On the road to. developmental

Similar documents
The Basic Model and. The DIR /Floortime TM Model; Approaching Early Identification; Reliable Early Indicators

The Basic Model and 4/28/2008. Key concept of the basic model. Autism Spectrum Disorders

Web-Based Radio Show. Structure and Behavioral Goals of the DIR /Floortime Program

Social Communication Strategies for Students with ASD Meeting the Needs 2017

The Floortime Center Social Group Children wi ren w th ASD and an other neurological challenges can develop: Typical Social Development

The Basic Course on the Greenspan Floortime Approach. Mastery Test Instructions & Questions

Traverse Bay Area Intermediate School District Northwest Michigan Infant Mental Health Training Series

ABA and DIR/Floortime: Compatible or Incompatible?

COMBINING INTERVENTION STRATEGIES TO ADDRESS INDIVIDUAL NEEDS OF CHILDREN WITH ASDS

Crosswalk of AchieveWORKS Sections to CASEL Core SEL (Social Emotional Learning) Competencies

Autism Spectrum Disorder (ASD)

Floortime - Affectively rich play to match child s individual differences and stimulate developmental growth

Children with Special Needs and Autism Spectrum Disorders

2/27/2011. Lecture 7. Comprehensive DIR Assessment. Assessment. Comprehensive DIR assessment requires. How do you qualify a child for services?

Pervasive Developmental Disorder Not Otherwise Specified (PDD- NOS)

DIR Assessment Func)onal Emo)onal Assessment Scale & Early Treatment

What are the Crucible 4 Points of Balance?

Motivation & Emotion. Psychological & social needs

Psychological needs. Motivation & Emotion. Psychological & social needs. Reading: Reeve (2009) Ch 6

Autism or Something Else? Knowing the Difference

DIR Functional Emotional Developmental Levels 1-4. Griffin Doyle, PhD Lisa defaria, LCSW, BCD Monica Osgood, Executive Director Profectum Foundation

Developmental, Individual-Differences, Relationship-Based Model

AUTISM SPECTRUM DISORDERS

Psychological needs. Motivation & Emotion. Psychological & social needs. Reading: Reeve (2009) Ch 6

Strategies for Engaging the Child with Special Needs: Building our Programs through Intrinsic Motivation. Dr. Lisa Bayrami Self Regulation Institute

The following is a brief summary of the main points of the book.

The Use of Picture Prompts to Generalize Play Skills and Parallel Play for Children with Autism

From: What s the problem? Pathway to Empowerment. Objectives 12/8/2015

Ask and Observe. Most Common Approaches Used 7/28/09

Autism Spectrum Disorder Pre Cengage Learning. All rights reserved.

Jean F. Kelly, PhD, Program Director. Jennifer Duval, BA, Project Coordinator

Autism Checklist General Characteristics

FASD Service Dogs. (Fetal Alcohol Spectrum Disorder) 4 Paws for Ability

Tina Bryson, Ph.D.

Asperger Syndrome. Let s Go to the Movies 6/12/2012. Social Thinking Skills for Students with Asperger Syndrome/High Functioning Autism

2/29/16. Background story. Developmental Sequence. Relationship-Based Model. Floortime Strategies:

Some difficulties experienced in ASD & ADHD

PROGRAMMING FOR STUDENTS WITH ASD IN THE GENERAL EDUCATION SETTING

Principles of Clinical Practice for Assessment and Intervention

Lecture on Regulatory/Sensory Processing By Stanley Greenspan

Teaching Students with Special Needs in Inclusive Settings: Exceptional Learners Chapter 9: Autism Spectrum Disorders

Field 052: Social Studies Psychology Assessment Blueprint

!"#$%&'()*+,-#$(.$/+)01$2)+3,$4#5#0('&#,*6 $%,$!"#$%&'()"#*%+,+%-.

District Pam Leonard & Sabrina Beaudry

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide

INDICATORS OF AUTISM SPECTRUM DISORDER

Making Sense. Adults with Asperger Syndrome

Parenting a Child with Mental Health Concerns

Stacey, P. (2003). The boy who loved windows: opening the heart and mind of a child threatened with autism. United States of America: Da Capo Press.

Relationship Development Intervention

An Introduction to Autism Spectrum Disorders (ASD)

Building Resiliency for Clients with Mental Health, Cognitive and Substance Use Disorders

NONVERBAL CUES IN AFFECT REGULATION BABIES FEEL BEFORE THEY THINK! What We Will Learn to Inform Our Care in Trauma

Building Resiliency for Clients with Mental Health, Cognitive and Substance Use Disorders

2017 Texas Symposium on DeafBlindness The Impact of Stress on Brain Architecture and Resilience Friday, Keynote March 3-4, 2017

Social Skills and Autism: Using Books in Creative Ways to Reach and Teach in Early Education

AUTISM SCREENING AND DIAGNOSIS PEARLS FOR PEDIATRICS. Catherine Riley, MD Developmental Behavioral Pediatrician

STRATEGIES FOR SUCCESS FOR 2E GIFTED LEARNERS ON THE AUTISM SPECTRUM

TSC AND AUTISM SPECTRUM DISORDERS

FLIPPING THE SWITCH OF THE INTELLECT

2017 Texas Symposium on DeafBlindness The Impact of Stress on Brain Architecture and Resilience Friday, Keynote March 3-4, 2017

Infancy and Early Childhood Conference Tacoma, Washington. Part 1: INTRODUCTION TO DIR.. Rosemary White, OTR/L

Using the SCERTS Model to guide practice with children with ASD. Beth Konde MS, OTR/L

Views of autistic adults on assessment in the early years

Psychologist Dr. Jakob Freil

Child Caregiver Relationships An Interdisciplinary Presentation

Down Syndrome and Autism

4/3/2017. Myles, THE NEUROLOGY OF ASD. Anna. Brenda Smith Myles, Ph.D. NOT ALL SLIDES ARE IN YOUR HANDOUTS.

