Ms Sylvana Mahmic is the CEO of Plumtree Children's Services and has worked for over 28 years in the early childhood intervention field, with a particular expertise in whole of family and peer led approaches. She is co-creater of the peer led program Now and Next and has incubated two peer led organisations.

Sylvana has served on over 25 advisory groups including six Ministerial appointments and has been a member of the NSW Disability Council. She has held executive positions on the Board of Early Childhood Intervention Australia NSW/ACT and was a founding board member of Diversity Disability Alliance. 

She is a member of the Access Advisory Group NSW Department of Premier and Cabinet, the NSW Family and Community Services Multicultural Advisory Group, and the Australian Museum Access and Inclusion Advisory Panel. She has been a member of the NDIS Independent Advisory Council since 2013. 

Presentation Title (for Keynote)

Enhancing Outcomes for Children and Families through Team Collaboration

Presentation Synopsis

Exploring the impact of team collaboration, this session draws upon Plumtree's evidence-based model, developed in Australia and applied internationally. It focuses on the benefits of engaging families and professionals as a cohesive unit, highlighting the posititve effects on family, hope, empowerment and wellbeing.

The session will describe the rationale behind this collaborative approach and describe the theory of change that fosters increased parent involvement, alongside the supportive role of professionals.

Practical strategies for empowering parents as leaders and peer facilitators within these team dynamics will be covered, along with insights into implementing these collaborative practices in professional settings. 

Dr Lim is a Developmental and Behavioural Paediatrician and Epidemiologist with special interest in Autism Spectrum Disorder, Early Childhood Intervention, Caregiver support, Inclusion, Disability Medicine, Health informatics, and Implementation Science. She is founder, ex-board chair, and currently CEO of CaringSG. She is also board member of SGEnable, and currently co-chairs the Singapore Alliance for Action for Caregiver of Persons with Disabilities.

Dr Lim pioneered the ECHO framework and was expert advisor to Singapore's national ECHO Technical Alliance. Dr Lim was also member of the steering committee for Singapore's Enabling Masterplan 2030, workgroup members of the Healthcare framework for People with Intellectual and Development Disability (2020), Early Childhood Development Agency Parent Guide (2021), Autism Spectrum Disorder Clinical Practice Guidelines (2010 & 2021). She also serves on the expert panel for AWWA and Autism Resource Center.

On the personal front, Dr Lim is a caregiver of 3 children, 2 of whom has Autism and ADHD.

Presentation Title

Early Intervention - what's in for me next?

Presentation Synopsis

This interactive session will discuss what the future for Early Intervention Professionals looks like. We will explore this vision of future for EI through the lens of relationships with ourselves, our clients (children) and their families, as well as with fellow professionals in the process of supporting children and families.

Farhana has 5 years of experience working as a music therapist in an early intervention centre. Her approach focuses on tailoring music-based interventions to each individual child in a safe and supportive environment. During music therapy sessions, children are given the opportunity to explore their emotions, thoughts, experiences, and hence their self-esteem is enhanced through music.

Co-presenters: Yoon Mi Ra and Amanda Low Yan Ting

Kai'en is a Senior Occupational Therapist holding a BSc (Hons) in Occupational Therapy from Trinity College Dublin. Her focus is on working with individuals with special needs in the community. She firmly believes in the importance of early intervention for children with developmental needs. Kai'en values a holistic approach, involving the child's family and other community partners in the intervention process. With a compassionate touch, she strives to make a positive impact on the lives of those she works with, creating a supportive environment for growth and development.

Co-presenter: Hannah Lai Rui Qi

Dr Kang Ying Qi is Deputy Head and Senior Consultant at the Child Development Unit (CDU) in the Division of Development and Behavioural Paediatrics at the Khoo Teck Puat – National University Children's Medical Institute, National University Hospital. CDU sees children with learning, behavioural and developmental difficulties. Her research interest includes autism, developmental and behavioural difficulties in children with chronic medical illnesses, the impact of social inequities on children and development outcomes and trajectories. She is part of the study team that examined telerehabilitation as an alternative service delivery model for parent coaching for parents of young children with autism.

Lynn is a speech therapist currently practising at Rainbow Centre. She has worked with children with communication difficulties in settings like a restructured hospital, an early intervention centre and a preschool-based programme. She believes in a trans-disciplinary team approach, collaborating with families, teachers and therapists, to give children a ‘voice’ to reconnect to their community. Lynn is also actively involved in continuing professional development, keeping abreast with evidence-based practice and translating this knowledge into innovative real-life solutions to improve therapy outcomes.

Co-presenter: Eu Wan Ling

Natalie is an accredited art therapist. Her co-presenter, Mariko, is a registered speech-language therapist. They work collaboratively with children living with special needs at an early intervention centre. Natalie firmly believes in the inherent healing qualities of art and play in expressing what words cannot, transcending boundaries. Natalie engages these modalities in journeying with and facilitating a safe space for creative expression and self-discovery of the individuals she meet.

