Floortime strategies to promote development in children and teens : a user's guide to the DIR model / by Andrea Davis, Ph. D., Lahela Isaacson, M.S. and Michelle Harwell, M.S.

Includes bibliographical references and index.

Machine generated contents note: A.Basic Strategies to Promote Social-Emotional and Intellectual Development / Serena Wieder -- A.1.Follow cues: Provide sensitive interactions by following cues / Serena Wieder -- A.2.Be responsive: Always respond to all communication / Serena Wieder -- A.3.Build upward: Meet your child or teen at current developmental capacity / Serena Wieder -- A.4.Use play: Use play and playfulness as primary means to engage and teach / Serena Wieder -- A.5.Use natural interests: Capitalize on natural interests to elicit higher skills / Serena Wieder -- A.6.Use problems: Set up situations that invite child-initiated solutions / Serena Wieder -- A.7.Pretend play: Create opportunities to use ideas in symbolic (pretend) play / Serena Wieder -- A.8.Embrace feelings: Help embrace a wide range of feelings / Serena Wieder -- A.9.Enrich ideas: Help enrich ideas or stories in play and conversation / Serena Wieder -- A.10.Self-reflect: Take a reflective stance toward yourself in interactions Core Methods / Serena Wieder -- B.Understanding and Addressing Individual Differences in Processing Profiles / Serena Wieder -- B.1.Child's profile: Identify and understand your child's or teen's profile of strengths and weaknesses / Serena Wieder -- B.2.Adult's profile: Consider your individual differences / Serena Wieder -- B.3.Adapt yourself: Adapt your interactive style to your child's or teen's unique profile / Serena Wieder -- B.4.Calm or energize: Provide motor or sensory inputs as needed to calm or energize / Serena Wieder -- B.5.Home design: Set up the home environment to accommodate the unique sensory profile / Serena Wieder -- B.6.Sensory connections: Provide daily sensory-motor relational experiences / Serena Wieder -- B.7.Practice in play: Provide daily planned play activities to address processing challenges / Serena Wieder -- 1.1.Support regulation: Help your child or teen get regulated before expecting more / Serena Wieder -- 1.2.Notice and adjust: Notice and adjust your intensity to support an optimal arousal level / Serena Wieder -- 1.3.Calming choices: Offer choices for help in calming down / Serena Wieder -- 1.4.Lengthen attention: Attend to and join interests to expand focus and attention / Serena Wieder -- 1.5.Avoid flooding: Support regulation at early stages of upset to avoid emotional "flooding" / Serena Wieder -- 1.6.Practice modulation: Practice modulation regularly in fun, playful ways / Serena Wieder -- 2.1.Joint attention: Develop joint attention / Serena Wieder -- 2.2.Gaze tracking: Attend to the pattern of gaze / Serena Wieder -- 2.3.Share pleasure: Facilitate experiences of mutual joy / Serena Wieder -- 2.4.Mirror emotions: Mirror your child's affect by matching facial expression, tone of voice, and tempo / Serena Wieder -- 2.5.Emphasize affect: Exaggerate your expression of affect (feeling) / Serena Wieder -- 2.6.Interact: Turn every action into an interaction / Serena Wieder -- 2.7.Advance the agenda: Promote the child's or teen's agenda / Serena Wieder -- 2.8.Be necessary: Be the means to an end-be necessary / Serena Wieder -- 2.9.Use anticipation: Use anticipation to increase the capacity for mutual attention / Serena Wieder -- 3.1.Invite circles: Entice to initiate and respond / Serena Wieder -- 3.2.Total communication: Do not rely on words alone-use the total communication system / Serena Wieder -- 3.3.Wait: Wait long enough for responses in order to allow for slower auditory, cognitive, and motor-processing speeds / Serena Wieder -- 3.4.Sportscaster/narrator: Be the sportscaster/narrator / Serena Wieder -- 3.5.Playfully persist: Challenge the child or teen to