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Beginner’s Guide to DIRFloortime®
- It’s All About Affect
- The D in the DIR® Model: Development
- The I in the DIR® Model: Individual Differences
- The R in the DIR® Model: Relationship-Based
- Introduction to Floortime
- Floortime as a Family Approach
- DIRFloortime® as a Comprehensive Developmental Approach
- Foundation Academics: What Is It?
- The Joy in Communicating
- Remediation versus Accommodation
- The Importance of Preverbal Affective Signalling
- Floortime Lifestyle
- Communication-Action-Affect (known as W-A-A) in Floortime
- The Conversation
- From Control to Connection: One Educator’s Transformation Through DIRFloortime®
Guide to Starting DIRFloortime® With Your Child, Adolescent, or Adult
* Includes Floortime video
- Starting DIRFloortime® with Your Child: Step 1 is the Sensory Processing Profile
- Starting DIRFloortime® with Your Child: Where is Your Child Developmentally?
- The Nuts and Bolts of the Floortime Session
- The Interaction of the D, the I, and the R Within the Floortime Session
- Co-regulation in Floortime: How to Interact with a Dysregulated Child
- Example of a Floortime Session *
- What an Ideal DIRFloortime® Program Looks Like
- Floortime for First-Timers: A Quickstart Guide
- Five Great Floortime Books
- Maude Le Roux’s new Functional Developmental Autism Assessment Protocol
- Sensory Lifestyle
- Being Versus Doing
- Why Challenging and Expanding are Essential for Human Growth
- Circles of Communication in Floortime
- Affect is Your #1 Resource to Connect with Your Child
- The New Connection Coder App
- Focusing on Regulation
- The P.L.A.Y. Project
- Floortime with Family or Small Groups
- Promoting Symbolic Thinking in Small Group Settings
- Meaning Making
- Recognizing and Documenting our Children’s Communication Cues
- The Heart of DIRFloortime®: The R and Genuine Affect
- Sensorimotor Profiles in Floortime
- Creating Opportunities for Co-regulatory Support
- Gestalt Language Processing and DIR®
- Gestural Development: The D, the I, and the R
- Co-regulation through Affective Signalling
- DIR® Dialogues: Gestalt Language Processing
How to Overcome Obstacles in Floortime
* Includes Floortime video
- Stumbling Blocks in Floortime at FEDC 1: Facilitating Shared Attention and Regulation
- Motor Planning and Sequencing Challenges in Children with Developmental Differences
- The Building Blocks of Motor Planning
- Stumbling Blocks in Floortime at FEDC 2: Fostering Attention and Engagement
- Stumbling Blocks in Floortime at FEDC 3: Encouraging Purposeful Emotional Interactions
- Stumbling Blocks in Floortime at FEDC 4: Encouraging Shared Problem Solving
- Stumbling Blocks in Floortime at FEDC 5: Inspiring the Expression of Ideas and Feelings
- Special Books by Special Kids
- Stumbling Blocks in Floortime at FEDC 6: Fostering Logical Thinking and Building Bridges Between Ideas
- Barriers to Parents doing DIRFloortime®
- Parents Living with Grief About Their Special Needs Child
- It’s Only as Good as the Implementation
- Developmental Growth Spurts: What to Expect
- What is Scripting all About?
- From Ambiguous Loss to Acceptance
- Strategies Don’t Support Growth
- Polyvagal Theory and Regulating our Bodily State
- Attention and Executive Function
- Alternative and Augmentative Communication (AAC) Devices
- Creating Opportunities in Floortime
- Constrictions in Developmental Capacities
- Going Slower to Move Faster
- A Developmental Approach to Toileting: Part 1
- A Developmental Approach to Toileting: Part 2
- The Impact of Vestibular Processing on Development
- Unpacking Aggression
- The Complexity of Vision and Visual Processing
- The Dynamic Process of Transitions
- The Somatosensory System and Tactile Perception
- A Floortime Approach to Fears and Phobias
- All About Praxis: Part 1 of 2
- All About Praxis: Part 2 of 2
- (Non)Compliance Does not Equal (Dys)Regulation
- Visualization Leads to Imagination
- Regulating Through Trauma
- Revisiting the R: Hidden Regulators in the Development of Relationships
- DIR® and Medically Complex Children: Trauma-Informed Care
- A DIR® Lens on Sleep
- Trauma Through a DIR® Lens
- Individualizing Support Through a Caring Relationship: Supporting PDA
Applying Floortime With Your Child, Adolescent, or Adult
* Includes Floortime video
- A User’s Guide to the Developmental, Individual differences, Relationship-based (DIR®) Model
- Floortime Analysis *
- Slowing Down and Stretching Out Interactions
- Using Self-Reflection as a Tool in Floortime *
- Floortime in the Car! *
- Moving Up and Down Developmentally *
- Scaffolding in Floortime: Supporting your Child While Encouraging Development
- 10 Floortime Tips From Our Visit to The Floortime Center
- What Does Following the Child’s Lead Really Mean?
