Developmental, Individual Differences, Relationship Based Model (DIRFloortime®)
This model was developed by Dr. Stanley Greenspan and stands out as an excellent framework for understanding the socio-emotional development of each child.
The program truly empowers the parent, while validating and supporting the child’s social, emotional, and physical growth. Dr. Greenspan and Dr. Serena Wieder co-authored “The Child with Special Needs” and “Engaging Autism.” Dr. Greenspan is also the author of multiple other books and articles. The overriding, conceptual framework is a comprehensive, developmentally based model for assessment and intervention with children with special needs, rather than restricted approaches limited to selected surface behaviors and cognitive processes.
- Respects the child and values the child’s contributions
- Considers sensory challenges during sessions to improve length of engagement
- Establishes communicative intent as well as improves the use of language
- Is child led in terms of interests, goals are established by the team
- Parent is not the teacher, but play partner
- Loads of fun and enjoyment for the whole family
- Caregivers learn at our center and apply at home
- Distance support is also available through the use of reviewing video material from home, school or center.
Maude Le Roux, OTR/L is an expert training leader for ICDL and has trained internationally in this method since 2011.
Functional Emotional Developmental Capacities (FEDC’s)
Self-regulation and Interest in the World
- Ability to calm oneself and focus attention
Falling in Love
- Emotional bonding and attachment
Intentionality
- Ability to communicate through gestures and words with purpose
Two-way Communication
- Reciprocal social interaction and communication
Complexity of Ideas
- Developing the ability to understand and express complex ideas, including perspective taking and theory of mind
Symbolic Thinking
- Ability to use emotions to guide thinking and decision-making; building empathy
Building Bridges Between Ideas/Emotional Thinking
- Connecting different emotional ideas, facilitating higher-level thinking, perspective taking, problem-solving, and distinguishing between
fantasy and reality
Multi-Causal, Comparative, and Triangular Thinking
- Understanding multiple reasons for feelings, compare emotions, and navigate complex social interactions involving three or more
people
Emotionally Differentiated Gray-Area Thinking
- Recognizing and describing varying degrees of emotions, acknowledging the complexity and nuances in emotional experiences
Intermittent Reflective Thinking, a Stable Sense of Self, and an Internal Standard
- Reflecting on feelings in relation to an internalized sense of self, leading to the development of personal values and a stable
identity
FEDC 1 and 2: Going slower to go faster later
FEDC 3: Today is the scaffold for tomorrow
FEDC 4: Staying present in the moment is the stepping stone for a brighter future
FEDC 5 and 6: Safety is key for exploring the world and acting on curiosity, taking the risk of learning
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