Floortime strategies to promote development in children and teens : a user's guide to the DIR® model / by Andrea Davis, Lahela Isaacson and Michelle Harwell.

Format:

Book

Author/Creator:

Davis, Andrea Lee, 1961- author.

Isaacson, Lahela, author.

Harwell, Michelle, author.

Language:

English

Subjects (All):

Parents of developmentally disabled children--United States.

Parents of developmentally disabled children.

Developmentally disabled children--United States--Psychology.

Developmentally disabled children.

Developmentally disabled children--Mental health--United States.

Child psychology--United States.

Child psychology.

Physical Description:

1 online resource (219 p.)

Edition:

1st ed.

Place of Publication:

Baltimore, Maryland : Paul H. Brookes Publishing Co., 2014.

Language Note:

English

Summary:

Floortime is a highly effective intervention approach for children and adolescents with autism and other developmental disorders. Now there Ms a step-by-step guide for parents to LEARN and professionals to TEACH the DIRFloortime model of helping young people with social, emotional, and cognitive challenges. This guide takes the research-supported developmental approach to treatment and breaks it down into a curriculum of simple, sequenced strategies you can use right away to support the social and cognitive development of children and teens. Quick instructions and examples for each me

Contents:

Cover; Book Title; Contents; About the Authors; Foreword; How to Use This Book; Introduction; Acknowledgments; Core Methods A: Basic Strategies to Promote Social-Emotional and Intellectual Development; A.1. Follow Cues: Provide sensitive interactions by following cues; A.2. Be Responsive: Always respond to all communication; A.3. Build Upward: Meet your child or teen at current developmental capacity; A.4. Use Play: Use play and playfulness as primary means to engage and teach; A.5. Use Natural Interests: Capitalize on natural interests to elicit higher skills

A.6. Use Problems: Set up situations that invite child-initiated solutions A.7. Pretend Play: Create opportunities to use ideas in symbolic (pretend) play; A.8. Embrace Feelings: Help embrace a wide range of feelings; A.9. Enrich Ideas: Help enrich ideas or stories in play and conversation; A.10. Self-Reflect: Take a reflective stance toward yourself in interactions; Core Methods B: Understanding and Addressing Individual Differences in Processing Profiles; B.1. Child''s Profile: Identify and understand your child's or teen's profile of strengths and weaknesses

B.2. Adult's Profile: Consider your individual differences B.3. Adapt Yourself: Adapt your interactive style to your child's or teen's unique profile; B.4. Calm or Energize: Provide motor or sensory inputs as needed to calm or energize; B.5. Home Design: Set up the home environment to accommodate the unique sensory profile; B.6. Sensory Connections: Provide daily sensory-motor relational experiences; B.7. Practice in Play: Provide daily planned play activities to address processing challenges; Capacity 1: Regulation and Attention: Attaining a Calm, Alert, Attentive State

1.1. Support Regulation: Help your child or teen get regulated before expecting more 1.2. Notice and Adjust: Notice and adjust your intensity to support an optimal arousal level; 1.3. Calming Choices: Offer choices for help in calming down; 1.4. Lengthen Attention: Attend to and join interests to expand focus and attention; 1.5. Avoid Flooding: Support regulation at early stages of upset to avoid emotional "flooding"; 1.6. Practice Modulation: Practice modulation regularly in fun, playful ways; Capacity 2: Social Engagement: Getting Involved and Connected

2.1. Joint Attention: Develop joint attention 2.2. Gaze Tracking: Attend to the pattern of gaze; 2.3. Share Pleasure: Facilitate experiences of mutual joy; 2.4. Mirror Emotions: Mirror your child's affect by matching facial expression, tone of voice, and tempo; 2.5. Emphasize Affect: Exaggerate your expression of affect (feeling); 2.6. Interact: Turn every action into an interaction; 2.7. Advance the Agenda: Promote the child's or teen's agenda; 2.8. Be Necessary: Be the means to an end-be necessary; 2.9. Use Anticipation: Use anticipation to increase the capacity for mutual attention

Capacity 3: Reciprocal Social Interaction: Initiating and Responding Purposefully

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-59857-821-9

1-59857-824-3

1-59857-822-7