Co-presenter: Nuraidah Mariko Binte Pathorr Rahman

Pauline is an Educational Psychologist with a commitment to improving the lives of individuals with developmental and special educational needs. Currently working in the early intervention setting, she specialises in psychological assessments and behavioural interventions. She enjoys collaborating with other professionals within a transdisciplinary team and empowering caregivers to achieve positive change for children and families. Previously, Pauline has worked with infants to young adults across the settings of a hospital paediatric clinic, mainstream primary school, and tertiary institution. Her past research focuses on Autism Spectrum Disorder, emphasising a strengths-based perspective towards behavioural traits typically viewed from a deficit lens.

Co-presenter: Leong Chui Ling Jerlyn

Ms Tan Peng Chian, with a First Class Honours Bachelor of Occupational Therapy from the University of Queensland and a Master’s from the University of Southern California, began her career in 1995 at KK Women’s and Children’s Hospital, specializing in Developmental Delays and Disorders. In addition to her clinical expertise, she was deeply involved in training caregivers, teachers, therapists, and other professionals. Currently pursuing a full-time PhD at NIE-NTU, her research centres on preschool teachers' beliefs and classroom practices when including children with developmental needs. Ms Tan has held various leadership roles at AWWA Ltd.

Co-presenters: Tan, May Ann and Dr Kenneth Poon

Mira utilises a wide range of therapeutic modalities in her therapy. Through non-verbal modes of art therapy, Mira helps her clients to alleviate the effects of debilitating and painful emotional and psychological symptoms by promoting self-reflection and self-examination in a safe therapeutic relationship via therapeutic use of art. She also works closely with other allied health professionals and parents in EIC settings, providing them with therapeutic supports and consultations.

Co-presenter: Natalie Kang

Malathy Krishnasamy, PhD, is a researcher with expertise in child development, developmental and learning disabilities, early intervention and education. She has worked as a primary school teacher, and also as a specialist educator working with children with developmental and learning difficulties, as well their parents. Malathy also taught preschool and MOE teachers on various aspects of early intervention and special needs education. Her research experience has focused on classroom teaching and developmental and learning disorders. Malathy is the Research Lead at Early Intervention for Children (EIC) Services, Thye Hua Kwan Moral Charities where she works on various research projects.

Co-presenter: Mariel Chee

Ms Jazimah Haron has been supporting KidSTART families as a KidSTART Practitioner since 2018. She is presently a Lead Practitioner who also supervisors a team of KidSTART Practitioners. Jazimah was previously a literacy teacher for preschoolers and had also worked with low-income families as a social assistance officer prior to that. Jazimah holds a Master of Science (Early Childhood Education).

Co-presenter: Lydea Gn

Lei Yin is a physiotherapist and clinical educator with experience in a wide spectrum of complex neurodevelopmental and orthopaedic conditions and developmental delays. She specializes in early intervention and neurorehabilitation in EI and home settings. Before this, she worked in the acute setting including ICUs, special care nurseries, and outpatient clinics. She achieved an MSc (Physiotherapy) from Glasgow Caledonian University in 2020. She is also a certified NDT therapist since 2016. She believes that collaboration with the families has a significant gain in the function and participation of the children in the community.

Shalini D/O Elangovan completed her Master of Psychology (Clinical) from James Cook University, Singapore. She has worked as a Senior Psychologist in AWWA Early Intervention Center for the past 7 years to present. She specialises in Child Development, Mental Health and continues to contribute to the special needs sector. She carries out interventions to promote social, emotional and behavioral development for children with special needs. She works closely with caregivers and external stakeholders for a holistic understanding of their needs to plan the right interventions. She also carries out Placement Assessments and transition support.

Co-presenter: Vincent Raj Ferida

Tan Siew Huei is currently a Lead Teacher in SPD. Her credentials include a Master’s Degree in Educational Psychology, a Bachelor’s Degree in Psychology and 12 years of teaching experiences in special education. Her research interests include autism spectrum disorders, sibling of children with special needs, quality of life, sense of coherence, social network and elderly. Her research articles were published in International Journal on Disability and Human Development, Journal of Institutional Research in South East Asia and Disability, CBR and Inclusive Development (DCID).

Co-presenters: Seah Phey San and Nor Sharida Binte Mohammed

Tee Yi is a Lead Early Interventionist at Rainbow Centre. She heads the Early Intervention @ Preschool service and is the team lead for the project, “Making Every Preschool Inclusive”. Tee Yi had opportunities to work with preschool educators and believes that preschools are the natural environment for children of diverse abilities to learn and play together. She champions collaboration and believes that an active and structured platform for collaboration between the two sectors- Early Intervention and Early Childhood, is pivotal to creating an inclusive preschool environment.

