dir® model and floortime™ approach

Jehan Shehata, Outlining DIRtm Model & Approach, March 10, 05

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DEVELOPMENTAL, INDIVIDUAL DIFFERENCES, RELATIONSHIP-BASED (DIR)

MODEL

GREENSPAN AND WEIDER


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FLOORTIME APPROACH: A Comprehensive, Individualized

Developmentally Based Interactive Approach

Developed by

Stanley Greenspan and Serena Weider


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RESEARCH CONSENSUS Core Deficits

•Difficulties Integrating and Processing Complex Information

–Higher Level Thinking: Abstract, reflective thinking, making inferences & generating ideas . (Minshew & Goldstein, 2000. Bishop & Norbury, 2005)

•Problems of Relating and Communicating–Relating: Experiencing high levels of relatedness and empathy. (Hillier & Allinson, 2002)–Communicating: Engaging in reciprocal affective interactions as part of a continuous flow of interactive problem-solving.(Minshew & Goldstein, 2000)


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Research Consensus

The Role of Emotion in Learning and Human

Development is supported by:1. Recent neurological research:

1. Knowledge of the pathways that process emotion

• The impact of emotional stress on the brain

• The impact of brain lesions on emotional regulation

2. The recognition of the social origins of cognition (Dennis, Lockyer & Lazenby, 2000.Greenspan & Shanker, 2004, p. 22)


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Emotional Signaling and Concept Formation

Emotional signaling in repeated pleasurable, synchroniesed interactions with significant others in the first years of life leading to the development of images, is the link between sensory perceptions & symbol/concept formation, such as that of the “Mother”. (Greenspan and Shanker, 2004, p. 29)


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Emotional Signaling

A reciprocated flow, between infant & mother of :– Facial expressions: anger, fear, sadness, happiness or

excitement & disappointment etc

– Gestures: waving arms or reaching at arm length, pointing etc

– Vocalizations: cooing, bubbling


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The Harris Research Program On Human Development

Stuart Shanker and Stanley Greenspan: • caregiver’s interactive style • child’s genetic and biological constitution • maturation • impact on the child’s level of emotional signaling • functional/emotional development & affective

transformation, language formation, social-emotional & intellectual thinking

• detecting early derailments• implementing early intervention


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Environmental (Parents/Caregivers)Interaction Patterns

and Dynamics NURTURE

The Individual Constitutional and MaturationalCharacteristicsNATURE

The Individual DevelopmentalCore Capacities

andFunctioning

The DIR Model

9Jehan Shehata, Outlining DIRtm Model & Approach, March 10, 05

Sensory-Motorand

Visual Perceptual Evaluation

Sensory-Motorand

Visual Perceptual Evaluation

Speech and

LanguageEvaluation

Speech and

LanguageEvaluation

Reviewof

AcademicPerformance

Reviewof

AcademicPerformance

Observationof

Peer Interaction

Observationof

Peer Interaction

Observationand Analysis

ofChild-Caregiver

Interaction


ofChild-Caregiver

Interaction


of Child-Parent

interaction


of Child-Parent

interaction

Observationof Family Dynamics

and Interaction Patterns

Observationof Family Dynamics

and Interaction Patterns

Developmental History

Developmental History

BiomedicalEvaluation

BiomedicalEvaluation

FunctionalDevelopmental

Evaluation

FunctionalDevelopmental

Evaluation

DevelopmentalProfile

Child ’s Processing & Individual Differences:•Auditory-Visual Processing•Sensory-Motor/Perceptual•Sensory Integration Skills& Modulation•Language

Child DevelopmentalCore Capacities:•Selfregulation & Attention•Engagement•Purposeful gesturing•Behavioralorganization& Problem Solving•Emotional thinking & Sharing of ideas•Bridging ideas/feeling

Child-Parent Interaction Patterns:

•Current patterns•Optimal patterns

re. Child ’sCore Capacities

& Individual Differences

BiomedicalExcess

orDifficiency

ComprehensiveFunctional

DevelopmentalIntervention

Program

BiomedicalIntervention

Home Programing•Spontaniousdevelopmentally basedinteractions•Semi-Structuredsensory-motor•Structuredperceptual activities

Family Support

School Programing•Spontaneous, developmentally based interactions•Semi-Structuredsensory-motor •StructuredPerceptual activities

Specific Therapy •Speech/Language•Occupational or•Physio-Therapy•Auditory/Visual &Perceptual Training

School Program Includes three elements :

• Spontaneous, developmentallyappropriate interactions• Semi-structured sensory-motor & visual spatial• Structured pre-academic or academic & educational activities

Class Structure Additional EducationalStrategies

Class Structure

Inclusion or Regular Class placement

with an aideIf the preschooler is able

to use complex gestures orwords, priority should begiven to an inclusive or aregular class with an aide

Special Need Classes

If the child is not using complex gestures to problem solve & isnot imitating or using words,prioprity should be given to

a special need class with a 1:1 ratio

Additional EducationalStrategies

PECS

TEACCH

Miller Method

ABA

Augmentative CommunicationSystems

•Visual-Spatial Thinking•Perceptual-Motorexcercises•Visualization-based concept building


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Additional EducationalStrategies

PECS• When language lags behind visual-spatial thinking

TEACCH• When motor planning difficulties impede gestural communication

ABA• When structured excercises could be used to facilitate the development of

imitation skills, basic motor planning and sequencing skills in children.

Miller Method• To help the child master early, basic cognitive capacities


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The DIRtm Model

Holds

The Floortime Approach

As

The basis of all individualized, comprehensive

intervention programming.


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The Floortime Approach

And Philosophy

Hold:

All developmentally based core capacities, and sensory-

motor, linguistic, cognitive or perceptual, social or emotional learning is best acquired or practiced and mastered in a reflective manner within an interactive, affectually driven

context with competent, culturally bound adults.


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Floor Time Principles Rest on

Respecting the individual child, Respecting the child’s specific core capacities

Respecting the child’s constitutional and maturational differences And

Appropriating the child’s socio-cultural, environmental interaction patterns and dynamics, accordingly.


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The Floortime Approach Goals

Mobilizing Each of The Six Functional Core Capacities: 1. Self-Regulating for Shared Attention 2. Forming Relationships & Engaging 3. Maintaining Two-Way, Functional Interactions using gestures,

words or sentences 4. Organizing Complex Behavior & Problem Solve during

Reciprocated, Purposeful Interactions 5. Sharing and Elaborating Ideas 6. Bridging Ideas and Feelings


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Floortime Strategies

Observing your child in action

Reading and interpreting the signs

Tuning in to your child’s affect, intent or interest

Being in synch and matching your child’s rhythm

Waltzing


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Floortime Techniques

1.Wooing 2.Affect cueing and signaling 3.Co-regulating while opening and closing circles of

communication 4.Supporting, Building and Extending 5.Creating problems, Negotiating and Resolving 6.Logically Connecting and Threading

dir® model and floortime™ approach

Documents

emotional thinking

childs level of emotional

structured excercises

emotional regulation

concept formation emotional

impact of emotional

greenspan shanker

visualspatial thinking