DIR/Floortime -- Check out our new book:
Adults Attune. Engage. Interact. Expand. Pretend. Challenge. Launch.
Kids Regulate. Connect. Reciprocate. Communicate. Imagine. Think. Grow.
2. When adults engage the child, children learn to be emotionally connected to others.
3. When adults respond to the child, children learn to initiate reciprocal interaction with others.
4. When adults expand the child's initiations, children learn to communicate and negotiate with others.
5. When adults enter the pretend realm, children learn to imagine and create ideas.
6. When adults challenge a child to solve logical and emotional problems, children learn to think emotionally and logically
See new research supporting DIR/Floortime as an evidence-based practice:
Dr. Rick Solomon's NIH-funded study of Floortime
Video: Ask an Autistic what they think about DIR/Floortime vs. ABA!
DIR/Floortime is social-emotional developmental intervention. It is a comprehensive method of ameliorating social, emotional, cognitive, and behavioral delays. Developed by Drs. Stanley Greenspan and Serena Wieder, it entails assessment of a child’s individual strengths and difficulties in all domains of functioning and sensory processing. Shaped according to the child’s individual profile of strengths and weaknesses, Floortime intervention strikes a delicate balance between using the child’s natural motivations in free play and planning fun semi-structured tasks to target and develop fundamental social-emotional capacities. These capacities for intimacy, non-verbal and verbal dialogue, pretend play, social cooperation, logical thinking, and emotional reasoning form the basis for mature social and autonomous functioning. This naturalistic and individualized approach utilizing close relationships, natural motivation, and play addresses the critical need for children’s brain development: helping information to be processed via the emotional center of the brain, thereby helping the brain to integrate and organize sensory/perceptual inputs and behavioral responses in a much more adaptive manner. Parents serve the most critical role in using the approach throughout the day with their child. We support parents in learning this approach via modeling, guidance, videotape review, and feedback.
In-Home DIR/Floortime Program: For intensive developmental intervention for children ages 0-18, we offer a multi-weekly in-home program which combines 1:1 work with the child, social facilitation with peers and siblings, parent coaching, parent consultation, and school staff consultation. This intensive treatment occurs in the context of home and neighborhood to address the daily difficulties a child and family may be facing. The treatment goals are developed in collaboration with the family to tailor the intervention to the particular challenges of the child and priorities of the parents. Our therapists are highly experienced graduate students or post-graduates (Master's or Doctorate) and engage in continual self-reflective growth and theoretical learning. Our supervisors are licensed mental health providers, in certification with ICDL for DIR/Floortime, and two of our three supervisors have completed DIR/Floortime Certification and are certified as Expert DIR/Floortime Providers.
In-Office DIR/Floortime: We also provide some families with office-based consultation on a weekly or twice-weekly basis. Parent-child dyadic coaching typically alternates with parent feedback/discussion to solve difficulties and refine the parent's ability to utilize DIR/Floortime techniques with the child to accomplish parent-identified goals and to move the child up the social-emotional developmental ladder.
In-School DIR/Floortime: Some children need support at school or at an after-school program to benefit more fully and/or to be more successful academically and socially. Inclusion support and social facilitation are a strength of ours, and is designed in a completely individualized way to address the particular child or teen's needs, ranging from direct to indirect, intensive to occasional, basic to advanced.
In-Office DIR/Floortime Playgroup: We have weekly DIR/Floortime playgroups for children in our intensive in-home program to work on peer engagement and social comprehension in the play room and the back yard of our neighorhood office home at 685 E. California Bl in Pasadena. Social Facilitation is the key aim here. Facilitation of peer play affords repeated practice of becoming engaged and maintaining the engagement even as activities shift or if conflict arises. The play facilitators help the children find fun in playing together, communicate their needs or distress, be flexible with others’ suggestions, negotiate satisfying solutions, express affection and enthusiasm, and ultimately learn to co-create mutually interesting games. This is critical for successful adaptation and integration into the home and community environments.
Parent Curriculum: Floortime Strategies for Promoting Development in Children and Teens -- We have created the step-wise, sequenced and crystal clear curriculum of techniques for parents to be able to learn with the support, demonstration, modeling, and feedback of the therapist. Concepts are broken down into simple sub-steps with examples, illustrations, and reminder phrases. The DIR/Floortime theory of development and relational intervention is rich, profound, and inspiring; our curriculum makes it easy to start using and to grow in thorough knowledge of how to implement Dr. Greenspan's optimistic approach in real life with a challenging child.
**Watch videos of Floortime in action!:
"Want Tape!" http://www.youtube.com/watch?v=CjCHG7qvYEc
***Greenhouse Therapy Center staff person demonstrating how to use Floortime Strategies
to promote higher capacities in an adolescent:
"DIR Floortime: Encourage Complex Thinking - Capacities 7-9"
***Greenhouse Therapy Center parent helping her child develop logical thinking:
Listen to an adult with autism speaking her thoughts about Floortime:
**Listen to a psychologist speak about fathers' experiences of growing into better family relationships when they have a child with autism:
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