Unlocking doors to a better world

At TenderMinds, we understand the importance of providing individualized care that is tailored to the unique needs of each client. Our therapists work closely with families and other professionals to develop comprehensive treatment plans that are designed to promote skill acquisition and improve overall functioning.

WHY CHOOSE US

Personalised

Every child has a unique way of learning, and each session is specifically designed for them based on a one-on-one consultation..

Bilingual Sessions

We provide therapy services in both English and Mandarin, as speaking in a familiar language can enhance your child's learning experience.

Professional Therapist

All of our therapists and case managers are RBT certified, and our behavioral consultants consist of both BCBAs and BCABAs.

Safe and Secured Sessions

Therapy sessions can be observed and recorded for the purpose of security and updated information on your child's progress.

How We Are Helping

We are a Baby Bonus approved institution! (dummy)

Parents who are eligible for the Baby Bonus Scheme will be able to pay for our programs using their Child Development Account (CDA).

Read their success stories (dummy)

We’ve helped countless families unlock their child’s best potential. Meet our families and hear their stories here

Frequently Asked Questions

The neurodevelopmental condition known as autism is typically identified in the first three years of life. Parents typically worry when their child exhibits delay in speech development, a limited ability to relate to others, and a limited range of interests and activities. The child may avoid making eye contact and display strange behaviors, such as fixating on particular features of objects (such as the toy car’s spinning wheel). Unusual motor behaviors like hand flapping, self-stimulating, or walking on your toes may be present.
Although the exact cause of autism is unknown, many different things are thought to play a role in its etiology. Research is being done on a variety of genetic, environmental, metabolic, and neurological conditions that affect the brain’s ability to function normally. Autism must have disturbances in all three of these areas to be diagnosed.
According to Baer, Wolf, and Risley (1968; Sulzer-Azaroff & Mayer, 1991), applied behavior analysis is the process of methodically using interventions based on the principles of learning theory to improve socially significant behaviors to a meaningful degree and to show that the interventions used are accountable for the improvement in behavior.
These behavioral changes are made possible by dissecting behaviors into their component parts— Discriminant Stimulus (Sd), Response (R), and Reinforcing Stimulus (Sr)—and by using motivation to gradually change behaviors in a way that increases desirable behaviors while decreasing undesirable ones. Reduce the prompts in good ABA so that the Sd’s and Sr’s gradually become more natural.
ABA, or Applied Behavioral Analysis, is a well-established therapy for Autism with over 50 years of scientific research to support its effectiveness. It is the only therapy with consistently validated benefits by independent research both in Singapore and globally. Many organizations have also endorsed ABA, including the American Academy of Neurology, American Academy of Family Physicians, American Psychological Association, Society for Developmental and Behavioral Pediatrics, and more, such as the United States Surgeon General, the National Institute of Child Health & Human Development, the National Institute of Mental Health, the Association for Science in Autism Treatment (ASAT), and the New York State Department of Health.
Absolutely! ABA, or Applied Behavioral Analysis, is a well-established scientific theory that was developed prior to its application in treating Autism Spectrum Disorder (ASD). ABA therapy is widely used to address a range of social and behavioral issues, including quitting smoking, personality disorders, relationship counseling, obsessive-compulsive disorders, and many others. The use of ABA principles for children with developmental delays did not emerge until the late 1960s and 1970s.
When it comes to treating autism, there are various approaches with differing philosophies. However, when considering scientific data and evidence-based results, ABA therapy stands out as the best choice for children with autism due to its extensive research and numerous studies.
Studies have shown that 30 to 40 hours of ABA therapy is ideal for children with Autism Spectrum Disorder (ASD). This recommendation stems from research conducted in the 1980s that demonstrated that 50% of children who received 40 hours of ABA therapy per week showed a significant improvement and no longer exhibited symptoms of ASD, becoming comparable to typical children of the same age. It is highly recommended that you invest 40 hours a week in ABA-Verbal Behavior (ABA-VB) therapy to fully experience the positive impact and rapid progress that can be achieved through intensive ABA-VB.
The ABA therapy session is an energetic interaction between the client and therapist. It involves a combination of tasks, including discrete trial work, positive reinforcement, and building rapport with the client. Reinforcement can come in many forms, such as praise, hugs, playing, and food. The therapist must work to maintain focus and avoid repetition and boredom. The session also includes time spent in the natural environment to promote generalization of skills. Building a positive relationship with the client is crucial, as the child won’t participate if they don’t like the therapist.
ABA therapy places emphasis on both understanding and expressing language by utilizing structured programs to evaluate vocabulary and enhance abilities in identifying attributes and purposes. ABA goes beyond speech therapy by incorporating language programs with play activities, educational programs, physical abilities, and everyday tasks such as using the bathroom. ABA instruction covers all aspects of verbal behavior as outlined by Skinner in his book “Verbal Behavior.” When these units of language are systematically taught using principles of ABA, a child with autism benefits through an increase in receptive and expressive language, including communication, or requesting.
ABA therapy helps improve social interaction skills by focusing on specific programs like turn-taking, conversation, and other behaviors that typically developing children may learn naturally. By identifying areas where a child with autism has weaknesses and using ABA techniques to build these skills, their social abilities can be improved.
The specific focus of ABA therapy can vary depending on the individual child’s needs and goals. For some children, improving social skills and daily living activities may have the biggest impact on their quality of life. For others, a greater emphasis on academic skills through ABA may help further their interests and lead to future career opportunities. For example, a child who has a passion for data, like Temple Grandin, may benefit from a more targeted focus on these skills through ABA, ultimately leading to a career in a related field.
It’s best to start intervention as soon as possible as research has shown that early intervention leads to better outcomes. However, it’s never too late to begin, and ABA therapy can be effective for individuals of all ages.

