ࡱ> I?(Z .:H/ 0|DArialy Hand ITCll{ׯ0DTimes New Romanll{ׯ0 DWingdingsRomanll{ׯ00DArial Blackmanll{ׯ0"@DBradley Hand ITCl{ׯ0B C .  @n?" dd@  @@``    B,  ** 55  GH hpyx  +       0AA f33TNA@8<5 ʚ;ah8ʚ;g4TdTdX{ ׯ0ppp@ <4dddd8vS0ld{ <4!d!d8T0l<4BdBd8T0lg4SdSdY{ ׯ0p- pp0___PPT10 r___PPT9T{4?  %Ol = XGreenspan, M.D. and Wieder, Ph.D. icdl.com,\vEarly Signs of Autism DIR Model/ Floortime"! informed work:<,%$.Gary Jones Ph.D. Cheryl LaFortune M.A. CCC-SLP//aICDL@Interdisciplinary Council Developmental Learning Disorders AZ@eFounders of the ICDLS Stanley I. Greenspan, M.D., child psychiatrist Serena Wieder, Ph.D., psychologist&T7^ What is DIR?2   2CDevelopmental Individual-Differences Relationship-Based Model !5 - vB&What children benefit from this model?''(Neurodevelopmental Disorders of Relating and Communicating  ASD Interactive Disorders  Anxiety, ODD, Depression, Mood Regulation, Trauma, etc. Regulatory-Sensory Processing Disorders Language Disorders Learning Challenges .ZZwCtThe  D in DIR Functional Emotional Developmental Levels L;( 2() (Opens pathways for Normal emotional development A fully developed sense of self Cognitive development Higher-level thinking Partial mastery of a stage leads to constrictions in relating, communicating, and thinking. Rl^l]  < The 6 Functional Emotional Developmental Milestones/Levels ==  Milestone 1: Self Regulation and Interest in the World 0-3months Milestone 2: Intimacy, Engagement, Forming Relationships 2-7 months Milestone 3: Two-Way Communication Reciprocal Emotional Signaling/Intention 3-10 months 0yFFEDL continued(2Milestone 4: Complex Communication/Shared Social Problem Solving/Mood Regulation/Sense of Self 9-18 mos. Milestone 5: Emotional Ideas/Creating Ideas and Elaboration 18-30 months Milestone 6: Emotional Thinking/Connecting Ideas Logical/Sense of Reality 30-48 months ,22l<T The  I in DIR Individual-Differences F+( 2(URegister and React Process, Organize, and Integrate Motor Planning and Sequencing ,6V$N+<The  R in DIR Relationship L ( 2({ Central organizer of the child Built on affective interactions Affect is the fuel of interaction Language is the vehicle "{|$XEarly 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-circumferenceZYBegin intervention by 6 months(Focus of intervention Normalizing the brain during time of rapid brain growth Brain development is  experience expectant Synchronicity  build up of coherent arousal and patterns of changing attention. 6What is Floor Time?b Systematic approach Mobilizes emotional development Opens up all the Intelligences q<Xq<q< " dq< $ $ $($$ $  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. RZ!'K7Milestone 1: Self Regulation and Interest in the World88(Develop a modulated and regulated sense of togetherness Focused, organized, & calm even under stress 5+ seconds - 3-4 months 30+ seconds - 8-10 months 2+minutes - 2 years 15 minutes - 4 years lf[f[`8Milestone 2: Intimacy, Engagement, Forming Relationships99( Cooing, Wooing, and Wowing Stage Relationship grows through mutually enjoyable interactions Go for synchrony and timing, the basis of affect attunement. 8Pb.Milestone 3: Two-Way Intentional Communication//(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 j)C(a)C(ac<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 signaling PdMilestone 5: Emotional IdeasuCapacity to represent or symbolize experience Pretend play Imagination Expression and use of feelings and ideas. V.-. *g4Milestone 6: Building Logical Bridges Between Ideas&5('$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. @!ZZ!]Training OpportunitiesThe 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"ZZ$ZZQZ"$ 22t@Websites hwww.icdl.com Conferences and training Publications www.floortime.org Parent friendly Web radio archivesf &# $&$$#0 03Df References 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 Books. 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 P4)}KE]D$/4= > T#$&'()*+,-./0P 0` fff33` 3KI3ff` 33ff` /p` 3%*3|` Jy3fff3f` 3ff3̙` 33ff33` DDyq3f` ̙3n` w3ff` }ff>?" dd@,?nKd@ P nA@F`d n?" dd@   @@``PR"   @ ` `2p>> t l p (    6{ #" ``  { Z*   6{ #" `` ` { \* Z X # "X  N{d#" `P D0   6{d#" `U B0   S {"UY <   c $ԝ{"YW <    c $h{"YU <    c ${" <    S \{#" `SV B0    S ȫ{"Y <    c $4{"X <   <8{ #" `  ` { T Click to edit Master title style! !$  0${ " `p { RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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"/L+D=' = @B +} )0 $(  r  S 8  `   r  S 9 `p  H  0޽h ? fff33___PPT10i.`Y~+D=' = @B +} ,0 `$(  r  S M  `   r  S N `p  H  0޽h ? fff33___PPT10i.+D=' = @B +} -0 $(  r  S V  `   r  S V `p  H  0޽h ? fff33___PPT10i.+D=' = @B +} .0 $(  r  S Hk  `   r  S  l `p  H  0޽h ? fff33___PPT10i.+D=' = @B +$ 0 `$(  r  S $q  `   r  S q `p  H  0޽h ? fff3380___PPT10.} *0 $(  r  S q  `   r  S \r `p  H  0޽h ? fff33___PPT10i.֚+D=' = @B +3 0 JB@ (  r  S Ё  `   x  c $ `p    c $t p  < H  0޽h ? fff33___PPT10i.tK+D=' = @B +} 0 $(  r  S   `   r  S h `p  H  0޽h ? fff33___PPT10i.jU+D=' = @B +<0 L(  ^  S      c $d /   BAffect is used to carve the pathways to interactions and intelligences. Encourage spontaneity and intiative A satisfying emotional experience will shape dev and learning. Provides a spontaneous context within which to teach.