Co-presenters: Dr Honey Ng and Janice Leong

Jesline Teo is an Early Intervention teacher from Thye Hua Kwan Moral Charity, with 5 years of teaching experience in the Early Intervention Sector and 7 years as a designer in corporate industries. Her encounter with colleagues with ASD spurred her interests to pursue a career supporting the community. During her work in the sector, she formed the Little Limestones team to develop a solution addressing sector gaps. The team won the kickstarter grant from Sector Design Challenge 2021, organised by NCSS. She believes that the work of an EI professional extends beyond the classroom, impacting individuals, families and communities.

Co-presenter: Siti Raudhah Binte Zailani

Chay Pei Yun, a senior clinical psychologist from the Community Psychology Hub, brings extensive experience in supporting children with varying disabilities across the early intervention continuum. In her secondment to the various social service agencies, Pei Yun has facilitated teaming practices and modified work processes to enhance collaboration. Join Pei Yun for an engaging session, tailored to support and inspire early intervention professionals, as they navigate the evolving landscape of early childhood intervention.

Nataline Ng is a senior occupational therapist in the Department of Child Development at KK Hospital. She has been working with young children with developmental needs and their caregivers for ten years, advocating for family-centred practice. She is also a member of the Early Childhood Holistic Outcomes (ECHO) Framework Technical Assistance Team and values collaboration with early intervention centres. Nataline is pursuing her Doctorate in Occupational Therapy at Boston University. Her research focuses on developing programmes tailored to children with autism spectrum disorders and promoting social inclusion in preschool.

Co-presenter: Dr Lim Chun Yim, Lucia Yeo, Teoh Wei Qin, Chong Hwee Min, Peter Tan, Dr Ellen Tay Ghim Hoon

Sharlynn Neam is a Speech Therapist at KK Women’s and Children’s Hospital's Department of Child Development. She supports preschoolers with developmental needs in a range of communication domains, both in individual and group settings. She believes in engaging caregivers and working closely with other professionals within a multidisciplinary team to achieve family-centred care. She is currently part of the ECHO Framework Technical Assistance Team, which allows her to support professionals caring for children beyond the clinic setting so that these children can continue to develop holistically and participate meaningfully within the community.

Co-presenter: Dr Teoh Wei Qin 

Vicky Puminathan, a Clinical Psychologist with 6 years of experience in the sector, is a presenter at the conference. Her expertise lies in working with preschool children with developmental needs and their families, collaborating closely with a transdisciplinary team. Vicky administers assessments, from cognitive to behavioral, and aids early interventionists in understanding and addressing challenging behaviors. She conducts evidence-based psychotherapy sessions for children and families, while also leading workshops on topics such as social skills and parenting. In addition, Vicky supervises colleagues, nurturing their professional growth.

Yvette Lam is a Senior Speech and Language Pathologist with Cerebral Palsy Alliance Singapore (CPAS). She completed her Masters in Speech and Language Pathology at the National University of Singapore. Yvette works with children attending the Early Intervention Programme for Infants and Children at CPAS. Her areas of practice include language delays and disorders, speech sound delays and disorders, Augmentative and Alternative Communication (AAC), literacy, social communication, feeding and swallowing. She works closely with Early Interventionists, parents and caregivers in supporting the continuity of care for the clients at CPAS EIPIC.

Co-presenter: Jeanette Javier Bruto

Associate Professor (Dr) Mariam Aljunied is a Principal Educational Psychologist in the Ministry of Education’s Special Educational Needs Division. Concurrently, she is an adjunct associate professor with the Psychology Department in National University of Singapore, and the Office of Education Research in National Institute of Education. Dr Mariam is a Singapore Registered Psychologist, chartered psychologist and associate fellow of the British Psychological Society, and is an Honorary Research Associate of the University College London’s Department of Psychology and Language Sciences. With 30 years’ experience as a practitioner and researcher in the field of special needs and educational psychology, Dr Mariam has spearheaded many initiatives and programmes to enhance the support for children and adolescents with special educational needs.

Co-presenters: Nur Farhanah Suhairi, Rahmah Binte Abdul Rahman Zamawi, Nur'Khairiyah Binte Mohd Khairi and Mashafiz Bin Ma'at

Having worked as an intervention teacher for 4 years I have a strong belief in the importance of early education and its inclusivity. It is my passion to foster the development of minds and ensure that every individual regardless of their abilities is included in the educational process.

Co-presenter: Hazel Mae delos Santos Perez

Presentation Topic:

Transition to Primary School

Presentation Synopsis:

The transition journey from preschool to primary school can be challenging and demanding, especially for children with developmental needs. We, a team of low-support teachers from THK EIC Services, have designed a specialised transition programme to address the needs of children aged 6 to 7 years old who are transitioning from preschool to either mainstream primary or specialized education setting. This programme is structured to foster problem-solving abilities and nurture social and emotional skills, thus empowering children to effectively apply their acquired knowledge in a variety of settings.

