DEVELOPMENTAL, INDIVIDUAL DIFFERENCES, RELATIONSHIP-BASED (DIR) MODEL

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DEVELOPMENTAL, INDIVIDUAL DIFFERENCES,
RELATIONSHIP-BASED (DIR) MODEL

• GREENSPAN AND WEIDER

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FLOORTIME APPROACH A Comprehensive,
Individualized Developmentally Based Interactive
ApproachDeveloped by Stanley Greenspan and
Serena Weider
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RESEARCH CONSENSUS Core Deficits

• Difficulties Integrating and Processing Complex
  Information
• Higher Level Thinking Abstract, reflective
  thinking, making inferences generating ideas .
  (Minshew Goldstein, 2000. Bishop Norbury,
  2005)
• Problems of Relating and Communicating
• Relating Experiencing high levels of relatedness
  and empathy. (Hillier Allinson, 2002)
• Communicating Engaging in reciprocal affective
  interactions as part of a continuous flow of
  interactive problem-solving.(Minshew Goldstein,
  2000)

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Research Consensus

• The Role of Emotion in Learning and Human
• Development is supported by
• Recent neurological research
• Knowledge of the pathways that process emotion
• The impact of emotional stress on the brain
• The impact of brain lesions on emotional
  regulation
• The recognition of the social origins of
  cognition (Dennis, Lockyer Lazenby,
  2000.Greenspan Shanker, 2004, p. 22)

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Emotional Signaling and Concept Formation

• Emotional signaling in repeated pleasurable,
  synchroniesed interactions with significant
  others in the first years of life leading to the
  development of images, is the link between
  sensory perceptions symbol/concept formation,
  such as that of the Mother. (Greenspan and
  Shanker, 2004, p. 29)

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Emotional Signaling

• A reciprocated flow, between infant mother of
• Facial expressions anger, fear, sadness,
  happiness or excitement disappointment etc
• Gestures waving arms or reaching at arm length,
  pointing etc
• Vocalizations cooing, bubbling

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The Harris Research Program On Human Development

• Stuart Shanker and Stanley Greenspan
• caregivers interactive style
• childs genetic and biological constitution
• maturation
• impact on the childs level of emotional
  signaling
• functional/emotional development affective
  transformation, language formation,
  social-emotional intellectual thinking
• detecting early derailments
• implementing early intervention

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The DIR Model
Environmental (Parents/Caregivers) Interaction
Patterns and Dynamics
NURTURE
The Individual Constitutional and
Maturational Characteristics NATURE
The Individual Developmental Core
Capacities and Functioning
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Developmental Profile
Biomedical Excess or Difficiency

• Child Developmental
• Core Capacities
• Selfregulation
• Attention
• Engagement
• Purposeful gesturing
• Behavioralorganization
• Problem Solving
• Emotional thinking
• Sharing of ideas
• Bridging ideas/feeling

• Child-Parent
• Interaction Patterns
• Current patterns
• Optimal patterns
• re. Child s
• Core Capacities
• Individual Differences

• Child s Processing
• Individual Differences
• Auditory-Visual Processing
• Sensory-Motor/Perceptual
• Sensory Integration Skills
• Modulation
• Language

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Biomedical Intervention

• Specific Therapy
• Speech/Language
• Occupational or
• Physio-Therapy
• Auditory/Visual
• Perceptual Training

Family Support
Comprehensive Functional Developmental Interventio
n Program

• Home Programing
• Spontanious
• developmentally based
• interactions
• Semi-Structured
• sensory-motor
• Structured
• perceptual activities

• School Programing
• Spontaneous,
• developmentally based
• interactions
• Semi-Structured
• sensory-motor
• Structured
• Perceptual activities

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Class Structure

• School
• Program
• Includes three elements 
• Spontaneous, developmentally
• appropriate interactions
• Semi-structured sensory-motor visual spatial
• Structured pre-academic or academic
• educational activities

Additional Educational Strategies
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Class Structure
Inclusion or Regular Class placement with an
aide If the preschooler is able to use complex
gestures or words, priority should be given to an
inclusive or a regular class with an aide
Special Need Classes If the child is not using
complex gestures to problem solve is not
imitating or using words, prioprity should be
given to a special need class with a 11 ratio

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Additional Educational Strategies
Miller Method
PECS
TEACCH
ABA

• Visual-Spatial
• Thinking
• Perceptual-Motor
• excercises
• Visualization-based
• concept building

Augmentative Communication Systems
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Additional EducationalStrategies

• PECS
• When language lags behind visual-spatial thinking
• TEACCH
• When motor planning difficulties impede gestural
  communication
• ABA
• When structured excercises could be used to
  facilitate the development of imitation skills,
  basic motor planning and sequencing skills in
  children.
• Miller Method
• To help the child master early, basic cognitive
  capacities

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