Floortime Strategies for Promoting Development in Children and Teens: A User's Guide to the DIR Model
by Andrea Davis, Lahela Isaacson, and Michelle Harwell
The new step-by-step, lay-flat guide to use in session for therapists and parents to apply the basics of Floortime principles and methods for advancing social skills, emotional regulation, cognitive comprehension. Contains many examples of how to help preschoolers to school-agers to adolescents to get to the next developmental level. Explains the theory and research behind each strategy. Adds an appendix of developmental strategies for addressing problem behaviors.
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or you may mail a personal check for $30 to:
Greenhouse Therapy Center
685 E California Blvd Pasadena, CA 91106
Add on an essential laminated Menu of Strategies reference card for quick selection of Strategies for session or
Goal Methods for reports and IEP's:
Watch a member of Greenhouse Therapy Center staff demonstrating how to use strategies from our book
to promote higher capacities in an adolescent:
Floortime Strategies: Encouraging Complex Thinking - Capacities 7-9 www.youtube.com/watch
Learning to attend to cues, determine and meet the current stage of social-emotional capacity in any moment, then move the child or teen up the developmental ladder in each interpersonal interaction.
Core Methods B. Understanding and Addressing Individual Differences in Processing Profiles
Observing and using children’s individual differences in sensory, motor, visual, auditory, and language processing capacities.
Capacity 1: Regulation and Attention: Attaining a Calm, Alert, Attentive State
ATTUNING: Understanding the primary importance of a calm, alert state before expecting anything further in a given moment or in their overall growth trajectory.
Capacity 2: Social Engagement: Getting Involved and Connected
CONNECTING: Facilitating the component parts of social engagement, including social interest, pleasure, mutual gaze, gestures, attachment, facial affect, initiating and responding to joint attention,, clarity of bids, peer and sibling bonding, and more...
Capacity 3: Reciprocal Social Interaction: Initiating and Responding Purposefully
RESPONDING: Supporting the growth of mutuality, reciprocity, and initiative.
Capacity 4: Complex Communication: Using Gestures and Words to Solve Problems Together
EXPANDING: Instigating extended communication to pave the way for social cooperation and social problem solving.
Capacity 5: Symbolic Play: Creating and Using Ideas
PRETENDING: Prioritizing the formation of symbols, ideas, and narrative to foster emotional and cognitive growth.
Capacity 6: Emotional Thinking and Logical Thinking: Making Sense of Oneself, Others, and the World
CHALLENGING: Providing opportunities for understanding emotions and for building bridges between ideas to make sense of the world and develop insight, empathy, judgement, etc.
Capacity 7-9: Complex Thinking: Multicausal, Gray Area, and Reflective Thinking
REFLECTING: Helping children and adolescents to think with more precision, nuance, and subtelety about the self, others, and the world.
Based upon The Child with Special Needs by Stanley Greenspan and Serena Wieder, Perseus Books, 1997 and Engaging Autism by Stanley Greenspan and Serena Wieder, Pereus Books, 2003.