The transition programme is a collaborative effort involving the transition team, psychologists and lead teachers. The team designed classroom resources and checklists, and provided training on utilising these materials in the classroom. Pre- and post-checklists are used to assess and plan the instruction of skills required for children’s successful transition to primary schools. To encourage the application of learned skills in a larger setting, teachers merge two different classes during the last term. This approach allows students to interact and practice their skills in a more extensive context. Teachers also convene with the entire team to discuss what is working well and troubleshoot issues that may arise. By Term 4, our children exhibit notable progress, showcasing increased independence in managing their belongings, enhanced problem-solving skills, especially in handling peer conflicts, and improved listening abilities within larger group settings. In conclusion, our programme not only accommodates the unique needs of each child but also equips them with the essential skills to thrive in their dynamic educational journey.

Cheryl is an occupational therapist (OT) currently serving at Thye Hua Kwan Moral Charities since October 2021. Cheryl’s journey into OT began with her pursuit of higher education in Singapore Institute of Technology and graduated in 2021. Her role in early intervention centre (EIC) focuses on working with children below 7, a crucial period for developmental support. Cheryl designs and implements customized therapy programs to aid children in achieving crucial developmental milestones while collaborating with teachers. As a main presenter, Cheryl shares her insights and experiences to inspire and educate others in the field of OT.

Co-presenter: Amanda Yin

Presentation Topic:

Exploring the use of sensory play to improve the functional performance of children with tactile defensiveness in an early intervention setting: A single case study

Presentation Synopsis:

A single case study exploring the therapeutic potential of a 10-week intervention to help a 5-year-old child diagnosed with Autism overcome the functional challenges associated with tactile defensiveness of in an early intervention (EI) setting. The EI teacher reported that child does not participate in cookery and art and craft activities due to sensory sensitivity and is unable to tolerate toothbrushing and sitting on the toilet bowl. Following sensory play intervention, the child had substantial improvements in participation in routines like cookery, art and craft, toothbrushing and toileting which used to be challenging due to tactile defensiveness. THYE HUA KWAN MORAL CHARITIES early intervention centres have been carrying out sensory play interventions in collaboration with occupational therapists and teachers.

I am a passionate and energetic senior occupational therapist working in the early childhood and early intervention landscape for eight years. I am trained in ESDM and Sensory Integration. I have a strong passion for parent coaching.

Presentation Topic:

Reading practices and challenges of parents with children with developmental difficulties in Singapore

Presentation Synopsis:

Shared book reading of at least 10minutes/day between the parent and child in the early years, support child development in multiple domains such as language and literacy. This study aims to 1. describe shared book reading habits between parents and children with developmental difficulties in Singapore. 2. Identify modifiable factors associated with better reading habits. 

We found that shared book reading in children with developmental difficulties are below recommended norms. About 50% of parents with children with developmental difficulties in Singapore read infrequently to their children, limited by time constraints and managing child’s behaviour such as a disinterest in reading or their attention span. Books are generally accessible for them. Early childhood interventionists can support shared book reading by developing programs and teaching parents, strategies for building book reading into their routine, and skills to engage their child and manage their attention span by make reading more enjoyable. 

Jacob is presently an Assistant Teacher (EIP) in Rainbow Centre, Early Intervention Programme and is currently pursuing his Specialist Diploma in Early Childhood Intervention (Special Needs). Jacob graduated with a Bachelor of Science in Early Childhood Education with Wheelock College. As an educator in mainstream preschools, Jacob encountered students with learning difficulties and special needs, spurring him to work in an Early Intervention setting to help him develop the necessary knowledge and skills to enable him to better support the needs of diverse learners.

Co-Presenters: Nur Afiqah Binte Ismail, Sarah Ng Shu Ting and Pavitra Gopal

Presentation Topic:

Facilitating Social Competencies and Emotional Regulation Skills in Children with Autism Using a Structured Teaching Approach

Presentation Synopsis:

Social cognitive difficulties often manifest as challenging behaviours in the classroom setting. Our presentation shares how social competencies and emotional regulation skills can be developed using a structured teaching approach. 

Adopting a transdisciplinary team approach, the sessions were collaboratively planned and taught by Early Intervention Educators, a Psychologist and a Speech-Language Therapist focused on social-emotional learning referenced from the We Thinkers! Volume 1 Social Explorers series (Tarshis et al., 2016)

These sessions were aimed at facilitating the six students to develop a more concrete understanding of their own thoughts and how these thoughts affect their behaviours, which in turn affects how they socially relate with others and vice versa. 