- More Floortime in the Car! *
- Another Look at Self-Reflection in Floortime *
- 5 Games to Play with your Child in Floortime
- This is 99% of Floortime
- Inspiring Relating, Communicating, and Thinking at Different Developmental Capacities
- Repetition in Autism Therapy: A Closer Look
- The Floortime Manual
- Floortime All Day, Anywhere
- Celebrity Floortimer
- Promoting Capacities 4 and 5 with Floortime
- Can Visual Prompts About Time Promote Understanding in Floortime?
- The Little Scientist: Progression of Cause-and-Effect Play
- Floortime through Music Therapy
- Floortime Follow-up *
- Floortime Feedback *
- Floortime is About Connection and Shared Joy: Part 1 *
- Self-Regulation Starts With Us
- Theory of Mind is Developmental
- Floortime is About Connection and Shared Joy: Part 2 *
- Floortime Tips for Behavioural Challenges at School
- Floortime Tips for Behavioural Challenges at Home
- Floortime is About Connection and Shared Joy: Part 3 *
- FOODTIME: A Developmental Approach to Picky and Rigid Eating
- Floortime Review *
- Fostering Independence
- Individual Differences and Floortime in the Pool
- Floortime in the Pool: A Deeper Dive
- Facilitating Emotional and Logical Thinking: Part 1 *
- Facilitating Emotional and Logical Thinking: Part 2 *
- Facilitating Emotional and Logical Thinking: Part 3 *
- Why Floortime is Child-Led
- Approaching Pre-Academics with Floortime
- Floortime is Also Adolescent- and Adult-Led
- Sensory Ingredients and Dynamic Responsivity
- Enriching Sensory and Motor Experiences at Home
- The Rubber Band Metaphor in Floortime
- The Impact of Cognitive Load on Relating, Communicating, and Thinking
- Gross Motor versus Fine Motor Functions
- Gauging our Developmental Capacities: Part 1
- Gauging our Developmental Capacities: Part 2
- Parents can Connect with their Children Through Musical Interactions
- Reflective Practice in DIR®
- Nurturing Intentionality as a Bridge to FEDC 4
- FEDC 4: Complex Communication and Shared Problem Solving
- Developing Through FEDC 4 Into FEDC 5
- Pre-Social Abilities Are Pre-Communication
- Let’s Talk About Essential Floortime Dynamics
- Movement Integrates
The Role of Emotions and Respecting the Child, Adolescent, or Adult in a Developmental Approach
- Emotions (within safe relationships) are Key to Affecting Autism
- Respecting the Emotional Experience and Expressions of the Child
- A Developmental Approach to Setting Limits
- Setting Appropriate Limits and Expectations by Respecting Where Your Child is At, Developmentally
- What is Attunement in a Developmental Approach?
- Play is the Answer for Healthy Emotional Development
- Where is Your Focus?
- Intention in a Developmental Approach
- A Developmental Approach Overview
- How a Caregiver’s Regulation Affects the Child’s Regulation
- Avoiding the Blame in Floortime
- Early Social-Emotional Capacities
- Can you Teach Emotions?
- Self-Reg® and DIRFloortime®
- The Foundation for Regulation
- And Then Comes Puberty…
- From Dysregulation to Intent
- Taking the Outcome Out of Play
- Regulation Challenges through the Developmental Capacities
- A Closer Look at Impulsivity
- Floortime and the Coronavirus
- Interoception: What is Your Child Feeling Inside?
- Emotion-Seeking and Saying “No!”
- Co-regulation is the Driver for Sensory Integration
- Combining DIRFloortime® and Sensory Integration
- Humour Development in Autism
- Affect Depends on Interoception
- Curiosity as a Driver of Connection and Interaction in Adolescence
- Emotional Playgrounds Foster Emotional Well-Being
- Harnessing the Power of Narratives to Impact Development
- A Developmental Perspective on Sharing
- Following the Child’s Emotional Intent
- DIR Dialogues®: An Exploration of Limit-Setting
Parent Support
- Gene Christian interviews Affect Autism’s Daria Brown
- The Realization Phase
- Supporting Parents in DIRFloortime®
- Navigating our Therapy Teams and Social Circles
- Parent Support Groups
- The Future is Here: Fostering Neurodivergent Students’ Media Literacy
- Support for Fathers of Autistic Children
- Supporting Parents in the Process of Accepting Reality
- Am I Neurodivergent Like My Child?
- A Parent’s Experience of DIRFloortime®
- Virtual Floortime Coaching for Parents
- The Process of Parenting our Neurodivergent Children
- Floortime Coaching for Different Parenting Styles
- Parent Perspectives: How Do We Handle Fears and Anxiety?
