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Programmes Offered

Our ABA-based programmes are created and implemented by a multi-disciplinary team, facilitated by a Board Certified Behaviour Analyst (BCBA), who also plays the supervisory role at EIP. Each of our team member, are trained RBTs (Registered Behaviour Technicians) and, they work together closely to ensure that each child receives the individual tailored treatment. Our main aim is for each child in our early intervention programme to reach their optimal potential and acquire the skills that are necessary to function in a mainstream classroom.

In general, our programmes involve:

  • Determining the strengths and weaknesses of the child
  • Creating goals or a treatment plan to help the child narrow the gap between them and their peers (IEP)
  • Draw up and implement Behavioural Intervention Plan when necessary (BIP)
  • Evaluate the suitability of the use of AAC (alternative augmentative communication device) and introduce the use of AAC when necessary
  • Help a child generalize skills learnt across all settings (home and pre school settings)
  • Teach parents to recognize teaching opportunities  
  • Continuous monitoring of the child's response to the interventions and making necessary adjustment 
  • Build on skills that are necessary for school setting preparation  

Why is ABA expensive?

The Credential – Combined with the time it takes to complete your graduate degrees, the rigorous process of working towards the ABA credential takes many years to achieve and can be very expensive – particularly in this part of the world. Having the credential (which must include the on-going continuing education and 1 to 2-year renewal) is crucial to ensure that high standards, accountability and competencies are met when delivering behavior-analytic services that are effective and promote meaningful change for our young clients.

It’s
Intensive - The Association for Science in Autism Treatment (ASAT) found that “…ABA is effective in increasing behaviors and teaching new skills….ABA is effective in reducing problem behavior…and also indicates that, when implemented intensively (more than 20 hours per week) and early in life (beginning prior to the age of 4 years), ABA may produce large gains in development and reductions in the need for special services.”  . 

It’s
Laborious - In general, ABA programs involve:

  • Evaluating the skills and difficulties of the child
  • Analysing behaviour - making systematic changes to the environment to evaluate the effects of different conditions on the target behaviour  
  • Planning and implementing a program that teaches the required behaviour for increase
  • Teaching simple and complex skills – targets can be broken down into small, concrete steps. The therapist teaches each step one by one
  • Continuous measurement of the required skill to check whether the program is effective
  • Continuous enhancement of the program, and making corrective actions when needed
  • Continuous supervision and monitoring of the team implementing the program

The way these components will be applied by the program differs from one child to another based on factors such as the child’s particular condition in the autism spectrum and the child’s individual strengths and weaknesses. ABA programs can be applied in the family’s home, a clinic, the child’s school or a combination of settings.  In most cases behavioral intervention programs begin in the home and are applied to other environments as the child progresses.

It’s Covers Everything - It’s a known fact that services based on Applied Behavior Analysis (ABA) are considered to be the gold standard in treatment options for children with autism. ABA programs can teach children with autism all sorts of things. At EIP, areas of focus include (but not limited to) attending skills, language & communication, motor skills, social skills and also play. But as with all good things in life, time and resources are limited. Therefore, it’s crucial that careful considerations be made with respect to what should be taught - what skills have the largest impact in improving the quality of a child’s life in the ‘real world’? With our early intervention programs, emphasis would be on school-functioning skills.  

EIP seeks meaningful collaboration with parents working together to realise the full potential of a child within the shortest time span. Our programs, though expensive, provides an option for parents or caregivers seeking the most effective treatment for reasons listed as above.

FEE STRUCTURE *

Registration Fees

RM 100.00

Non-refundable

One-month Deposit

To follow average monthly fees

Refundable upon 2 month’s written notice

Resource Fee

RM 500.00

To be paid yearly

Home visit (not applicable for Home-based Programme)

RM 400.00

Compulsory at the start of program, or a as and when basis

School visit with report

RM 600.00

As and when basis

Assessment
Psychological

Starts from RM1800.00

Depending on the types of tests used. Inclusive of a report

Centre-based Programme (Early Intervention)

Review meeting with Parents

RM 500.00 per session of 3 hours

No Charges

Charged monthly, subject to a minimum 1 session a week

Conducted every 3 months, inclusive of review report and IEP discussion

Home-based Programme
Option 1:
4 days per week, 3 hours each day

Option 2:
3 days per week, 3 hours each day,
plus 1 day centre-based for OT and/or ST at 1.5 hours/day


Review meeting with Parents

RM5000.00/month

 

 





RM 400.00

Flat rate, no deductions or replacements for cancellation. However, we will provide a replacement for the teacher, when needed.