$H$ub vH  0h鳊 ? 3380___PPT10.\PݚJ 0 vn8(  8^ 8 S    h 8 c $t /   The Road maps of pragmatic communication and functional emotional milestones travel similar routes. They intertwine. Remember Pragmatics is why we talk and it is fueled by affect and intent. Forging a sensory-affect-motor connectionH 8 0h鳊 ? 3380___PPT10.͙Q 0 <4<(  <^ < S    . < c $p /   #2 vestibular/swinging, visual/light up toys, tactile/foods. #3 you ll be profoundly disappointed if you don t. #4 Bug them/mess things up. #5 Sad is not bad, bubble theory/ motivation and passion can have its source in anger as well as limit setting and justice. Your intrusion on his world may trigger anger, avoid, disorg. >H < 0h鳊 ? 3380___PPT10.͙x+0  (  ^  S      c $Ƀ /   ~When symbolic capacities combine with abstract thinking and creativity there is a natural outflow of verbal and NV expression  LANGUAGE DEVS IN LEPAS AND BOUNDS Affective relationships are the fuel, the battery, the power source of interaction. Dev relationships, engaging in a wide range of emotions, and functioning with symb and abstr thking and creativity. BnRu>DH  0h鳊 ? 3380___PPT10.Hv^<K0  L(  ^  S      c $܃ /   BALMOST ALL BABIES ORIENT AND CALM TO MOTHER S VOICE. Positive affects, Pleasurable interactions guide this stage and must be experienced. Affect serves as a mediator between sensory experiences and motor responses. Baby can avert turn away from unpleasant touch sound visual or turn towards. Motor responses move quickly beyond reflexes into S-A-M responses based on pleasurable, affectively regulated experiences, along with growing motor control in addition to the experience of positive affects, enable a baby to respond with actions such as reaching towards a pleasurable touch and turning away from an unpleasant one. &p.3H  0h鳊 ? 3380___PPT10.(0*-B0 @$=(  $^ $ S     $ c $ /   3Introduce the Diagnostic manualH $ 0h鳊 ? 3380___PPT10.\t <0 T(  T^ T S     T c $  /   zDifficulty with sensory reactivity. The child may have difficulty with modulating information received from the world through his senses of vision, hearing, touch, smell, taste, and body awareness (i.e., the child may be under- or over reactive, or a combination). Processing difficulty. The child may have difficulty making sense of the sensory data s/he receives. For example, a child s hearing may be keen but he may not be able to distinguish sounds in the foreground from sounds in the background. Difficulty with motor planning and sequencing. The child may have trouble making his body move the way he wants, and difficulty planning and executing responses to information he has taken in. For example, a child may be interested in cars but may only be able to put them in a line rather than play out a purposeful sequence where the cars drive along the road and park at the store. ^"-UH T 0h鳊 ? 3380___PPT10.@"X0 >6Ph(  h^ h S    0 h c $ /   PFor children up to 12 months ATLEAST two characteristics in 8 signs must exist over a period of 3 weeks. Excessive passivity - lack of crying. Excessive persistent crying. Feeding may be an olfactory defensiveness. Passive babies may become excessively active in the 2nd year of life. #4 Lack of reaction to voice or presence of a parent  lack of bubbling affect. Aversion to parental touch  flooding may be be happening. 6 H h 0h鳊 ? 3380___PPT10. {JY0 ,$pp(  p^ p S     p c $$ /   PA great deal of the brain development is postnatal and  experience expectant . Babies need People to learn. Margaret Bauman  Normal brain development is a not a monologue but a dialogue in which the brain generates neural circuits and the child s experiences determine which ones survive. The first year of life is a critical period for this experience  guided growth. The brain s circuitry would expand haphazardly as cell growth outpaced experience creating a chronic sensory overload. During most vulnerable point in development. Synchronicity build up of coherent arousal and patterns of changing attention. Strong patterns of cylces of mutual regulation should be present. Communicative act happens in the waiting/expecting time. Minds exist not to react but interact  infants want people attention $)>yH p 0h鳊 ? 3380___PPT10.",`0 <(  ^  S      c $/ /   2All emotions are engaged by 7 months pleasure, joy, frustration disappointment, sadness, fear, jealousy, competition, fairness, Strive to connect, to interact, and share in an experience of mutual joy. 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Mifne Begin intervention by 6 monthsWhat is Floor Time?Rules of Floor Time8Milestone 1: Self Regulation and Interest in the World9Milestone 2: Intimacy, Engagement, Forming Relationships/Milestone 3: Two-Way Intentional Communication=Milestone 4: Two-Way Purposeful Problem Solving InteractionsMilestone 5: Emotional Ideas5Milestone 6: Building Logical Bridges Between IdeasTraining Opportunities Websites References  Fonts UsedDesign Template Slide Titles_.itsavitsav  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(dPowerPoint Document(.DocumentSummaryInformation8Root EntrydO)> Current UserDSummaryInformation(dPowerPoint Document(.$_. vMary O'RoarkMary O'Roark