At the end of sixteen weeks, an adapted Goal Attainment Scaling (GAS) system was used as outcome measures for the students’ IEP goals related to social emotional learning. All students showed progress, attaining their goals out of which, 5 out of 6 students accomplished a greater than expected GAS score. 

A resource bank thereafter was set up to consolidate materials that have been developed from these sessions with the intention of supporting future groups.

We are Senior Occupational Therapists working at Thye Hua Kwan EIPIC Centre. We work with children from birth to 7 years old with developmental needs, such as Global Developmental Delay, Autism, Speech Language Delay and more. We have been working as Occupational Therapists at Thye Hua Kwan EIPIC Centre for 4-5 years.

Co-presenter: Ang Shan Kee Michelle

Presentation Topic:

Enhancing Daily Living Skills for Children with Developmental Needs in Early Intervention

Presentation Synopsis:

THK EIC Services play a crucial role in supporting the development of children with developmental needs. One essential aspect of this support is enhancing daily living skills, which can greatly improve a child's independence, self-confidence, and overall quality of life. Enhancing life skills equips a child the ability to participate in daily routines which are important pre-requisites to improve their autonomy such as making choices and self-sufficiency. 

This study investigates the impact of a structured program designed to enhance life skills in children with developmental needs in the Early Intervention (EI) setting. This program has 5 different phases catering to different profiles of children which aims to facilitate change or growth in client factors (body functions, body structures, values, and spirituality) and skills (motor, process, cognitive and social interaction) needed for successful participation.  

A mixed-method approach was employed, involving a sample of 31 children aged 4 to 6 with special needs. Data will be collected through an assessment form measuring participant’s level of independence, caregiver and teacher interviews, and structured observations. The findings highlight the positive impact of the program on the child’s level of independence in the area of meal preparation. 

The importance of ongoing assessment and progress monitoring will be discussed. This program emphasizes the potential of starting enhanced life skills early for children in EI, in improving their self-sufficiency in life skills and autonomy in completing a new task. 

Lynette is a senior educational psychologist at Canossaville Children and Community Services where she provides psychological services to students and families in the Canossian Village. As a registered psychologist and approved supervisor, she has a decade of experience in conducting assessments, behaviour management support and psychological interventions with young children and school-aged students with developmental needs. Lynette strongly believes in the importance of collaborations with teachers and caregivers to support the child’s learning and development. She enjoys empowering teachers and caregivers in gaining insights into children’s learning and behaviours thus equipping them with knowledge, strategies, and confidence.

Co-presenters: Clement Lau and Abigail Wong

Presentation Topic:

Promoting social emotional learning and self-advocacy skills in children with hearing loss using an evidence-based curriculum

Presentation Synopsis:

Introduction

Due to their struggles in communication, children with hearing loss are at risk for delays in development of social emotional learning (SEL) skills. Similarly, their capacity to self-advocate is often limited as they face barriers in expressing their needs. Therefore, these children tend to experience poorer social interactions. However, studies have shown that the acquisition of SEL and self-advocacy skills are paramount as these skills are associated with improved well-being and school performance.

Aim

Canossian EIPIC SEL (CE-SEL) curriculum was created to support students with hearing loss in developing both their SEL and self-advocacy skills in a more holistic manner. It aims to (i) equip students with a core set of SEL and self-advocacy skills, (ii) assist teachers to be explicit in teaching SEL concepts using curated materials, and (iii) encourage parents to support their children in building these skills.

Approach

Adapted from the Minnesota Compensatory Skills Checklist (MCSC) and Promoting Alternative Thinking Strategies program (PATHS), the CE-SEL curriculum is targeted at 4 to 6 year olds. A feasibility study in 2022 indicated that implementing the curriculum during EIPIC lessons weekly was viable. It was subsequently implemented in 3 classes (12 students in total) in 2023. Qualitative and quantitative data was collected to monitor implementation fidelity and student outcomes. 

Conclusion

Preliminary results suggest that children with hearing loss have developed and learned to apply their SEL and self-advocacy skills across settings with support from their parents and teachers.

Angeline is an associate psychologist serving children aged 3-7 from the Early Intervention Programme for Infant and Children (EIPIC) programme at Cerebral Palsy Alliance Singapore (CPAS). She has experience working with children on the Autism Spectrum using behavioral techniques adapted from Applied Behavior Analysis (ABA). She also conducts School Readiness Assessment for graduating EIPIC students and is involved in the Development Support-Plus programme in preschools.

Angeline believes in using a holistic approach for intervention and is keen to learn different therapeutic techniques such as CBT and EFT to customize the intervention to her clients. Angeline’s other interest lies in parent-child interactions and adverse childhood experiences as she believes that childhood experiences greatly influence a person’s trajectory in life and would like to work with different stakeholders to help the clients lead a better quality of life.

