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The Resource Floortime strategies to promote development in children and teens : a user's guide to the DIR® model, by Andrea Davis, Ph. D., Lahela Isaacson, M.S., and Michelle Harwell, M.S

Floortime strategies to promote development in children and teens : a user's guide to the DIR® model, by Andrea Davis, Ph. D., Lahela Isaacson, M.S., and Michelle Harwell, M.S

Creator
Author
Contributor
Summary
Floortimeâ"¢ is a highly effective intervention approach for children and adolescents with autism and other developmental disorders. Now thereâ€TMs 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
Language
eng
Work
Publication
Extent
1 online resource (xxiv, 193 pages)
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 solutionsA. 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 differencesB. 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 more1.2. 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 attention2.2. 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
Isbn
9781598578225
Instance
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, Ph. D., Lahela Isaacson, M.S., and Michelle Harwell, M.S
Creator
Contributor
Author
Subject
Language
eng
Summary
Floortimeâ"¢ is a highly effective intervention approach for children and adolescents with autism and other developmental disorders. Now thereâ€TMs 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
N$T
http://library.link/vocab/creatorDate
1961-
http://library.link/vocab/creatorName
Davis, Andrea Lee
Dewey number
306.874
Illustrations
illustrations
Index
index present
LC call number
HQ759.913
LC item number
.D39 2014eb
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
  • POLITICAL SCIENCE
  • SOCIAL SCIENCE
  • SOCIAL SCIENCE
  • Child psychology
  • Developmentally disabled children
  • Developmentally disabled children
  • Parents of developmentally disabled children
  • United States
Label
Floortime strategies to promote development in children and teens : a user's guide to the DIR® model, by Andrea Davis, Ph. D., Lahela Isaacson, M.S., and Michelle Harwell, M.S
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references (pages 189-190) and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
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 solutionsA. 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 differencesB. 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 more1.2. 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 attention2.2. 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
Control code
886540369
Dimensions
unknown
Extent
1 online resource (xxiv, 193 pages)
File format
unknown
Form of item
online
Isbn
9781598578225
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)886540369
Label
Floortime strategies to promote development in children and teens : a user's guide to the DIR® model, by Andrea Davis, Ph. D., Lahela Isaacson, M.S., and Michelle Harwell, M.S
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references (pages 189-190) and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
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 solutionsA. 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 differencesB. 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 more1.2. 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 attention2.2. 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
Control code
886540369
Dimensions
unknown
Extent
1 online resource (xxiv, 193 pages)
File format
unknown
Form of item
online
Isbn
9781598578225
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)886540369

Subject

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      38.710138 -90.311107

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