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1. Does your child respond verbally or look in your direction when his/her name is called?

2. Is your child able to speak yet

3. Have you ever noticed that your child does not respond to sound or that your child might be deaf?

4. Does your child make eye contact during conversation or interaction?

5. When you smile at your child, does he/she respond by smiling back at you?

6. Does your child try to imitate your actions (e.g. nodding, throwing a ball)?

7. Does your child attempt to copy whatever you do?

8. Does your child follow your gaze when you point something out?

9. Is your child social and interacts with other children (e.g. talking, joining them to play)?

10. Does your child engage in imaginative play (e.g. pretend cooking, driving, talking to a doll, feeding a toy)?

11. Does your child talk, laugh, or cry to themselves unexpectedly in any kind of situations?

12. Does your child make unusual hand or finger movements near their eyes?

13. Are there any specific noises that upset or distress your child (e.g. sound of a blender, thunder, loud music)?

14. Does your child become upset and needs to put objects back in order if they're rearranged?

15. Does your child bring items to you to share them with you?

16. Does your child look at you when something interesting occurs?

17. Does your child point with his/her index finger to request for or show you something interesting?

18. Can your child follow simple commands (e.g. eat, sit down)?

19. Is your child overly fascinated with spinning objects?

20. Is your child sensitive to certain sensory experiences or items (e.g. wearing a cap, walking on sand, playing with water or grains)?

1. Can your child easily join in and play with other kids?

2. Is your child able to speak yet

3. Have you ever noticed that your child does not respond to sound or that your child might be deaf?

4. Does your child make eye contact during conversation or interaction?

5. When you smile at your child, does he/she respond by smiling back at you?

6. Does your child try to imitate your actions (e.g. nodding, throwing a ball)?

7. Does your child attempt to copy whatever you do?

8. Does your child follow your gaze when you point something out?

9. Is your child social and interacts with other children (e.g. talking, joining them to play)?

10. Does your child engage in imaginative play (e.g. pretend cooking, driving, talking to a doll, feeding a toy)?

11. Does your child talk, laugh, or cry to themselves unexpectedly in any kind of situations?

12. Does your child make unusual hand or finger movements near their eyes?

13. Are there any specific noises that upset or distress your child (e.g. sound of a blender, thunder, loud music)?

14. Does your child become upset and needs to put objects back in order if they're rearranged?

15. Does your child bring items to you to share them with you?

16. Does your child look at you when something interesting occurs?

17. Does your child point with his/her index finger to request for or show you something interesting?

18. Can your child follow simple commands (e.g. eat, sit down)?

19. Is your child overly fascinated with spinning objects?

20. Is your child sensitive to certain sensory experiences or items (e.g. wearing a cap, walking on sand, playing with water or grains)?

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