Welcome to The Learning Tree and The Greenspan Floortime Approach ™ by Jake Greenspan and Tim Bleecker The Floortime Center®

Welcome to

The Learning Treeand

The Greenspan Floortime Approach ™

by Jake Greenspan and Tim Bleecker The Floortime Center®

The DIR ModelThe DIR Model

““D” =DevelopmentalD” =Developmental

““I” =Individual I” =Individual DifferencesDifferences

““R” =Relationship-basedR” =Relationship-based

The DIR ModelThe DIR Model

Developmental Profile of the Child

Functional Developmental

Capacities

The Nine Developmental Milestones

Individual Differences

•Sensory modulation and processing

•Motor Planning and sequencing

•Auditory processing

•Visual-spatial processing

Relationships- Caregiver/Child

interactions and family patterns

DIR Model: The Learning DIR Model: The Learning TreeTree

Trunk: DevelopmentTrunk: Development The 9 Functional Emotional Developmental MilestonesThe 9 Functional Emotional Developmental Milestones

1. Staying calm and regulated, and shared attention.1. Staying calm and regulated, and shared attention.2. Engagement and relatedness2. Engagement and relatedness3. Basic Intentional interaction and communication, 3. Basic Intentional interaction and communication,

5-10 circles of communication.5-10 circles of communication.4. Problem solving, co-regulated interactions with a 4. Problem solving, co-regulated interactions with a continuous flow.continuous flow.5. Creative and meaningful use of ideas and words.5. Creative and meaningful use of ideas and words.6. Building logical bridges between ideas. 6. Building logical bridges between ideas. 7. Multi-causal, comparative thinking.7. Multi-causal, comparative thinking.8. Grey area thinking8. Grey area thinking9. Reflective thinking off an internal standard.9. Reflective thinking off an internal standard.

Roots: Individual Roots: Individual DifferencesDifferences

Motor DevelopmentMotor Development Motor Planning and SequencingMotor Planning and Sequencing Gross and Fine motorGross and Fine motor Balance and CoordinationBalance and Coordination

Auditory/Language ProcessingAuditory/Language Processing Expressive and ReceptiveExpressive and Receptive

Visual-Spatial ProcessingVisual-Spatial Processing Tracking and ScanningTracking and Scanning Visual ThinkingVisual Thinking

Sensory Modulation and ProcessingSensory Modulation and Processing Over- and under- reactive sensory systemsOver- and under- reactive sensory systems Vestibular and proprioceptive systemsVestibular and proprioceptive systems

RelationshipsRelationships

Caregiver/Child interactions and family Caregiver/Child interactions and family patternspatterns

Teacher/Child interactionsTeacher/Child interactions Therapist/Child interactionsTherapist/Child interactions

All caregivers must reflect on selfAll caregivers must reflect on self What type of individual am I?What type of individual am I? How do I react to different emotions?How do I react to different emotions? Does child act differently around me?Does child act differently around me?

Sensory roomSensory room Safe environmentSafe environment Cushions (clouds), mats, warm lights, mirrorsCushions (clouds), mats, warm lights, mirrors Tailor the room to their specific individual differences, Tailor the room to their specific individual differences,

look at child’s reactivities (reactions)look at child’s reactivities (reactions) Higher platforms to play onHigher platforms to play on Not a disorganized or over-stimulating environmentNot a disorganized or over-stimulating environment Sensory/symbolic equipment (stuffed animals)Sensory/symbolic equipment (stuffed animals) Swings, rocking toys or chairs, hammock, balance beamSwings, rocking toys or chairs, hammock, balance beam Toys with different textures such as balls or blocksToys with different textures such as balls or blocks Places to crash and hidePlaces to crash and hide

Play RoomPlay Room Some sensory toysSome sensory toys Symbolic toys that include blocks, dolls, figures, Symbolic toys that include blocks, dolls, figures,

play houses, pretend food, trains and other play houses, pretend food, trains and other vehicles, costumes, play animals, board games, vehicles, costumes, play animals, board games, mirrors, etc. mirrors, etc.

