LEADER 00000cam a2200769Ii 4500 
001    ocn886540369 
003    OCoLC 
005    20160805111242.2 
006    m     o  d         
007    cr cnu---unuuu 
008    140812s2014    mdua    ob    001 0 eng d 
019    890982408 
020    9781598578225|q(electronic book) 
020    1598578227|q(electronic book) 
020    9781598578218|q(EPUB) 
020    1598578219|q(EPUB) 
020    |z9781598577341|q(paperback) 
020    |z1598577344|q(paperback) 
035    (OCoLC)886540369|z(OCoLC)890982408 
040    N$T|beng|erda|epn|cN$T|dYDXCP|dNHM|dEBLCP|dE7B|dDEBSZ
       |dOCLCQ 
043    n-us--- 
049    RIDW 
050  4 HQ759.913|b.D39 2014eb 
072  7 POL|x038000|2bisacsh 
072  7 SOC|x002010|2bisacsh 
072  7 SOC|x022000|2bisacsh 
082 04 306.874|223 
090    HQ759.913|b.D39 2014eb 
100 1  Davis, Andrea Lee,|d1961-|0https://id.loc.gov/authorities/
       names/n2014022744|eauthor. 
245 10 Floortime strategies to promote development in children 
       and teens :|ba user's guide to the DIR® model /|cby Andrea
       Davis, Ph. D., Lahela Isaacson, M.S., and Michelle Harwell,
       M.S. 
264  1 Baltimore, Maryland :|bPaul H. Brookes Pub. Co.,|c[2014] 
300    1 online resource (xxiv, 193 pages) :|billustrations 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc 
347    text file|2rdaft 
504    Includes bibliographical references (pages 189-190) and 
       index. 
505 0  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. 
505 8  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. 
505 8  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. 
505 8  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. 
505 8  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. 
520    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. 
588 0  Online resource; title from digital title page (ebrary 
       platform, viewed September 24, 2014). 
590    eBooks on EBSCOhost|bEBSCO eBook Subscription Academic 
       Collection - North America 
650  0 Parents of developmentally disabled children|0https://
       id.loc.gov/authorities/subjects/sh2006007903|zUnited 
       States.|0https://id.loc.gov/authorities/names/n78095330-
       781 
650  0 Developmentally disabled children|0https://id.loc.gov/
       authorities/subjects/sh85037367|zUnited States|0https://
       id.loc.gov/authorities/names/n78095330-781|xPsychology.
       |0https://id.loc.gov/authorities/subjects/sh2002011487 
650  0 Developmentally disabled children|0https://id.loc.gov/
       authorities/subjects/sh85037367|xMental health|0https://
       id.loc.gov/authorities/subjects/sh00006455|zUnited States.
       |0https://id.loc.gov/authorities/names/n78095330-781 
650  0 Child psychology|zUnited States.|0https://id.loc.gov/
       authorities/subjects/sh2008100387 
650  7 Parents of developmentally disabled children.|2fast|0https
       ://id.worldcat.org/fast/1742031 
650  7 Developmentally disabled children.|2fast|0https://
       id.worldcat.org/fast/891913 
650  7 Psychology.|2fast|0https://id.worldcat.org/fast/1081447 
650  7 Developmentally disabled children|xMental health.|2fast
       |0https://id.worldcat.org/fast/891934 
650  7 Child psychology.|2fast|0https://id.worldcat.org/fast/
       854540 
651  7 United States.|2fast|0https://id.worldcat.org/fast/1204155
655  4 Electronic books. 
700 1  Isaacson, Lahela,|0https://id.loc.gov/authorities/names/
       n2014022745|eauthor. 
700 1  Harwell, Michelle,|0https://id.loc.gov/authorities/names/
       n2014022746|eauthor. 
776 08 |iPrint version:|aDavis, Andrea Lee, 1961-|tFloortime 
       strategies to promote development in children and teens
       |z9781598577341|w(DLC)  2014011147|w(OCoLC)874733680 
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
       search.ebscohost.com/login.aspx?direct=true&scope=site&
       db=nlebk&AN=821400|zOnline eBook. Access restricted to 
       current Rider University students, faculty, and staff. 
856 42 |3Instructions for reading/downloading this eBook|uhttp://
       guides.rider.edu/ebooks/ebsco 
901    MARCIVE 20231220 
948    |d20161013|cEBSCO|tebscoebooksacademic new |lridw 
994    92|bRID