance, mood swings, rigidity, temper tantrums, physical or verbal aggression etc. Both verbal and nonverbal students can experience anxiety.

It is important to figure out the source of the anxiety. Often, it stems from a lack of understanding of the situation, others’ intentions, perspectives and expectations. We can better advise on specific strategies for you/your child when we see him/her.

Click here for the social competency model.

Our speech therapists go beyond teaching kids how to talk. We specialise in social thinking: teaching teaching people how to understand people and situations in order to communicate well with others. To communicate is to connect meaningfully with others. An individual might speak well but struggle to do so.
Play is fun and it is full of learning opportunities. Children make sense of their world and their experiences through play. Through play, children learn new concepts, how to play with others and regulate their emotions. They elaborate ideas and master their fears in a safe and natural way. They develop their imagination, creativity, problem solving and flexibility. This happens the most when playing with other people and not when playing alone or on electronic devices.We are never too old to play! Older kids may engage in role-play, play-acting or movie making, to explore and experience serious learning in fun ways.

Click here for Hanen fun activities.

We cannot teach self-regulation; we develop it! There are strategies that we can introduce to facilitate self-regulation. But we are also always exploring why an individual may have difficulties self-regulating. Perhaps it is difficult for an individual to express their thoughts and feelings, and hence they have a big reaction. Perhaps it is difficult for an individual to understand why someone else is angry at him/her, and hence he/she dysregulates. So, beyond strategies, we support regulation by working at the source and building core competencies.

Click here for more information on self-regulation.

At our centre we develop social thinking, not just social skills. Our social understanding is what helps us problem solve situations i.e. social thinking is social comprehension! We understand context and people, and then decide the best response. We teach the social understanding required to figure out the most appropriate social skill for a specific situation. We can use many different tools, techniques and approaches to do this, customised to the individual profile.

Social Thinking is a specific methodology developed by Michelle G. Winner. It is a cognitive behavioural approach that requires students to think about thinking. It is best suited to verbal individuals with near normal to high IQ.

Click here to learn how improving social skills begins with social thinking.

Making and keeping friends requires an understanding of people - people’s likes and dislikes, relationships between people, boundaries in relationships, taking perspective of the other person, and all the nuances that come with relationships. So, for an individual to learn to make and keep friends, he/she must first learn to understand people.

Click here to learn 10 tips for making and keeping friends.

For Professionals

In order to help the parent understand their child as a whole, it is important to highlight the child’s strengths and relative weaknesses, and how these impact the child’s ability to participate in an activity with his/her peers across settings. Whenever possible, provide specific examples to help parents to visualise the situation. Share honestly, if you feel that you are not equipped to support the child in that particular area, and what you would recommend parents to consider. If you are in doubt, there’s no harm in asking the parent to seek professional advice. You have the child’s best interest at heart!
We receive many enquiries from both caregivers and professionals (e.g. teachers, psychologists, Allied Educators, social workers, doctors). If you would like to refer a client, you or the caregiver may contact us via phone call, email, or our online enquiry box, and our team will be in contact with you!
Yes. We tailor services to the needs of the school. This can be case consultations, school visits, or customised therapy programs for kids 1:1 or in small groups of 2-4. We do not offer shadow support. We believe inclusion may not be in the best interest of a child if they require full-time shadow support to function within a classroom. We do assess functioning in dynamic settings - both structured and unstructured interactions in the classroom or the cafeteria. We work with the school support staff to develop independent functioning and coping in and outside the classroom.
We have conducted customised training for school staff - mainstream teachers, learning support, counsellors. We have also conducted parent talks in schools on a wide range of topics about communication, social skills, social relations and social learning. Topics are negotiated with the school. Training may range in duration from 1-hour to 2-day intensives.
We always seek to collaborate. We are keen to take the individual’s learning out of our therapy rooms and into the real world. Parents or the client must give consent for exchange of information. Such collaboration may vary from chats over phone or email, to zoom meetings with the school support team or other therapists. Where appropriate or beneficial, we have had the child’s other therapist or teacher join our therapy session.
We conduct regular training all year round. We specialise in topics related to social-emotional development and learning. Look out for our upcoming events here. Alternatively you may join our mailing list by emailing enquiry@c-c.sg
We are committed to growing our philosophy and nurturing people. We work with local institutions to nurture students and volunteers who are keen to learn about speech therapy, social communication and our intervention approaches. Observational attachments are subjected to availability and will be reviewed on a case-by-case basis. Kindly email us at enquiry@c-c.sg if you are interested.