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A GUIDED PARTICIPATION MODEL TO ESTABLISH DYNAMIC INTELLIGENCE


Guided participation Model to establish Dynamic Intelligence in Singapore

The latest research findings of children with autism spectrum disorder have pointed towards the theory of under-connectivity of the brain. The core deficits of the autistic brain have been well-researched. Important findings, however, have often not trickled down to real applications in many early intervention programs. Here at Total Communication, not only do we possess a strong understanding of the core deficits of autism, we are devoted to remediating weakened pathways so that our clients move as close as possible to our neurotypical milestones.


Guided Participation, which has been proven to be the best model of training for young person’s mind, remains our central philosophy. We encourage and facilitate strong collaboration between us and our client’s parents to increase success. Language and cognition are built upon the integrity of relationships, and relationships are the foundational basis for neurological changes to occur.


What is Dynamic Intelligence?

Dynamic Intelligence comprises a multitude of skills that help a child to navigate this world in an effective way. Dynamic thinking skills often mean the following:

  • The ability to adapt to a changing environment, or even on a moment-by-moment basis;

  • The ability to adjust to incoming stimulus and stay regulated;

  • The ability to apply common sense thinking;

  • The ability to organize, plan, and have sound executive function skills;

  • The ability to apply social thinking to different situations;

  • The ability to make sound decisions.

School Readiness Programme to tap on these abilities: School Readiness Program - Singapore | Total Communication


What do we target:

  • We target the core deficits of autism and these include:

  • Weakened episodic memory

  • Weakened ability to see regulatory patterns in environment and surroundings

  • Non-flexible thinking and problem-solving skills

  • Poor sense of self and others

  • Compromised ability to learn from situations

  • Language and social abilities are greatly weakened

Our Experience: Almost two decades of helping children on the spectrum thrive. We have had the advantage of having our own longitudinal observation of which many of our students have gone on to meet important milestones. Our experience means that we don’t waste time with the methodology that runs counter to the building of dynamic thinking.


Research Meets Practice: We are after real work in our practice that ensures the latest research with robust findings and sound methodology, are incorporated into our practice. We ask that parents partner with us in our goal setting so that we hold one another accountable for the improvement of the child. Our Expertise: Well-qualified speech-language pathologists, educational therapists, and developmental therapists who lend their specialized expertise but are also unified in their goals (Transdisciplinary Approach) so that the child and family reap the benefit of a cohesive approach. High Expectations: We go behind the expected results stated by research findings – we find our solutions and we do not set limits to an individual’s progress. We set our bars high for our clients and the results have paid off. Our students and their parents have often returned after many years of their discharge to report successes, to our delight. We have seen these of our own clients:

  • Moving IQ scores from a very low score (from intellectual impairment) to a normal score, within age-appropriate scores;

  • Moving from autism diagnosis to one that no longer fits the criteria of ASD;

  • From a 3-year-old with restricted speech to someone who went on to perform well in mainstream and high school;

  • From someone who has great rigidity and with minimal speech to someone who is a 15-year-old who enjoys life, relationships, and has a great sense of humor.

Our Mission is rooted in an approach that seeks to put commonsense theory into best practice – we will be unrelenting in our pursuit to build the child as a growth-seeking, thinking individual. Our Curriculum considers neurotypical milestones and deconstructs each important milestone into small achievable goals.





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