the “r” in dirfloortime

The Heart of Supporting Connection and Growth

Amanda Kriegel, PsyD, Expert Training Leader Morgan Weissman, MS, OTR / L, Expert Training Leader

Kriegel & Weissman, 2020

The “R” in DIRFloortime®

RelationshipComprises the sharing of something between people

“The regulatory aspects of relationships help maintain pleasure in intimacy and a secure, alert, attentive state that permits new learning and development to occur” (Greenspan & Wieder, 2006)


(Siegel & Shahmoon-Shanok, 2010)

“ The major theme with therapies and education for autistic children is deficits and correction. We focus on correcting academic

and social delays. Even if it's done with good intent, autistic children receive a

consistent message that relationships are about correction, not connection.”

Brenda Rothman, Parent Advocate and Author of MamaBeGood blog


Relationship-Based

Developmental Individual Differences Relationship-Based

The FEDCs tell us where to start.

We consider the levels of mastery for each developmental capacity and use it to tailor the

interaction.

The profile tells us how to tailor our affect & activity.

We consider how we can use ourselves and the environment

to communicate safety and respectfully join.

The relationship is the intervention.

The relationship is what opens the portal for curiosity, shared learning, and thinking. The “D” and the “I” give us guidance

but the “R” is the driving force.


Safety Warmth

Consistency Pleasure

Ingredients

Step 1 | AttuneBegin to develop awareness of their activity and start thinking about the meaning behind it.

Recipe for a Trusting Relationship

Step 2 | ConnectBring attention to your presence while being mindful of individual differences.

Step 3 | RelateShow interest in the person and their activity.

Step 4 | JoinCreate an opportunity to be invited.


Using the DIRFloortime Model to Foster RelationshipsRespecting the Individual


®

Wait

Watch

NDERW• What do you think will happen next? • What do you know about the profile? • How does the person relate? • How can you join and expand?

“Fostering curiosity in ourselves as the provider, as well as supporting families, teachers and other caregivers in recognizing that all behavior is communication and is the child’s attempt to cope or protect self from difficulties” (Greenspan, 2006)


Using the DIRFloortime Model to Foster RelationshipsUnderstanding Self


®

Self-Awareness“A reliable, responsive service provider- no matter the discipline-is able to be aware of self and other and is also able to promote regularity, reflectiveness, and relational capacities in another being”

-Dan Siegel


Self-ReflectionWe are impacted physiologically by another person's social emotional

response and if we are not aware of this we can become reactive and not supportive


(Geller & Porges, 2014)

The strategies help you learn about interests, wants, and needs to create shared experiences.

Floortime is NOT Just a Set of Techniques or Strategies

Music Characters Books Art Sports


We use Floortime strategies to foster a relationship with another person in order to

respectfully enter their world and share experiences around emotionally

meaningfully themes.


Follow the Child’s Lead

Playfully Obstruct

Be the Anchor

Expand on the Interaction

Follow the Child’s LeadGives us insight about interests, intentions, and sensory preferences

Playfully ObstructCan use when shared attention (FEDC 1) is not present or shared problem solving (FEDC 4) is taking place in a continuous flow

Be the AnchorWhen you have strong engagement (FEDC 2), trust that the work is happening in the stillness of the interaction.

Expand on the InteractionThe relationship allows us to challenge and expand

ffCommon Floortime Strategies


References


Christian, G. (2011). A person-centered approach to problem behavior: Using DIR®/Floortime with adults who have severe developmental delays. The NADD Bulletin, 2011, March/April, 14(2), 21-31.

Geller, S.M. & and Porges S.W. (2014). Therapeutic presence: Neurophysiological mechanisms mediating feeling safe in therapeutic relationships. Psychotherapy Integration, 24 (3), 178-192. http://dx.doi.org/10.1037/a0037511

Greenspan, S.I. & Wieder, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Cambridge, MA: Da Capo Lifelong Books. Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the floortime approach to help children relate, communicate, and think. Cambridge, MA: Da Capo Lifelong Books.

Greenspan, S.I., & Greenspan, N.T. (2010). The learning tree: Overcoming learning disabilities from the ground up. Cambridge, MA: Da Capo Lifelong Books.

Heffron, M.C., Ivins, B., & Weston, D.R. (2005). Finding an authentic voice: Use of self: Essential learning process for relationship-based work. Infants & Young Children, 18 (4), 323-336. https://doi.org/10.1097/00001163-200510000-00008 Siegel, D.J., & Shamoon-Shanok, R. (2010). Reflective communication: Cultivating mindsight through nurturing relationships. Zero to Three, 6-14.

References

the “r” in dirfloortime

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