school collaborations

We believe in wholesome management of our kids. The treatment encompasses all contexts of the child, their home, public places and school. School plays a very important role in a child’s life, and it is here that they learn, play, socialise and have a disciplined life.

A child spends 4-7 hours of their active day time in the school and hence without the involvement of school teachers, Special Educators and Counsellors, the therapies remain incomplete. Parents, Therapists and School Team have to on the same page to bring about a positive change for the child and assist them in performing well, having fruitful friendships and provide positive and conducive environments to learning.

We are happy to collaborate with schools to help

our children in the best possible manner by:

Discussing IEP’s
Classroom Modifications
Parent Counselling Sessions
Teacher Training
Shadow Teacher Assistance
School Observations
Feedback Forms

We appreciate the school’s efforts in helping children with various needs and being a part of the team effort.

behavioural suggestions recommended

The purpose of behavioural interventions is to assist students in displaying the behaviours that are most conducive to their own learning and that of classmates. Well-managed classrooms prevent many disciplinary problems and provide an environment that is most favourable for learning. When a teacher's time must be spent interacting with students whose behaviours are not focused on the lesson being presented, less time is available for assisting other students. Behavioural interventions should be viewed as an opportunity for teaching in the most effective and efficient manner, rather than as an opportunity for punishment

Define the appropriate BEHAVIOUR while giving praise

Praise should be specific for the positive behaviour displayed by the student: The comments should focus on what the student did right and should include exactly what part(s) of the student's behaviour was desirable. Rather than praising a student for not disturbing the class, for example, a teacher should praise him or her for quietly completing a maths lesson on time.

Give praise immediately.

The sooner that approval is given regarding appropriate behaviour,

the more likely the student will repeat it.

Vary the statements given as praise

The comments used by teachers to praise appropriate behavior should vary; when students hear the same praise statement repeated over and over, it may lose its value.

Be consistent and sincere with praise

Appropriate behaviour should receive consistent praise. Consistency among teachers with respect to desired behaviour is important in order to avoid confusion on the part of students with ADHD. Similarly, students will notice when teachers give insincere praise, and this insincerity will make praise less effective.

It is important to keep in mind that the most effective teachers focus their behaviour al intervention strategies on praise rather than on punishment. Negative consequences may temporarily change behaviour , but they rarely change attitudes and may actually increase the frequency and intensity of inappropriate behaviour by rewarding misbehaving students with attention.

Moreover, punishment may only teach children what not to do; it does not provide children with the skills that they need to do what is expected. Positive reinforcement produces the changes in attitudes that will shape a student's behaviour over the long term.