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Social Skills Class
Navigating the social world is often challenging for a child with developmental challenges, language delays, or special needs. While individual speech or occupational therapy builds essential foundational skills, the application of these skills happens within a dynamic social setting.
Our Social Skills classes provide a safe environment where children practice interacting with peers in real time. We carefully group children based on similar developmental stages rather than chronological age. Such pairing ensures that every child can engage comfortably and at a pace that matches their current cognitive and communication capabilities. Led by our trained therapists, these group sessions turn confusing social rules into natural, everyday habits, giving your child the tools to build meaningful friendships and adapt to school life.
How We Can Help
By transitioning from individual therapy rooms into a supportive small-group dynamic, your child learns to navigate the natural friction, joys, and unpredictability of peer interaction. Our evidence-based curriculum focuses on strengthening four core pillars of child development:
1. Social Interaction & Communication
Making friends requires a complex matrix of micro-skills. We explicitly break down these unwritten social rules through targeted role-playing, structured play, and peer-to-peer activities. Your child will learn and practice:
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Initiating conversations and joining ongoing group play
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The mechanics of two-way communication
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Reading non-verbal communication, including facial expressions, vocal tone, and body language.
2. Social Awareness & Perspective-Taking (Theory of Mind)
Children with neurodivergent profiles such as Autism Spectrum Disorder (ASD) or ADHD often find it challenging to infer what others are thinking or feeling. Our curriculum incorporates Social Thinking concepts to build perspective-taking. We help your child understand personal space boundaries, decode social contexts, and recognise how their behaviour directly impacts the feelings and responses of those around them.
3. Emotional Regulation in Dynamic Group Settings
Classrooms and playgrounds are fast-moving and unpredictable, making them frequent triggers for sensory overload or anxiety. Our group classes simulate these environments while teaching real-time coping mechanisms. Children learn to manage big emotions on the spot when facing common social stressors, such as:
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Coping with losing a game or navigating a compromise.
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Practicing patience during turn-taking and sharing.
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Utilizing self-soothing and co-regulation techniques to prevent meltdowns before they escalate.
4. Classroom Readiness & Executive Functioning
Group learning environments require strong executive functioning. Our classes mimic typical classroom structures to help children transition smoothly into preschool, MOE primary schools, or special education (SPED) schools in Singapore. We focus on following multi-step group instructions, adapting to sudden changes in routines, and building the stamina needed for structured group learning.
Frequently Asked Questions (FAQs)
Who can benefit from joining social skills classes?
Our classes are designed for children aged 3 to 12 who exhibit social-communication gaps. This includes children with a formal diagnosis of autism spectrum disorder (ASD), ADHD, Global Developmental Delay (GDD), or Social Communication Disorder, as well as children without a diagnosis who struggle with school anxiety, shyness, or making friends.
How do you determine which group is right for my child?
Before entering a class, every child undergoes a brief baseline intake assessment. Our therapists evaluate their current expressive language, receptive language, sensory processing, and emotional regulation capabilities. This data allows us to place your child in a group with peers at an identical developmental stage.
How many children are typically in a social skills group?
To ensure high-quality, individualised attention while maintaining a social dynamic, we keep our ratios low. Groups generally consist of 3 to 4 children, facilitated by one lead therapist.