Serving the EIPIC programme, Sherilyn is competent in conducting School Readiness Assessments for graduating EIPIC students and interventions guided by behavioral change theories and frameworks. Having also been in Research Assistant and Teaching Assistant roles, Sherilyn has experience working with children aged 5-18 years old, in both mainstream and SPED school settings. 

Sherilyn strongly believes in the significance of early intervention on developmental outcomes. She finds it fulfilling to be part of a child, as well as their family’s support system, especially in the child’s crucial formative years.

Co-Presenters: Ho Yee Ning Sherilyn

Presentation Topic:

Innovative social skill programme: A pilot of humanoid robot as co-therapist

Presentation Synopsis:

With the growing global population of children with neurodevelopmental needs, researchers and practitioners in the United States have capitalized on innovative methods for the teaching of social skills. The introduction of humanoid robots has promoted engagement and emotion recognition, particularly in children with ASD (RoboKind, 2018). Given a significant increase of more than 70% of children being diagnosed with developmental issues from 2010 to 2014 (3rd Enabling Masterplan Steering Committee, 2016), CPAS EIPIC piloted a Social Skills Programme in 2021. The programme, taught by a humanoid robot alongside therapists, focuses on conversational skills, emotional understanding and situational skills. We defined social skills as specific learned behaviours that help the child to effectively communicate and connect with others (Little et al, 2017). To measure the programme’s effectiveness, we used the Social Skills Improvement System (SSIS) Rating scales (Gresham & Elliott, 2008) in a pre-post test design. The SSIS parental reports showed improvements in the overall SSIS standard scores for 6 out of 9 students while the SSIS teacher reports showed improvements for all 9 students. We also gained feedback from parents and teachers on behavioral changes, lessons taught and the usefulness of the resource booklets. Generally, the students were reported to be more expressive and had more confidence in approaching others to interact and manage their emotions.  Although the feedback received was largely positive and the students’ social behaviours improved, more research is required to determine the significance of the programme on student outcomes. Future considerations include a bigger sample size to compare between an experimental and control group across different neurodivergent profiles.

Ivy Chew is an EI Educator with over 12 years of experience. She currently serves as the Assistant Director for Inclusion and Partnerships in THK EIC Services, where she is responsible for the DS-Plus, DS-LS programmes and transition programme. She is actively seeking potential partnerships with the community for integration and inclusion opportunities.

Co-presenter: Liew Yee Zhien Eunice

Presentation Topic:

Bridging Kindergarten and Primary School for Successful Transition

Presentation Synopsis:

Transiting from kindergarten to primary school is often difficult for children with developmental needs. Adapting to a new environment and culture of learning is required for these children. On their part, primary school teachers may face challenges supporting children with higher needs.

We, from THK EIC Services presented our model of support, Transition Bridges, that we developed for one neighbourhood primary school, which we used to provide support for both transiting children and their teachers. Through this one-month school-based programme, our early interventionist team partnered with teachers to observe incoming children with developmental needs, and build awareness of each child’s challenges and strengths. We modelled support strategies by working with these children, and then taught in tandem with teachers. Other activities included small-group discussions with class teachers to support their understanding of developmental difficulties and sharing of resources such as visual aids and social stories. THYE HUA KWAN MORAL CHARITIES experience shows that collaborating across agencies/settings contributes towards children’s successful transition and inclusion.

Grace Lim Zhi Qi graduated from James Cook University with a Bachelor's Degree in Psychological Science in 2021. Her first job was as a research assistant at the NUS Alice Lee Centre for Nursing Studies where she helped with research on nurses and nursing students. Now, she's a research assistant for Thye Hua Kwan's Early Intervention for Children. Grace is also a coffee lover and enjoys watching documentaries in her spare time.

Co-presenter: Kong Siew Ling

Presentation Topic:

Supporting Children and Parents on the Waitlist with WE-BBC

Presentation Synopsis:

Waiting time for enrolling in early intervention services can take as long as 2 years because of increasing demand and limited capacity. As a result, children with developmental needs can be left for months without any support while waiting for placement, further compromising their developmental outcomes. Hence, a team from THK EIC Services has developed a family-focused tele-practice programme called Waitlist Engagement – Building Block of Communication (WE-BBC). WE-BBC teaches parents in using specific interaction strategies to support the development of their child’s social communication skills in naturalistic settings. The study was piloted with 13 parent-child dyads over two cycles, each cycle conducted over six sessions of coaching. A range of surveys, questionnaires and performance checklists for both parent and child outcomes was used to collect data. The parents who participated reported improvements in their child’s social communication outcomes and finding the programme useful. Some parents continue to implement the strategies they have learnt, post-programme, and report sustained positive outcomes.

