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<ul><li>We learned about the learning tree </li></ul><ul><ul><li>1.  Roots = Biological, Individual Differences </li></ul>...
<ul><li>We learned six developmental milestones… </li></ul><ul><ul><li>1.  Regulation and Shared Attention </li></ul></ul>...
<ul><li>We learned about the Seven Sensory Systems: </li></ul><ul><ul><li>Visual System </li></ul></ul><ul><ul><li>Auditor...
<ul><ul><li>We learned about the three areas of communication: </li></ul></ul><ul><ul><li>Comprehension = the ability to u...
<ul><li>We learned about different models/therapies/approaches: </li></ul><ul><ul><li>PECS (Picture Exchange Communication...
<ul><li>… we want to create the perfect individualized program/approach for our very own child! </li></ul>
<ul><li>If a child is to keep his inborn sense of wonder, he needs the companionship of at least one adult who can share i...
<ul><li>1.  Meet the child where they’re at (D) </li></ul><ul><li>2.  Consider and adjust with the tiny pieces that might ...
<ul><li>What is the child doing? </li></ul><ul><li>Why are they doing it? </li></ul><ul><li>How can I join? </li></ul><ul>...
<ul><li>How can I start with sensory? </li></ul><ul><li>What can be used to make this activity include appropriate movemen...
<ul><li>What can I turn into a theme? </li></ul><ul><li>How can I change the theme slightly to move up the ladder or suppo...
<ul><li>Can I say what I said with more tune, rhythm, singsong or beat? </li></ul><ul><li>Can I use rhythm OVER verbal lan...
<ul><li>Am I drawing everything out? </li></ul><ul><li>Am I sloooooooooowing it down? </li></ul><ul><li>Am I exciting? </l...
<ul><li>Can I playfully get in the way to require more? </li></ul><ul><li>Can I present a problem in a way that is silly, ...
<ul><li>Remember to be in the moment… you’ll get where you’re going if you’re patient. </li></ul><ul><li>Wait for it, wait...
<ul><li>You want the mustard?!  Oh, no?  The MILK!! </li></ul><ul><li>Best way to encourage a child is to play dumb – real...
<ul><li>Time for recess!  Where’s your friend? </li></ul><ul><li>So and so needs his shoes.  Where are his shoes?  He need...
<ul><li>Watch your positioning </li></ul><ul><li>On the child’s level </li></ul><ul><li>In their visual field </li></ul><u...
<ul><li>KEEP going with it!  </li></ul><ul><li>Difference between expand and staying in the interaction </li></ul><ul><li>...
<ul><li>Keep trying.  Try the same thing four or five times before you change. </li></ul><ul><li>When you change, change s...
<ul><li>Make sure you are always on the positive </li></ul><ul><li>When a child does something GREAT, be reinforcing and e...
<ul><li>Watch how many steps you are giving a child. </li></ul><ul><li>“ Go upstairs, get your shoes and get in the car” v...
<ul><li>Step 1: Determine where my child is at. </li></ul><ul><li>Step 2:  Consider how I want to interact. </li></ul><ul>...
<ul><li>“ Engaging Autism” – Stanley Greenspan and Serena Weider </li></ul><ul><li>“ The Out of Sync Child” – Carol Stock ...
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Dir & Individualized Programs

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Transcript of "Dir & Individualized Programs"