close follow-up circles / Serena Wieder -- 3.6.Easy choices: Offer easy choices if needed / Serena Wieder -- 3.7.Communication temptation: Play games requiring initiation / Serena Wieder -- 3.8.Consider questions: Carefully craft your questions / Serena Wieder -- 4.1.Stretch interactions: Stretch out interaction chains to 50 or more circles in a row / Serena Wieder -- 4.2.Don't judge: Express interest in all attempts to communicate / Serena Wieder -- 4.3.Feign ignorance: Expand reciprocal communication by pretending to be ignorant / Serena Wieder -- 4.4.Assign meaning: Treat all play actions as if they are goal directed / Serena Wieder -- 4.5.Playfully obstruct: Use playful obstruction to expand interactions and encourage joint problem solving / Serena Wieder -- 4.6.Devise problems: Set up the environment to promote independent problem solving / Serena Wieder -- 4.7.Genuine self: Allow more of your genuine self in interactions / Serena Wieder -- 4.8.Social flow: Enhance understanding of emotional meaning and flow of social interactions / Serena Wieder -- 5.1.Use pretend: Create opportunities for pretending / Serena Wieder -- 5.2.Animate: Bring the characters to life / Serena Wieder -- 5.3.Thicken the plot: Deepen the plot and add complexity / Serena Wieder -- 5.4.Instigate creativity: Expand the opportunities for creativity / Serena Wieder -- 5.5.Vary emotions: Broaden the emotional themes / Serena Wieder -- 5.6.Challenge and support: Take on dual roles within the play / Serena Wieder -- 5.7.Enrich play: Vary the forms of symbolic play / Serena Wieder -- 6A.Emotional thinking / Serena Wieder -- 6.1.Narrate: Empathically narrate feeling states / Serena Wieder -- 6.2.Highlight emotions: Emphasize the emotional aspects of life / Serena Wieder -- 6.3.Reflect: Reflect on all feelings / Serena Wieder -- 6.4.Encourage empathy: Help put on another's shoes / Serena Wieder -- 6.5.Play therapeutically: Use play to help master overwhelming feelings / Serena Wieder -- 6B.Logical thinking / Serena Wieder -- 6.6.Build bridges: Help build bridges between ideas / Serena Wieder -- 6.7.Elaborate: Ask elaboration questions to encourage logical connections / Serena Wieder -- 6.8.Incite thinking: Help your child or teen become an independent thinker / Serena Wieder -- 6.9.Make connections: Help the child or teen connect three or more ideas in a logical sequence / Serena Wieder -- 6.10.Event planner: Sequence, plan, and communicate about the past and future / Serena Wieder -- 6.11.Organize and summarize: Bring the child or teen back to the main idea / Serena Wieder -- 6.12.Debate: Use debate to challenge the child or teen to connect ideas and develop logic / Serena Wieder -- 7.Promote multicausal thinking / Serena Wieder -- 8.Develop gray-area thinking / Serena Wieder -- 9.Encourage reflective thinking / Serena Wieder -- X.1.More Floortime: Increase Floortime play proportional to increased expectations and challenges / Serena Wieder -- X.2.Find behavioral clues: View behavior as a meaningful clue / Serena Wieder -- X.3.Choose behaviors: Choose and target the most important behaviors / Serena Wieder -- X.4.Take manageable steps: Teach new behaviors in manageable steps / Serena Wieder -- X.5.Make modifications: Modify the schedule and the environment to reduce the likelihood of problem behaviors / Serena Wieder -- X.6.Notice and mention: Notice and mention all the small steps in the right direction / Serena Wieder -- X.7.Preview: Rehearse and preview expected behaviors and new situations / Serena Wieder -- X.8.Post rules: Agree on, post, and enforce written household rules / Serena Wieder -- X.9.Provide visuals: Provide visual reminders and visual schedules / Serena Wieder -- X.10.Provide support: Provide empathic responses to expressions of negative emotion / Serena Wieder -- X.11.Grant wishes: Grant a wish imaginatively / Serena Wieder.