Darla started off her career as an EIPIC social worker in SPD@Tampines. She works with a transdisciplinary team to support caregivers and their children attending EIPIC, including piloting a programme for siblings. Darla is devoted to raising awareness about disabilities, providing steadfast support to caregivers, and actively assisting families in their EIPIC journey.

Earlina currently serves as an EIPIC Social Worker at SPD@Tampines. Her role primarily revolves around offering assistance to caregivers throughout their journey with EIPIC. Collaborating with a transdisciplinary team, she strives to deliver comprehensive support to families. Earlina's core belief lies in empowering families to achieve their maximum potential.

Co-Presenters: Earlina Ong Zi Yun

Presentation Topic:

Kopi-Kakis, A Caregiver Support Programme at SPD@Tampines

Presentation Synopsis:

In our ongoing efforts to enhance caregiver support at SPD@Tampines, Kopi-Kakis, a platform for caregivers of children with special needs was started as part of the range of Caregiver Support Programme (CSP) offered at SPD. This initiative within the EIPIC centre offers a safe space for relaxation, conversation, and connection, focusing on caregivers with limited informal social support to strengthen their networks. Kopi-Kakis aims to encourage experienced caregivers to share insights, creating a mutually beneficial support system. 

With the objective of providing caregivers with a monthly 2-hour respite within the safe space of EIPIC center’s premises, Kopi-Kakis sessions, facilitated by EIPIC Social Workers, extend beyond networking to include insightful sharings on topics like self-care and strengthening families, along with therapeutic activities like canvas painting sessions. These components enrich the experience for caregivers and also provided holistic support. 

Outcomes of Kopi-Kakis include caregivers experiencing increased informal social support, finding comfort and safety in ongoing gatherings, and recognizing Kopi-Kakis at SPD@Tampines as a continual source of care and respite. 

Since September 2022, 82 caregivers have attended 17 sessions with 98% of participants expressed being 'very satisfied,' and 96% indicated a desire to return for future Kopi Kakis sessions. Feedback suggests the ongoing success of the program lies in fostering a supportive community, prioritizing "Me time" for rejuvenation, and providing insights that enhance caregivers' positivity and patience in their caregiving journeys. Kopi-Kakis aims to be a pivotal ongoing component of the CSP, offering caregivers a reliable avenue for respite and connection.

Jessica is a speech therapist with SPD. Her clinical work spans the early intervention continuum, mainstream preschools, and primary schools. A certified adult educator, she conducts training for early childhood educators and special educational needs officers on how to identify and support students with different learning needs in mainstream school settings. Jessica’s research into autism has been published and presented at international journal and conferences. In recent years, her research focus has been on transdisciplinary practice. She has since presented her learnings on the transdisciplinary service model, teaming process, and its impact on professional development at conferences and guest lectures.

Presentation Topic:

Readying an Ecosystem for an Inclusive Society

Presentation Synopsis:

Drawing upon a systems theory of care which looks beyond the child with developmental needs, SPD has been conducting training for early childhood educators (ECEs) to build their capability in supporting these children in mainstream classrooms. We believe this is an important step in readying an ecosystem for an inclusive society, as ECEs are teaching in increasingly complex classrooms comprising diverse student populations.

To this end, SPD has created course topics focused on supporting preschoolers with different learning needs, increasing engagement in the preschool classroom, as well as inclusive classroom practices. Over the past three years, SPD has provided 292.5 professional development hours to empower 514 ECEs with the knowledge and skills to promote the active participation of children with developmental needs in mainstream classrooms.

Through incorporating evidence-based practices, relevant case studies, as well as experiential learning activities, SPD’s courses have been customised to equip ECEs with practical strategies to enhance their intervention support for children with developmental needs. 100% of participants were able to apply the skills and knowledge learnt to their work. 

At a macro level, this collaboration between the special education and mainstream education sectors helps ensure continuity of support strategies for children with different learning needs throughout their educational journey. At a micro level, SPD is exploring the development of a training curriculum for entry-level early intervention teachers within our teams leveraging on our experience training ECEs. This can help ensure quality and consistency of intervention strategies for children with developmental needs in our EIPIC centres.

Wei Wei is a Senior Clinical Psychologist with the Early Intervention (EI) Department at Community Psychology Hub (CPH). In various roles and capacities, Wei Wei has spent the past 13 years working with children with developmental needs and their families in providing intervention, caregiving support and conducting research, as well as providing training for EI professionals. She is also actively involved in developing programmes and resources to advance the work and professional development of sector colleagues. Wei Wei is currently leading the Telehealth Project at CPH and is a member of the Inclusive Support Programme (InSP) Technical Assistance team.     