Additional charges will incur for travelling allowance


Conducted every 2 months, inclusive of review report and IEP discussion

Additional meetings with the Supervising Therapist RM 200.00/hour On request

Social-Emotional Regulation Training
1 Block of 10 sessions (an hour each session)

RM2000.00/block

Payable per block. Session includes meeting with parent and/or caregiver.

* Not listed:

1) PLA (School Aide) fees
2) After-school support fees

These fees are dependent on the needs required by the client and our therapists' experience.


Learning Support Programme

In addition to the Early Intervention Programme, we also provide learning support for children with mild learning disabilities (including Autism, ADHD) to equip them with literacy and numeracy skills as the best possible foundation to start transitional training - working towards vocational skills.

Materials will be based on the Edexcel International Primary Curriculum which is designed specifically for international schools, caters to typical children of the ages 8 to 11 (targeted age group for the year 6 exams is 11 to 16) and is available in English, Mathematics and Science. It follows the UK National Curriculum for Key Stage 2 - providing pupils with a well-rounded education and a certified benchmark of achievement. The examination is also governed by the Joint Council for Qualifications (JCQ) with its member Pearson being the awarding body.

This program will be conducted in small groups and there will be a need for an assessment to determine the child's level of support. Support will be provided during the exam as JCQ allows for adjustments for candidates with disabilities and learning difficulties, access arrangements and reasonable adjustments. Some of these access arrangements include supervised rest breaks, 25% extra time, a Scribe and a prompter.

Contact us for any questions regarding this programme.


Social-Emotional Regulation Training

The social-emotional regulation program is designed based on Cognitive Behavioral Therapy (CBT) and the Social Thinking curriculum.

The aim of the program is to equip individuals with social difficulties and emotional dysregulation with coping strategies and alternative behaviors that would enhance their social life and affective state of mind. 

 Some symptoms indicating social difficulties and emotional dysregulation:

  • Social awkwardness - difficulty in recognizing social cues and inappropriate body language 
  • Seems to be unaware of people around him/her
  • Unable to interpret social situations appropriately
  • Issues in making and maintaining friendship
  • Easily irritable
  • Unstable mood – depressed, down, low, anxious, extreme excitement
  • Quick temper and slow to calm down
  • Excessive self-guilt

How can our program help?
CBT focuses on the connection between situational, thoughts, emotional, physiological and behavioural aspects. CBT is highly structured, collaborative and is conducted in a timely manner. The primary goal of CBT is to identify negative thoughts, feelings and behaviours that are impairing an individual’s functioning.

Social Thinking focuses on equipping individuals with the skills on how to think in social situations. Individuals practice skills such as observing and thinking about their own and others’ thoughts and feelings. They also learn the connection between thoughts, feelings and behaviours in social context.

We believe that an integration of these two approaches would enable individuals to acquire a comprehensive picture of social-emotional situations and enrich their social-emotional functioning as a whole.  

 

Assessments
psychological assessment is conducted by our Consultant Clinical Psychologist or Educational Psychologist by appointment. Generally, these assessments consists of interviews and standardised tests. The tests used for each child will vary, depending on the age, and their capabilities. These assessments, among others, will cover:

+ Cognitive function or IQ
+ Learning difficulties
+ ADD/ADHD
+ Autism
+ Adaptive Behaviour 
+ Behaviour Problems
+ School function
+ Gifted
+ Executive Functioning

The assessment is conducted within 2 to 2.5 hours. This assessment will also conclude with a report which will be ready within 2 weeks.

Additionally, we also have a Speech Therapy Assessment and an Occupational Therapy Assessment. These assessments are conducted during a child's first session of therapy here. These assessments will also be concluded with a report.

In addition to the a diagnosis, these assessments help the therapists and teachers involved to create a plan for the child who enters the program.


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