Floor Time and the DIR Model by PfXLd0


									Early Signs of Autism
 DIR® Model/ Floortime™
informed work

Gary Jones Ph.D.
Cheryl LaFortune M.A. CCC-
   Interdisciplinary

   Council

   Developmental

   Learning Disorders
Founders of the ICDL

   Stanley I. Greenspan, M.D., child psychiatrist

   Serena Wieder, Ph.D., psychologist
What is DIR ?


Relationship-Based Model
What children benefit from this
 Neurodevelopmental Disorders of Relating and
  Communicating – ASD
 Interactive Disorders – Anxiety, ODD,
  Depression, Mood Regulation, Trauma, etc.
 Regulatory-Sensory Processing Disorders
 Language Disorders
 Learning Challenges
                 The “D” in DIR         ®

Functional Emotional Developmental Levels
   Opens pathways for
     Normal   emotional development
     A fully developed sense of self
     Cognitive development
     Higher-level thinking

   Partial mastery of a stage leads to constrictions in
    relating, communicating, and thinking.
 The 6 Functional Emotional Developmental

Milestone 1: Self Regulation and Interest in the World
Milestone 2: Intimacy, Engagement, Forming
              2-7 months
Milestone 3: Two-Way Communication
             Reciprocal Emotional Signaling/Intention
             3-10 months
FEDL continued

Milestone 4: Complex Communication/Shared Social
             Problem Solving/Mood Regulation/Sense
             of Self 9-18 mos.
Milestone 5: Emotional Ideas/Creating Ideas and
             18-30 months
Milestone 6: Emotional Thinking/Connecting Ideas
              Logical/Sense of Reality 30-48 months
             The “I” in DIR     ®

 Register   and React

 Process,   Organize, and Integrate

 Motor   Planning and Sequencing
            The “R” in DIR®

 Central organizer of the child
 Built on affective interactions
 Affect is the fuel of interaction
 Language is the vehicle
Early Signs - Alonim A. Mifne
   Excessive passivity
   Excessive activity
   Refusal or resistance of feeding or nursing
   Lack of reaction to voice or presence of a parent
   Aversion to parental touch
   Lack of direct eye contact
   Delayed motor development
   Rapid growth of the head-circumference
Begin intervention by 6 months

   Focus of intervention
     Normalizing   the brain during time of rapid brain
     Brain development is “experience expectant”
     Synchronicity – build up of coherent arousal and
      patterns of changing attention.
What is Floor Time?

   Systematic approach

   Mobilizes emotional development

   Opens up all the Intelligences
Rules of Floor Time
1. Always be face to face and animated in facial, gestural, and
   vocal communication.

2. Appeal to the preferred sensory system.

3. Follow the child’s lead.

4. Be playfully obstructive.

5. Embrace all the emotions.

6. Open the door to symbolic play.
Milestone 1: Self Regulation and
Interest in the World
 Develop a modulated and regulated sense of
 Focused, organized, & calm even under stress
     5+ seconds - 3-4 months
     30+ seconds - 8-10 months
     2+minutes - 2 years
     15 minutes - 4 years
Milestone 2: Intimacy, Engagement,
Forming Relationships

   Cooing, Wooing, and Wowing Stage

   Relationship grows through mutually
    enjoyable interactions

   Go for synchrony and timing, the basis of
    affect attunement.
Milestone 3: Two-Way Intentional
   Emotional and social interactions emerge
     Gestural– hands, face, feet, posture
     Vocalizations and vocal tone

   Circles of Communication with Intention
     3-4 circles by 8-10 months
     10-30 circles by 12-16 months
     30 to a continuous flow by 20-24 months
Milestone 4: Two-Way Purposeful
Problem Solving Interactions

   Spontaneous communicative speakers emerge

   Everything becomes a problem to solve

   Long chains of interaction - 30 to 40 in a row

   Mood regulation – regulate through emotional
Milestone 5: Emotional Ideas
 Capacity to represent or symbolize experience
   Pretend play

   Imagination
 Expression and use of feelings and ideas.
Milestone 6:
Building Logical Bridges Between Ideas
Rules to engage logical thinking
 Ideas require a response
 Recognize withdrawal from an activity
 Slow down
 Ask complex “wh” questions
 Explore why he is acting on a character
 Use concepts of time, space, quantity and quality
 Add sequencing.
Training Opportunities
   The 11th Annual ICDL Conference,
    November 9,10, 2007
   Pre and post conference workshops,
    November 8, 11, 2007
 Spring Conference in April
 DIR® Institute in the summer
 The ICDL Graduate School

 www.icdl.com
   Conferences    and training
   Publications

 www.floortime.org
   Parentfriendly
   Web radio archives
   Greenspan, S.I., G. A. DeGangi, and S. Wieder. 2001 The Functional
    Emotional Assessment Scale (FEAS) for Infancy and Early Childhood:
    Clinical & Research Applications. Bethesda, MD
   Greenspan, S.I., and S. Wieder 1998. The Child with Special Needs:
    Encouraging Intellectual and Emotional Growth. Cambridge, MA: Perseus
   Greenspan, S.I., and S. Wieder 2006. Engaging Autism: Using the
    Floortime Approach to Help Children Relate, Communicate, and Think.
    Cambridge, MA: Perseus Books.
   Greenspan, S.I., and D. Lewis. 2002 The Affect-Based Language
    Curriculum (ABLC). Bethesda, MD:ICDL
   Interdisciplinary Council on Developmental and Learning Disorders'
    Clinical Practice Guidelines: Redefining the standards of care for infants,
    children, and families with special needs. Bethesda, MD:ICDL

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