  1. 2. <ul><li>We learned about the learning tree </li></ul><ul><ul><li>1. Roots = Biological, Individual Differences </li></ul></ul><ul><ul><li>2. Trunk = Developmental Milestones </li></ul></ul><ul><ul><li>3. Branches = Other, More Specific Individual Skills </li></ul></ul>
  2. 3. <ul><li>We learned six developmental milestones… </li></ul><ul><ul><li>1. Regulation and Shared Attention </li></ul></ul><ul><ul><li>2. Shared Engagement and Relating </li></ul></ul><ul><ul><li>3. Intentionality and Two-Way Communication </li></ul></ul><ul><ul><li>4. Complex Communication and Sense of Self </li></ul></ul><ul><ul><li>5. Symbols, Words and Ideas </li></ul></ul><ul><ul><li>6. Emotional Ideas and Logical Thinking </li></ul></ul>
  3. 4. <ul><li>We learned about the Seven Sensory Systems: </li></ul><ul><ul><li>Visual System </li></ul></ul><ul><ul><li>Auditory System </li></ul></ul><ul><ul><li>Tactile System </li></ul></ul><ul><ul><li>Olfactory System (smell) </li></ul></ul><ul><ul><li>Gustatory System (taste) </li></ul></ul><ul><ul><li>Proprioceptive System (kinesthetic) </li></ul></ul><ul><ul><li>Vestibular System(movement, balance, equilibrium) </li></ul></ul>
  4. 5. <ul><ul><li>We learned about the three areas of communication: </li></ul></ul><ul><ul><li>Comprehension = the ability to understand communication and utilize the messages in daily living </li></ul></ul><ul><ul><li>Production/Formulation = the ability to formulate or produce components of language </li></ul></ul><ul><ul><li>Pragmatics/Use of Language = the ability to use language functionally and purposefully in daily living </li></ul></ul>
  5. 6. <ul><li>We learned about different models/therapies/approaches: </li></ul><ul><ul><li>PECS (Picture Exchange Communication System) </li></ul></ul><ul><ul><li>Gluten Free/Casein Free Diet </li></ul></ul><ul><ul><li>SCERTS </li></ul></ul><ul><ul><li>Occupational Therapy </li></ul></ul><ul><ul><li>Sensory Integration Therapy </li></ul></ul><ul><ul><li>Speech Therapy </li></ul></ul><ul><ul><li>RDI </li></ul></ul><ul><ul><li>TEACCH </li></ul></ul><ul><ul><li>Verbal Behavior </li></ul></ul><ul><ul><li>ABA </li></ul></ul><ul><ul><li>DIR/Floortime </li></ul></ul>
  6. 7. <ul><li>… we want to create the perfect individualized program/approach for our very own child! </li></ul>
  7. 8. <ul><li>If a child is to keep his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in. </li></ul><ul><li>- Rachel Carson </li></ul>
  8. 9. <ul><li>1. Meet the child where they’re at (D) </li></ul><ul><li>2. Consider and adjust with the tiny pieces that might be affecting or contributing to the child (I) </li></ul><ul><li>3. Use your relationship to help teach and grow (R) </li></ul>
  9. 10. <ul><li>What is the child doing? </li></ul><ul><li>Why are they doing it? </li></ul><ul><li>How can I join? </li></ul><ul><li>How can I expand? </li></ul><ul><li>Make random behavior purposeful. </li></ul><ul><li>Jack and Janae (what is he trying to do with those Legos?) </li></ul>
  10. 11. <ul><li>How can I start with sensory? </li></ul><ul><li>What can be used to make this activity include appropriate movement? </li></ul><ul><li>What is the child’s sensory system telling me about our play? </li></ul><ul><li>Sawyer and Ball – Following Child’s Lead and Sensory Motor </li></ul>
  11. 12. <ul><li>What can I turn into a theme? </li></ul><ul><li>How can I change the theme slightly to move up the ladder or support the roots? </li></ul><ul><li>Is my theme consistent with the child’s lead? </li></ul><ul><ul><li>Ex: Round and round and round she goes… </li></ul></ul>
  12. 13. <ul><li>Can I say what I said with more tune, rhythm, singsong or beat? </li></ul><ul><li>Can I use rhythm OVER verbal language? </li></ul><ul><li>Sara and Rebecca – Sensory, Theme and Variation AND Rhythm and Music </li></ul>
  13. 14. <ul><li>Am I drawing everything out? </li></ul><ul><li>Am I sloooooooooowing it down? </li></ul><ul><li>Am I exciting? </li></ul><ul><li>Am I expressive and affective in my face, vocal tone and body language? </li></ul><ul><li>Timmy, helicopter, :28 </li></ul>
  14. 15. <ul><li>Can I playfully get in the way to require more? </li></ul><ul><li>Can I present a problem in a way that is silly, fun and exciting? </li></ul><ul><li>Can I play dumb to an extent that the child enjoys the game? </li></ul><ul><li>Sara – Wake Up – 4:15 </li></ul>
  15. 16. <ul><li>Remember to be in the moment… you’ll get where you’re going if you’re patient. </li></ul><ul><li>Wait for it, wait for it…  </li></ul><ul><li>Taste the joy in the moment, march forward at the pace the child sets forth and have fun! </li></ul>
  16. 17. <ul><li>You want the mustard?! Oh, no? The MILK!! </li></ul><ul><li>Best way to encourage a child is to play dumb – really make them think! </li></ul><ul><li>Sara – Jump Rope, 18:50 </li></ul>
  17. 18. <ul><li>Time for recess! Where’s your friend? </li></ul><ul><li>So and so needs his shoes. Where are his shoes? He needs help? </li></ul><ul><li>“ He took my toy!” “Hmmm, what should we say?” </li></ul><ul><li>Cassidy and Jacen Video </li></ul>
  18. 19. <ul><li>Watch your positioning </li></ul><ul><li>On the child’s level </li></ul><ul><li>In their visual field </li></ul><ul><li>In front of the child vs. behind </li></ul>
  19. 20. <ul><li>KEEP going with it! </li></ul><ul><li>Difference between expand and staying in the interaction </li></ul><ul><li>Video of Paper Ripping – if it’s working GO with it! </li></ul>
  20. 21. <ul><li>Keep trying. Try the same thing four or five times before you change. </li></ul><ul><li>When you change, change slightly according to the cues and information your child is giving you </li></ul><ul><li>Video of Corbin – don’t change too much – persist in what you were doing </li></ul>
  21. 22. <ul><li>Make sure you are always on the positive </li></ul><ul><li>When a child does something GREAT, be reinforcing and exciting. </li></ul>
  22. 23. <ul><li>Watch how many steps you are giving a child. </li></ul><ul><li>“ Go upstairs, get your shoes and get in the car” vs. “Shoes? SHOES!!! Shoes.” </li></ul><ul><li>IF you think they can, try FIRST, THEN. First, shoes. Then, car. </li></ul>
  23. 24. <ul><li>Step 1: Determine where my child is at. </li></ul><ul><li>Step 2: Consider how I want to interact. </li></ul><ul><li>Step 3: Play and practice! </li></ul>
  24. 25. <ul><li>“ Engaging Autism” – Stanley Greenspan and Serena Weider </li></ul><ul><li>“ The Out of Sync Child” – Carol Stock Kranowitz </li></ul><ul><li>“ The Child with Special Needs” – Stanley Greenspan and Serena Weider </li></ul><ul><li>Floortime.org </li></ul><ul><li>ICDL.com </li></ul>

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