Description |
1 online resource (xxiv, 193 pages) : illustrations |
Physical Medium |
polychrome |
Description |
text file |
Bibliography |
Includes bibliographical references (pages 189-190) and index. |
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. |
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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. |
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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. |
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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. |
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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. |
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. |
Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
Subject |
Parents of developmentally disabled children -- United States.
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Parents of developmentally disabled children. |
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United States. |
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Developmentally disabled children -- United States -- Psychology.
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Developmentally disabled children. |
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Psychology. |
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Developmentally disabled children -- Mental health -- United States.
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Developmentally disabled children -- Mental health. |
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Child psychology -- United States.
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Child psychology. |
Genre/Form |
Electronic books.
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Added Author |
Isaacson, Lahela, author.
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Harwell, Michelle, author.
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Other Form: |
Print version: Davis, Andrea Lee, 1961- Floortime strategies to promote development in children and teens 9781598577341 (DLC) 2014011147 (OCoLC)874733680 |
ISBN |
9781598578225 (electronic book) |
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1598578227 (electronic book) |
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9781598578218 (EPUB) |
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1598578219 (EPUB) |
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9781598577341 (paperback) |
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1598577344 (paperback) |
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