The Resource 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

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

Label
Floortime strategies to promote development in children and teens : a user's guide to the DIR® model
Title
Floortime strategies to promote development in children and teens
Title remainder
a user's guide to the DIR® model
Statement of responsibility
by Andrea Davis, Lahela Isaacson and Michelle Harwell
Creator
Contributor
Author
Subject
Genre
Language
  • eng
  • eng
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
Cataloging source
MiAaPQ
http://library.link/vocab/creatorDate
1961-
http://library.link/vocab/creatorName
Davis, Andrea Lee
Dewey number
306.874
Illustrations
  • illustrations
  • photographs
Index
index present
Language note
English
LC call number
HQ759.913
LC item number
.D39 2014
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Isaacson, Lahela
  • Harwell, Michelle
http://library.link/vocab/subjectName
  • Parents of developmentally disabled children
  • Developmentally disabled children
  • Developmentally disabled children
  • Child psychology
Label
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
Instantiates
Publication
Copyright
Note
Description based upon print version of record
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
cr
Color
multicolored
Content category
text
Content type code
txt
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
Dimensions
unknown
Extent
1 online resource (219 p.)
Form of item
online
Isbn
9781598578225
Media category
computer
Media type code
c
Sound
unknown sound
Specific material designation
remote
System control number
  • (CKB)3710000000214318
  • (EBL)1787396
  • (SSID)ssj0001290742
  • (PQKBManifestationID)12495622
  • (PQKBTitleCode)TC0001290742
  • (PQKBWorkID)11244131
  • (PQKB)10867540
  • (MiAaPQ)EBC1787396
  • (EXLCZ)993710000000214318
Label
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
Publication
Copyright
Note
Description based upon print version of record
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
cr
Color
multicolored
Content category
text
Content type code
txt
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
Dimensions
unknown
Extent
1 online resource (219 p.)
Form of item
online
Isbn
9781598578225
Media category
computer
Media type code
c
Sound
unknown sound
Specific material designation
remote
System control number
  • (CKB)3710000000214318
  • (EBL)1787396
  • (SSID)ssj0001290742
  • (PQKBManifestationID)12495622
  • (PQKBTitleCode)TC0001290742
  • (PQKBWorkID)11244131
  • (PQKB)10867540
  • (MiAaPQ)EBC1787396
  • (EXLCZ)993710000000214318

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