Make the environment warm and imaginative with Make the environment warm and imaginative with décor such as lights, pictures, and musicdécor such as lights, pictures, and music

Place most toys in organized containers with Place most toys in organized containers with labelslabels

Do not make the environment over stimulatingDo not make the environment over stimulating

Establish a Positive Establish a Positive RelationshipRelationship

Have Fun!Have Fun!Show interest and enthusiasm Show interest and enthusiasm

in child’s interestsin child’s interestsListen, don’t judge or lectureListen, don’t judge or lectureSympathize and EmpathizeSympathize and Empathize

The Greenspan The Greenspan Floortime ApproachFloortime Approach

Fundamentals Fundamentals

Follow the LeadFollow the LeadChallengeChallengeExpandExpand

Work on Regulation and the Work on Regulation and the first three Developmental first three Developmental

MilestonesMilestones1. Shared Attention1. Shared Attention

2. Engagement and relatedness2. Engagement and relatedness

3. Basic Intentional interaction and 3. Basic Intentional interaction and communication, (5-10 circles of communication, (5-10 circles of

communication)communication)

Being calm and regulatedBeing calm and regulated

Sensory and emotional systems, staying calm Sensory and emotional systems, staying calm and regulatedand regulated

Be aware of hyper sensitivities and sensory Be aware of hyper sensitivities and sensory needs, both can limit attention and needs, both can limit attention and “disregulate” a child.“disregulate” a child.

Emotional inputs and needs can also Emotional inputs and needs can also “disregulate” and limit attention.“disregulate” and limit attention.

We can use the two systems to balance We can use the two systems to balance each other.each other.

working on shared attentionworking on shared attention

Follow the child’s leadFollow the child’s lead Observe what the child is doing and do Observe what the child is doing and do

it with themit with them Join their activityJoin their activity Use motivating interests, activities and Use motivating interests, activities and

objects, to harness the emotional objects, to harness the emotional interest of the childinterest of the child

Engagement and relatedness Engagement and relatedness

AffectAffect Using personal emotional energy, in the form of Using personal emotional energy, in the form of

gesturing and vocalizing, to show interest in the child gesturing and vocalizing, to show interest in the child or the activity the child is involved in, to increase the or the activity the child is involved in, to increase the child’s eye contact and gesturing with us.child’s eye contact and gesturing with us.

Playful obstructionPlayful obstruction Playfully using affect and creating obstacles in the form Playfully using affect and creating obstacles in the form

of physical obstructions to make the child acknowledge of physical obstructions to make the child acknowledge your presence.your presence.

Basic intentional interaction Basic intentional interaction and communication (5-10 and communication (5-10

circles)circles) Sensory playSensory play

Use sensory pleasures to help the child enjoy relating Use sensory pleasures to help the child enjoy relating and interactingand interacting, ex: deep pressure, swinging, spinning, , ex: deep pressure, swinging, spinning, etc.etc.

Playing dumbPlaying dumb Playfully pretend that you don’t know how to do Playfully pretend that you don’t know how to do

something or what the child is expecting.something or what the child is expecting. This will entice the child to use more circles of communication This will entice the child to use more circles of communication

and interaction to get you to do something for them.and interaction to get you to do something for them.

Work on developmental Work on developmental milestone 4 milestone 4

4. Social Problem solving, co-regulated 4. Social Problem solving, co-regulated interactions with a continuous flowinteractions with a continuous flow

Social problem solving, co-Social problem solving, co-regulated interactions with a regulated interactions with a

continuous flowcontinuous flow

Create problems that need to be solved using Create problems that need to be solved using many circles of interaction.many circles of interaction. Take simple interactions and create extra circles. Take simple interactions and create extra circles. Create interesting barriers/obstacles to your child’s Create interesting barriers/obstacles to your child’s

goals.goals. Always change the problem and the solution within the Always change the problem and the solution within the

same activity, so that your child is always learning same activity, so that your child is always learning something new.something new.

Be aware of your child’s level of frustration as it builds Be aware of your child’s level of frustration as it builds when we challenge. Sometimes you will need to step when we challenge. Sometimes you will need to step back and calm your child before they can complete the back and calm your child before they can complete the problem.problem.

Work on developmental Work on developmental milestone 5milestone 5

5. Creative and meaningful use of 5. Creative and meaningful use of ideas and wordsideas and words

-Simple and Complex-Simple and Complex

Simple creating and using ideasSimple creating and using ideas

Help your child use ideas by fostering situations in Help your child use ideas by fostering situations in which needs and desires are expressed.which needs and desires are expressed. Remember WAA (Words, Action, Affect): Always Remember WAA (Words, Action, Affect): Always combine your words or ideas with your affect combine your words or ideas with your affect (expressed feelings) and actions.(expressed feelings) and actions.