Co-Presenters: Mavis Tang

Presentation Topic:

Factors influencing telehealth implementation in Early Intervention settings: Psychologists’ perspectives

Presentation Synopsis:

Early intervention (EI) services in Singapore are often conducted in-person in EI centres and preschools. However, due to measures during the COVID-19 pandemic, many EI services, ranging from direct client support to consultation and trainings, shifted online. As this is a novel shift in service delivery for EI practitioners in Singapore, this study aims (i) to profile both the enablers and challenges faced by EI practitioners as they pivot to telehealth practice and (ii) to identify limitations and potential uses of telehealth in EI settings. The project elucidated the relevance and potential of using telehealth in EI settings during the pandemic period. It also explored limitations in using telehealth as a modality for practitioners whilst gathering practice insights into the development of resources and support. From this study, the project team was spurred to develop a series of telehealth resources and had recently launched its first playbook to sector colleagues.

Lim PeiXuan is a research assistant at Thye Hua Kwan Moral Charities Early Intervention Services. She received her bachelor's degree in psychology from the National University of Singapore, in 2023. She has served as an educational therapist with children with developmental needs and worked on a variety of research projects focusing on child development, early intervention, and health psychology. 

Co-Presenters: Mawar Musfirah Binte Mohd Fo’ad

Presentation Topic:

Partnering for Progress - The PIP Way

Presentation Synopsis:

Partners for Inclusive Practice (PIP) is a programme that early interventionists from THK EIC Services conducted with preschool teachers with the aim of supporting them to be more inclusive in their practice. More inclusive classroom practice can help children with developmental needs participate more intentionally in mainstream settings. Piloted in 2022, the year-long programme included early interventionists engaging in regular classroom visits, co-teaching sessions, interactive workshops, and dialogue sessions.

Findings suggested that the benefits of PIP extended beyond successful outcomes for preschool teachers, to also benefit our early interventionists. Through engaging in this programme, our early interventionists were able to develop new strategies, gain useful insights and deeper understanding of the mainstream preschool context and environment. Such capacity building has enabled our early interventionists to provide better support to the children with developmental needs and prepare them as they move along their educational journey. This presentation will describe the process of collaboration and learning that our interventionists experienced through PIP as they worked with the preschool teachers.

Shaun is passionate about child development and aspire towards working with like-minded individuals to promote positive outcomes within the community. His current work looks at implementation and evaluation studies, focusing on developing key insights and translating research findings into actionable outcomes. He has multi-disciplinary research experience across industries from social service to healthcare, with diverse skill sets and knowledge in psychology and business development.

Co-Presenters: Edmon Lim Chuen Leang

Presentation Topic:

Using AI to detect the early stages of meltdown in children with developmental needs

Presentation Synopsis:

Partnering an education-technology company from Hong Kong, and with support from NCSS and IMDA, THK EIC Services piloted a wearable device that monitors the emotional states of children with developmental needs in class. The role of the device is to identify when a child is starting to experience negative emotions through physiological cues. It will then notify the teacher in a timely manner so that the teacher can intervene before the emotion escalates and the child experiences a meltdown. We report on the effectiveness and the feasibility of this device over a three-week trial in the classroom as part of the first phase of the study.

Tee Yi is a Lead Early Interventionist at Rainbow Centre. She heads the Early Intervention @ Preschool service. Tee Yi had opportunities to work with preschool educators and believes that preschools are the natural environment for children of diverse abilities to learn and play together. She champions collaboration and believes that an active and structured platform for collaboration advances learning, builds capabilities and friendships between educators that facilitates early childhood inclusion.

Co-Presenters: Janice Leong, Low Hwee San and Chew Bishan Ivy

Presentation Topic:

RC-THK: Development Support Plus (DS-Plus) Community of Practice (CoP)

Presentation Synopsis:

“Community of Practice” (CoPs) is described as groups of people with a common work objective meeting regularly to support each other, share and create knowledge, and explore innovations. It offers a promising mode of delivery for continuous group learning and problem-solving (Hennein, R. et al. 2022). The DS-Plus CoP was formed with the support of ECDA to facilitate a dynamic and collaborative network where various DS-Plus providers across early intervention and preschool operators spend protected time together to learn, share knowledge and best practices, and engage in problem-solving, friendship-building, and networking. It also aimed to support practitioners with more confidence in delivering DS-Plus, increase understanding and alignment of workflow and processes across service providers, and facilitate the development of a resource bank that can be used to induct and guide new practitioners. The CoP was collaboratively led by two agencies, Rainbow Centre and THKMC EIC Services. A logic model was used to guide the implementation of the CoP. Six sessions were conducted over a one-year period. These sessions involve various CoP members from different operators facilitating topical discussions and sharing relevant to the implementation of the DS-Plus programme. A post-CoP outcome survey was administered at the end of the sessions, providing some qualitative and quantitative outcome data with preliminary insights and guidance as to how CoPs can be further refined to provide a sustainable platform for fostering relationships and support systems amongst service providers and for group learning and innovation.