Presentation on theme: "DIR Floor Time Presented By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist."— Presentation transcript:
DIR Floor Time Presented By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist
Floor time A warm and intimate way of relating to a child. A floor time philosophy means engaging, respecting and getting in tune with the child in order to help the child elaborate through gestures, words and pretend play what is on the child’s mind. As a technique it is a process that is used to support the emotional and social development of the child. (Greenspan, 2002)
Parent- Teacher Role A very active play partner who follows the child’s lead. Play at whatever captures the child’s interest but do it in a way that encourages the child to interact with you. Build emotion-driven reciprocal behaviors in relationships. Play environment and adult interactions vary depending on the child’s developmental level.
6 Developmental Stages Shared Attention Joyful Engagement Purposeful 2-way Communication Build Chain of Circles of Communication Use of Ideas and Feelings Build Bridges of Ideas Prompting Logical Thought
Five Step Process 1.Observation of Child 2.Approach- Open Circles of Communication. 3.Follow the Child’s Lead 4.Extend and Expand Play 5.Child Closes the Circle of Communication
Shared Attention and Joyful Engagement Deal with sensory profile of child- If under responsive, rev up. If over responsive, talk quietly and slowly. Create Challenges to motivate child into focusing on care giver. Be playfully obstructive to gain interaction. Assume the child’s actions meet his current needs. Join in his activity by doing what he is doing. Create atmosphere of shared enjoyment by sharing his pleasure.
Follow the Child’s Lead
Purposeful 2-Way Communication Foster simple back and forth communication. Gain child’s attention with affect. Change facial expressions and/or body movements rapidly. Mimic child’s body postures and rhythms Do silly things! Let child’s natural interests emerge
Tools for Building Engagement Have “stimmy” toys only available with adults Organize space to require interactions Play dumb Reinforce all vocal attempts Give the child multiple tools to communicate. Have FUN!
Build Chains of Circles of Communication Open and close many circles Set up challenges in environment Foster complex problem solving Make yourself available Extend gestures and words
Tools for Building Chains of Communication Use fill-ins rather than questions Use sing-song intonation Build relationships between words Stay with child’s special interests All questions have answers Keep the child successful- Prompt then fade your prompts
Open and Close Circles
Give Child a Way to Communicate - Signs
Make Sure Child will be a Successful Communicator
Sounds and Pictures
Be Sure to Fade Prompts
Shape and Fade
Use of Ideas and Feelings Transition from circles to complex imitation Transition from complex imitation to pretend play Adult becomes a character in the child initiated drama Allow child to lead, care giver builds on script Don’t use question/answer format, keep open ended
Build Play Scripts
Be Available to Meet Child’s Needs
Child Initiates Drama
Build Bridges of Ideas Prompting Logical Thought Prompt Bridges through the use of “Wh” questions. Form dialogs and pretend play to hook ideas together Encourage child’s use and understanding of abstract ideas Use developmentally appropriate language
Pretend Play The transition to pretend play is a very important leap in childhood. It involves the use of symbols in creative ways. The child with special needs lots of practice. Begin when the child can close many communication circles.
Tools of Play Thicken the plot Expand the direction Introduce challenge or conflict Negotiate Monitor your own feelings Don’t over direct
Typical Play Themes Nurture and dependency Pleasure and excitement Curiosity and limit setting Power and assertiveness Anger and aggression Fears and anxieties Love, empathy, concern for others
Use Questions to Guide Play Script
Become a Character in Play
Teach Abstract Concepts through Play
Teach Negotiation and Planning
Floor Time Guidelines minutes of uninterrupted time Stay patient and relaxed Don’t worry about looking silly Empathize with child’s emotional tone and mood Monitor tone of voice and gestures Don’t stop successful activities Be aware of your own feelings that may interfere with efforts Set your limits and be consistent
The “Hard to Woo” child Build on sensory preferences Ascribe intent to all behaviors Playfully obstruct Use blankets, veils, scarves to build mutual attention Use water, shaving cream, paint, whipped cream Use a variation of favorite things
Monitor Yourself Do I balance what’s showing up in the child? Do I give gentle looks? Is my body posture supportive? Am I able to help the child identify play themes? Do I approach the child slowly with respect and thoughtfulness?
Home Based Opportunities for Floor Time Dressing and undressing Mealtime Car time Coming and going time Bath time Book time Bedtime
Turning Every Day Activity into Problem Solving Chair not close to table when meal arrives Bottle not open when you try to pour juice Bathtub empty at bath time Shoes hidden from usual place Changing location of favorite toys Put 2 socks on same foot Put shirt on feet Give child adult shoes Mix 2 sets of puzzle pieces
The Bottom Line People are fun! Communication is fun! Communication is valuable. Emotions are important. Play mimics life.