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Case Study

Mia

How we helped Mia to improve fine motor, emotions, communication, classroom skills and language skills

The child is learning to get two requested items at the same time.

Age

5

Age during enrolment

3.5

Training time period and mode

6 hours/ week (in Nov, 2019); Intensive 1-1 session
16 hours/ Week (in Sep, 2020 till present): Intensive 1-1 session and 3-day preschool

Case Supervisor

Fiona Tsang

Types of skills trained since the start of therapy

Communication Skills

Learn to use the P.E.C.S system to express her needs for better communication

Language skills

Learn to verbally imitate sounds and words from the therapists
Learn Vocabularies, sentence structures, concepts ( e.g. colors, sizes, length, heights, association between objects, occupations, category)

Gross motor skills

Kicking a ball
Running
Standing on one leg

Fine motor skills

Holding a pencil
Writing
Colouring
Playing blocks
Using a fork

Classroom skills

Following classroom routines
Following classroom instructions
Independence (e.g. Packing own school bag, washing hands)
Line up
Observational learning from her peers

Emotions

Regulating own emotions
Working through the triggers for her emotions

Play Skills

Social games (e.g. Musical chairs)
Construction play (e.g. Lego, Mr Potato Head, Train sets)
Imaginary play (e.g. cookset)

Behaviours

Sustaining attention during work time
Staying in seat

Challenges

Difficulty in regulating her negative emotions
Challenges in communicating her needs and wants
Limited receptive language skills
Narrow play skills and interest
Weak attention span

Outcomes

When she started the first two months, she needed to be in a room by herself as she was sensitive to the environment and was crying a lot

The therapists introduced toys that she likes to make the association between fun and learning

When the crying subsided, the training was focused on her sitting on a chair and learning basic imitation skills.

Subsequently, she was moved to a bigger room with other children.

There were still occasional crying but she has learned to regulate her emotions by carrying out repetitive activities (e.g. puzzles, beads threading, putting coins into a piggy bank)

This strategy was used at home and it calmed her down at a much faster pace

While working on her emotions, she was also working on her communication and language skills, play, motor and classroom skills

Once she has a grasp of these skills, we placed her in our preschool program

The preschool program helps to further prepare her school readiness skills (i.e. paying attention to the teacher, carrying out instructions when it is directed to the group, turn-taking, social games)

Mia is currently in our preschool programs and she has made significant improvements in following classroom routines and following instructions

She continues her 1-to-1 sessions three times a week after her preschool program to work on programs that she has difficulties to learn in a group setting at this stage

Outcomes

When she started the first two months, she needed to be in a room by herself as she was sensitive to the environment and was crying a lot

The therapists introduced toys that she likes to make the association between fun and learning

When the crying subsided, the training was focused on her sitting on a chair and learning basic imitation skills.

Subsequently, she was moved to a bigger room with other children.

There were still occasional crying but she has learned to regulate her emotions by carrying out repetitive activities (e.g. puzzles, beads threading, putting coins into a piggy bank)

This strategy was used at home and it calmed her down at a much faster pace

While working on her emotions, she was also working on her communication and language skills, play, motor and classroom skills

Once she has a grasp of these skills, we placed her in our preschool program

The preschool program helps to further prepare her school readiness skills (i.e. paying attention to the teacher, carrying out instructions when it is directed to the group, turn-taking, social games)

Mia is currently in our preschool programs and she has made significant improvements in following classroom routines and following instructions

She continues her 1-to-1 sessions three times a week after her preschool program to work on programs that she has difficulties to learn in a group setting at this stage

Outcomes

When she started the first two months, she needed to be in a room by herself as she was sensitive to the environment and was crying a lot

The therapists introduced toys that she likes to make the association between fun and learning

When the crying subsided, the training was focused on her sitting on a chair and learning basic imitation skills.

Subsequently, she was moved to a bigger room with other children.

There were still occasional crying but she has learned to regulate her emotions by carrying out repetitive activities (e.g. puzzles, beads threading, putting coins into a piggy bank)

This strategy was used at home and it calmed her down at a much faster pace

While working on her emotions, she was also working on her communication and language skills, play, motor and classroom skills

Once she has a grasp of these skills, we placed her in our preschool program

The preschool program helps to further prepare her school readiness skills (i.e. paying attention to the teacher, carrying out instructions when it is directed to the group, turn-taking, social games)

Mia is currently in our preschool programs and she has made significant improvements in following classroom routines and following instructions

She continues her 1-to-1 sessions three times a week after her preschool program to work on programs that she has difficulties to learn in a group setting at this stage

Testimonial from Mia’s parents

We hope that Bridge could help manage Mia’s emotions better and improve her learning, social and speech abilities. It works great for our daughter, helping her to stay focused much longer than before and she is able to stay calmer as well. Bridge has met our expectations exceedingly as she has improved significantly in all areas. We think that the staffs at Bridge have been very caring and are very experienced with children facing such challenges. It can be very difficult for parents to manage on their own without such professional experience. So ,both, the direct teaching at school, as well as the support and advice provided around have been invaluable to us.

Mia’s parents

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Schedule A School Tour

Come and see what makes our School so special!

Parents are welcomed to book a tour to visit our centre in Sheung Wan and explore our facilities, classrooms and learn more about our curriculum in an interactive visit. To reserve your tour, please click the above button.