We chose play from Affect Autism

With our focus on schools that incorporate the  Developmental, Individual differences, Relationship-based (DIR®) model , we spoke with the Educational Supervisor of the  Rebecca School ,  Rae Leeper , who has worked at the School since it opened in 2006. Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2017/10/...

Foundation Academics for children with developmental differences, including autism, refers to strengthening the early functional emotional developmental capacities (FEDCs) that most neurotypical children master by about 48 months old. Without having these foundational developmental capacities for learning, attempts at traditional academics can be memory-based rather than thinking-based. Link to th...

The last batch of episodes have discussed development and the developmental approach. We’ve covered how development happens spontaneously and cannot be taught, and how when the right conditions are in place, development happens. But what does “development happens” look like and what comes along with these changes? To help us unpack developmental changes, we have the privilege of being joined by  M...

Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2017/01/31/analysis/ Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

This episode is a complement to last year’s post entitled,  Motor Planning and Sequencing Challenges in Children with Developmental Differences  which was a brief overview of motor planning and sequencing challenges. This time, we dive right in with a lot more detail with  Maude LeRoux , DIRFloortime® Expert Training Leader and Occupational Therapist who runs  A Total Approach  clinic in Glen Mill...

In DIRFloortime® we “follow the child’s lead”. This statement has been one of the most misunderstood aspects of the practice. It does not mean that we just follow whatever the child is doing. We talked about this  before , but now we will explore what it means in a bit more depth. Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https:...

“Early intervention” for Autism in Ontario (in Canada) has been in the news non-stop in 2016. The focus has been on who gets funding, but the most important topics have been left out of the conversation. This episode we cover patient-centered outcomes, parent choice, and disability rights. Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠...

The goal in DIRFloortime® for children with developmental differences including autism is to challenge the child with just enough playful tension, while keeping in mind where they are developmentally, and that the child stays emotionally invested in it with you, “like driving with your foot simultaneously on the gas and brakes”. Being slightly bored and sitting in that place of tension and subdued...

Before children reach the capacity to be abstract in their thinking, you have to take the responsibility for their behaviour rather than punishing or expecting them to control their impulses. Once children are abstract, they are capable of understanding that other human beings have experiences that are different from their own, so you can set limits and discuss appropriate behaviour. Compliance al...

We present a tool from the User’s Guide to the DIR® Model , the book we discussed a few episodes back, co-authored by Dr. Andrea Davis of the   Greenhouse Therapy Center in Pasadena, California. We discuss the practice of self-reflection, which you can use in your Floortime sessions. I reflected on the Floortime session with my son, completed the worksheet, and discussed with Dr. Andrea Davis the...

Last time, we covered how  emotions are key to affecting autism . This time we’ll talk a little bit more about that. Specifically, let’s discuss how essential it is to respect the emotional experiences and expressions of our children. Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠ https://affectautism.com/2016/03/15/emotional-expressio...

This episode discusses the importance of emotions in the DIRFloortime® approach for children with developmental differences, including autism. By making room for our children’s emotions, we take their side so they feel safe with and trust us. Our children's behaviour is impulsive and not intentional, so we must allow all emotions to be expressed without consequence, support our children to nam...

In the Developmental, Individual differences, Relationship-based (DIR®) model and Floortime, we can keep our children in a longer back-and-forth interaction by slowing down and using non-verbal communication, affect, staying in the moment, waiting and watching, avoiding questions or directions and watching the cues our children give us. Link to the show notes with links to key discussion points an...

We can support children with developmental differences, including autism, begin to make logical connections between ideas by challenging them to wonder about events (why, what, when and how) and emotions in themselves and others using the DIRFloortime® approach. Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠ https://affectautism.com/20...

This episode features an interview with Dr. Andrea Davis about her co-authored book, Floortime Strategies to Promote Development in Children and Teens: A User's Guide to the DIR® Model that supports parents and practitioners to promote the emotional, social and intellectual development of children with developmental differences including autism. The specific strategies allow us to outline the...

Expand the emotional range of a child with developmental differences to promote symbolic understanding and emotionally-rich pretend play by modelling different positive and negative emotions in different play scenarios to prompt a reaction from your child that you can help them work through. Link to the show notes with links to key discussion points and other ways to view or hear the episode here:...

By playfully enticing your child with developmental differences to stay with an interaction, using high affect and creating pleasurable experiences–tailored to your child's unique sensory processing profile, you can support your child in sustaining longer chains of back-and-forth emotional interactions with you using a DIRFloortime® approach. Link to the show notes with links to key discussion...

By staying "in it" with your differently developing child, using high affect and creating pleasurable experiences–even being a "playful pest" to keep your child’s attention if you have to, you can support your child in developing and initiating purposeful emotional interactions using a DIRFloortime® approach. Link to the show notes with links to key discussion points and other...

Tips for parents or practitioners working with autistic children or children with developmental differences to engage with their child and ways to relate with the child in ways that are fun and promote healthy development. Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠ https://affectautism.com/2016/01/05/stumbling-blocks-2/ Consider jo...

This episode discusses motor planning and sequencing challenges neurodivergent children can have that involve ideation, planning and execution. Examples are given for how to strengthen a child's capacity to motor plan and sequence. Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2015/12/16/motor-planning-a...

How do you promote your child's developmental when they tantrum, appear to ignore you, seem to be stuck in repetitive behaviour, are violent, overly anxious or completely overwhelmed by sensory input? We discuss tips to use in these situations with your child with developmental differences. Link to the full blog post with links to key discussion points and other ways to view or hear the podcas...

By seeing their distress heard and felt by us in the DIRFloortime® approach, our children can move away from catastrophic emotional reactions to a sense of ease and connection through our tolerance and empathy in co-regulating. Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2015/11/28/co-regulation/ Caregiver...

The success of the practice of the Developmental, Individual differences, Relationship-based (DIR®) model and Floortime lies in the implementation of it. Discussed is the interaction of where the child is developmentally, D, their individual profile, I, their relationship with you, R, and how we conduct a Floortime session. Link to the full blog post with links to key discussion points and other w...