Initially, encourage your child’s imagination by Initially, encourage your child’s imagination by staging familiar interactions during pretend play. staging familiar interactions during pretend play. Challenge the use of new plot twists. Ex: Challenge the use of new plot twists. Ex: challenge his stuffed animals to feed each other, challenge his stuffed animals to feed each other, hug, kiss, cook, or go off to the park and play.hug, kiss, cook, or go off to the park and play.

Complex Creating and Complex Creating and expressing Ideasexpressing Ideas

Encourage more developed use of ideas, in reality Encourage more developed use of ideas, in reality and fantasy, and with emotions.and fantasy, and with emotions.

Follow your child’s lead and help him build more Follow your child’s lead and help him build more ideas by challenging him to expand what he is ideas by challenging him to expand what he is saying or playing.saying or playing.

Give your child choices about where to go or what Give your child choices about where to go or what to do. to do.

Encourage opinions, not factsEncourage opinions, not facts

Work on Developmental Work on Developmental Milestone 6Milestone 6

6. Building logical bridges between 6. Building logical bridges between ideasideas

answering W questions, having answering W questions, having logical back and forth conversationslogical back and forth conversations

Building bridges between ideas and Building bridges between ideas and logical thinkinglogical thinking

Challenge your child with open-ended questions; those Challenge your child with open-ended questions; those beginning with “who,” “what,” “where,” “when,” beginning with “who,” “what,” “where,” “when,” “why,” and “how”. “why,” and “how”.

Provide possible multiple-choice answers if your child Provide possible multiple-choice answers if your child ignores or avoids responding to your open-ended ignores or avoids responding to your open-ended questions. Throw in some silly possibilities for him to questions. Throw in some silly possibilities for him to consider.consider.

If his thinking becomes a little piecemeal or fragmented, If his thinking becomes a little piecemeal or fragmented, get your child to be logical by acting confused yourself.get your child to be logical by acting confused yourself.

Work on your child’s opinions, not facts. (If you know Work on your child’s opinions, not facts. (If you know the answer, it is a fact)the answer, it is a fact)

Developmental Milestones 7, 8, Developmental Milestones 7, 8, and 9and 9

7. Multi-causal, comparative thinking7. Multi-causal, comparative thinking

8. Grey-area thinking8. Grey-area thinking

9. Reflective thinking off an internal 9. Reflective thinking off an internal standardstandard

Multi-causal, comparative thinkingMulti-causal, comparative thinking

Ask for multiple reasons “why”?Ask for multiple reasons “why”?

Compare and contrast things: A vs. B Compare and contrast things: A vs. B

Have them place ideas and interests in a Have them place ideas and interests in a hierarchy of importance.hierarchy of importance.

Grey Area ThinkingGrey Area Thinking

Moving away from polarized thinking (all or Moving away from polarized thinking (all or nothing thinking); finding a middle groundnothing thinking); finding a middle ground

Understand gradations, degrees, and magnitudes Understand gradations, degrees, and magnitudes of things, like feelingsof things, like feelings

Reflective thinking off an Reflective thinking off an internal standardinternal standard

Get your child to express opinions about their own Get your child to express opinions about their own behavior and feelings. “I’m angrier than I usually behavior and feelings. “I’m angrier than I usually am, in this situation.”am, in this situation.”

The Greenspan Floortime The Greenspan Floortime Approach™ Approach™

Level 1 CertificationLevel 1 Certification Next year we will be accepting applications Next year we will be accepting applications

to a hands on Floortime Certification course.to a hands on Floortime Certification course. Over 4 days trainees will be educated and Over 4 days trainees will be educated and

coached by The Floortime Center directors coached by The Floortime Center directors Jake Greenspan and Tim Bleecker.Jake Greenspan and Tim Bleecker.

Once Trainees show proficiency in The Once Trainees show proficiency in The Greenspan Floortime Approach they will be Greenspan Floortime Approach they will be allowed to provide The Greenspan Floortime allowed to provide The Greenspan Floortime Approach to the children they work with. Approach to the children they work with.

The Floortime Center®The Floortime Center®

Contact InformationContact Information::

4827 Rugby Ave.4827 Rugby Ave.

Bethesda, MD 20814Bethesda, MD 20814 Phone: (301) 657-1130Phone: (301) 657-1130 Email: Email: [email protected]

[email protected] [email protected]@dirss.com

Website: Website: www.thefloortimecenter.com www.thefloortimecenter.com//

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