Executive Functioning

Beyond Skill Acquisition;

CHARACTERISTICS OF THE GIFTED

Autism Intervention: Positive Support With A Relationship-Based, Developmental Model

The Vine Assessment System by LifeCubby

EVERTHING YOU NEED TO KNOW ABOUT ADHD LEARNING DISABILITIES AUTISM. Lauren Huntington INDEX AUTISM AUTISM DISABILITIES

Introduction to Psychology

Applying Emotional Intelligence (EQ) Emotion is energy in motion. Peter McWilliams

Autism and other developmental disorders. Dr. Martin Maldonado

1. Which level of the self is motivated by the welfare of the group? A) Individual B) Group C) Collective D) Interpersonal

Overview and Recommendations

New Mexico TEAM Professional Development Module: Autism

Addressing Behavioral Issues: Starting with Self-regulation

Learning Objectives. Employment & ASD. Copyright 2013, RRCASD, University of Rochester 1

Isabelle Hénault M.A., Ph.D. Montreal, Canada autisme asperger mtl.ca/ in coll. With Pr. Tony Attwood, Ph.D. Brisbane, Australia

DIR(R) Functional Emotional Developmental Levels 5-9

Section 5: Communication. Part 1: Early Warning Signs. Theresa Golem. December 5, 2012

Behavior in Cardiofaciocutaneous (CFC) Syndrome

Psych 305A: Lecture 19. Evolutionary Approach Wrap Up. The Cognitive Approach Part I Learning and Behaviorism

Different sensory experiences Non-standard ways of learning and approaching problem solving

Spring Fever: Attendance & Behavior

Trauma Informed Home Visiting

The ESRC Centre for Research on Socio-Cultural Change, University of Manchester: A Study of the Academy Programme Pilot in Bradford

Fidget Spinners-A Headache or Helpful? By Kim Crouch

Motivational Interviewing

Supporting Children with an Autism Spectrum Disorder. An Introduction for Health and Social Care Practitioners

Building Resilient Kids

Prof. Tewfik K. Daradkeh

DSM V Criteria for Autism Spectrum Disorder

THE CHARACTERISTICS OF THE GRADUATE AT GRADUATION

Gifted/Talented Students from Poverty-Varied Faces

OVERVIEW ANXIETY AND ANGER IN ADULTS AUTISM AND MENTAL HEALTH COMORBIDITIES WHAT YOU SEE AND WHAT THEY FEEL WHAT YOU SEE AND WHAT THEY FEEL 26/09/2015

Transcription:

How all kids can become Great Kids On the road to overcoming developmental challenges hll

10 Qualities of Great Kids Communication Creativity & Vision Curiosity Empathy Engagement gg Emotional Range Internal Discipline Logical Thinking Moral Integrity Self-Awareness

How all kids can become Great Kids Overcoming developmental l challenges Overcoming troublesome behaviors Self-stimulation Perseveration Self-absorption withdrawal

Functional Emotional Developmental Capacities The full mastery of the functional emotional developmental capacities is the basis to develop Great Kids qualities build capacities to overcome developmental challenges and troublesome behaviors

Functional Emotional Developmental Capacities 1. Regulation and interest est in the world 2. Engagement and falling in love 3. Two-way, purposeful communication 4. Shared social problem solving 5. Creating ideas 6. Logical thinking 7. Multi-causal thinking 8. Comparative thinking 9. Reflective thinking These 9 abilities are the essential core!

Engagement - Intimacy Ability to relate to others with warmth and intimacy Alternative to being self-absorbed and aimless

Empathy In order to care, the child has to first experience someone caring for him, so he knows what the feeling is like As we develop empathy, we are offsetting self-absorbed and aimless behaviors

Communication Begins with first stages, comes to a crescendo at stage 3, when child learns back and forth communication with gestures and sounds Words come after the gestures, and have meaning behind them Different from rote memorization of words Ability to communicate helps overcome repetitive and aimless behaviors

Self-Regulation Helps overcome aggression or impulsivity Self-regulation is one of the first abilities in the core Tune into child s sensory processing strengths and weaknesses

Internal Discipline Combining Communication, Empathy, and understanding with reasonable limits helps the child develop internal discipline

Curiosity Start by helping baby b take an interest in the world Broaden the child s interest by tuning in to child s individual differences, accommodate child s sensitivities Helps overcome tendency to be rigid and narrow in interests

Creativity Many children with Autism rely on their memory and scripting Can change this by helping child become creative through pretend play Creative thinking helps improve academic skills

Summary Children with and without t challenges can all learn to become Great Kids These qualities are not genetically hard wired Core = Nine functional emotional developmental capacities As children fully master the core, they become Great Kids and overcome problem behaviors

Functional Emotional Developmental Capacities are the essential core 1. Regulation and interest est in the world 2. Engagement and falling in love 3. Two-way, purposeful communication 4. Shared social problem solving 5. Creating ideas 6. Logical thinking 7. Multi-causal thinking 8. Comparative thinking 9. Reflective thinking Broad, flexible and stable mastery of these capacities are the foundations for becoming Great Kids