Climbing the Symbolic Ladder in the DIR Model Through Floor Time/Interactive Play

Abstract

The developmental, individual-difference, relationship-based model (DIR), a theoretical and applied framework for comprehensive intervention, examines the functional developmental capacities of children in the context of their unique biologically based processing profile and their family relationships and interactive patterns. As a functional approach, it uses the complex interactions between biology and experience to understand behavior and articulates the developmental capacities that provide the foundation for higher order symbolic thinking and relating. During spontaneous 'floor time' play sessions, adults follow the child's lead utilizing affectively toned interactions through gestures and words to move the child up the symbolic ladder by first establishing a foundation of shared attention, engagement, simple and complex gestures, and problem solving to usher the child into the world of ideas and abstract thinking. This process is illustrated by a case example of a young boy on the autism spectrum interacting with his father during 'floor time' over a 3 year period.

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

“…In this approach, a therapist interacts with a child on the floor and uses the child's existing social behaviors to develop new social behaviors and skills (Wieder & Greenspan, 2003). However, a central deficit shared by children with autism is a difficulty with self-initiation of social behavior, possibly because of motivational issues (Koegel, Carter, & Koegel, 2003).…”

Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education

“…Central to the DIR model is the secure relationship which promotes spontaneous sequences of back-and-forth affect cues between the parent and child to help the child expand and elaborate upon ideas, thoughts, and feelings and overcome the probable developmental challenges of linking up emotions to motor planning and verbal communication (Seskin et al 2010;Wieder and Greenspan 2003). The very intention is to empower every single developmental capacity, which jointly can set the basis for higher order abilities (Greenspan and Wieder 2006).…”

Otizm Spektrum Bozukluğu Olan Bireylere Yönelik Kapsamlı Uygulamalar

“…Floortime modelinin ilişki temelli olması ilkesi doğrultusunda ise, çocukların gereksinimleri sosyal etkileşimler yoluyla karşılanmaya çalışılmaktadır. Bu etkileşimlerin kurulduğu zaman ve ortamlar spontan oyun zamanı; problem çözme; duyusal motor, duyusal bütünleştirme ve görsel uzamsal etkinlikler ve akranla oyun zamanı olarak sıralanmaktadır (Wieder ve Greenspan, 2003 Floortime müdahale programının dört bileşenden oluştuğu ifade edilmektedir (Greenspan ve Wieder, 2008). Bu bileşenler: (a) floortime oturumlarını da içeren ev temelli, gelişimsel açıdan uygun etkileşim ve uygulamalar, (b) dil ve konuşma terapisi, iş ve uğraşı terapisi ya da ruh sağlığı desteği gibi bireysel terapiler, (c) çocuğun düzeyine uygun olarak kaynaştırma programı ya da genel eğitim sınıfı, özel eğitim programı ya da eğitsel geçiş programları, (d) bazı tıbbi müdahaleler ile beslenme ve diyet uygulamalarıdır.…”

“…Developmental story, relationships between family members, current program and health issues are reviewed in evaluation sessions in order to determine the needs. These needs are met by social interactions in spontaneous play time, problem solving, sensory integration and visual spatial activities, and play time with peers (Wieder and Greenspan, 2003).…”