- Parent Perspectives: Navigating our Health and Education Systems
- Parent Perspectives: Relationships, Play, and Growth
- Parent Perspectives: Retrospective Perspective
- Parent Perspectives: Parents Listening to Autistic Self-Advocates
- Parent Perspectives: Parent Self-Regulation
- Parent Perspectives: Navigating Our Different Support Roles
- Floortime Supports Parental Self-Efficacy
- Intensives at the DIR® Institute
- Parent Perspectives: Floortime Intensives at the DIR® Institute
- DIR® Dialogues: Parent Practitioners
- Parent Perspectives: Finding and Holding on to Floortime
- Parent Perspectives: Powerful Insights From a Floortime Intensive
- Parent Play Personas
- Parent Perspectives: Watching Siblings Embrace Autism Together
- Parent Perspectives: Developing Resilience
- We Chose Play: Season 1, Episode 1: In the beginning…
- We Chose Play: Season 1, Episode 2: What did we miss?
- We Chose Play: Season 1, Episode 3: How do we start?
- We Chose Play: Season 1, Episode 4: Let’s start
Research & Advocacy
- See ICDL’s DIRFloortime® research list
- SEARCH THE AUTISM D.A.T.A. BULLETINS AND MATERIALS (COMING SOON…)
- DIRFloortime® Addresses Patient-Centered Outcomes, Offers Parent Choice, and is Aligned with Disability Rights
- Advocacy for Developmental Approach Therapies
- Uniquely Human
- Promoting Parent Choice
- A Review of Developmental Social Pragmatic Interventions
- The Move Towards Developmental Approaches
- Supporting the Development of Self-Regulation
- Gene Christian interviews Affect Autism’s Daria Brown
- Research Supporting DIRFloortime®
- How do we Best Prepare our Multidisciplinary Professionals in the Field of Autism?
- A Self-Advocate’s Inspiring Journey
- Neurodiversity-Affirming Care
- Examining the Experience of Autistic Students in Higher Education
- Redefining the Autism Narrative: Part 1
- Redefining the Autism Narrative: Part 2
- Access and Choice in NY State for Autism Supports and Services
- My Autism, My Story
- Good Intentions Creating Unseen Stigma
- The World’s First International Concert to Celebrate Neurodiversity
- Part 1: Taking that Step on the Red Carpet
- Part 2: Bridging the Gap in Understanding
- Part 1: To Whom Should Parents Listen?
- Part 2: Adult Diagnosis and What it Means
- Empowering Ability
- Our Differences are Our Strengths
- A New Community-Created Resource: SLP MAPs
- Autistic Masking or Impression Management?
- Presuming Competence
- Advocating for Rightful Inclusion in School
- Diagnosing Autism in Girls and Women
- DIR® Dialogues: Floortime Around the World
- Let’s Talk About Autism Inclusion this April
- Neurodiversity-Affirming Support in DIR®-Informed Music Therapy
- Autistic Moms Chatting: Creating Community
- Autistic Moms Chatting: Moving Forward with Awareness and Action
- Rewriting the IEP Narrative: The Affirming Village
- Neurological Safety and Creating Your Happy Space
- Centering Autism Perspectives in Canada
- DIR® Dialogues: Research Supporting DIRFloortime®
Schools and Services Using the DIR® Model
- Soaring Eagle Academy: A Unique Developmental, Individual Differences, Relationship-based (DIR®) School
- The Rebecca School: Relationships are the Foundation of Learning
- Oakwood Academy: Canada’s Only DIR® School
- Threshold Community Program: DIR® for Adolescents and Young Adults
- Applying the DIR® Model in a Public School
- Thinking Goes to School
- Process-Oriented Learning Inspires Relating, Communicating, and Thinking
- Facilitating Process-Oriented Learning with Developmental Capacity in Mind: The Just-Right Challenge
- Dirty Hands Developmental Alliance
- Incorporating DIR® Goals into the Individual Education Plan (IEP)
- What to Expect from a Developmentally-Based Speech and Language Pathologist
- Online Schooling and Services During a Pandemic
- Building Relationships in the Practice of Palliative Care Using DIRFloortime®
- Good Autism Education is Just Good Education
- Fostering Friendships Virtually Using Games
- The Power of Purposeful Communication
- DIRFloortime® Summer Camps
- Virtual Floortime Coaching for Parents
- Positive Development
- Creative Arts Through Music and Drama
- Floortime and Feeding
- DIR® Child & Family Counselling
- DIRFloortime® and Physical Therapy
- Your Growth is your Child’s Growth: Strength in Relationships
- Kinder Growth DIRFloortime® Medicaid Services
- Giant Steps School in Montréal, Québec
- Physical Therapy is Enhanced Using a Floortime Lens
- Visual Spatial Planning and Assessment (ViSPA)
- Affect and Regulation in Middle Eastern Culture
- Giant Steps Interdisciplinary Autism Centre
- Bringing DIR® Into the Classroom to Accommodate Communication for All
- In-Home Floortime Coaching Supports Families
- Joyfully Together: Collaboration in the DIRFloortime® Approach
- Waves of Connection: Surfing the Floortime Approach (also see Spanish section)
- DIR® Dialogues: Becoming a Floortime Practitioner
- Senderos: Mexico’s First DIR®-Accredited School (also see Spanish section)
- A Model of a Medical DIR® Clinic
- Building a DIR® Community in Latin America and Abroad (also see Spanish section)
- Bridging the Gap Between Home and School
Special Topics
- Autism and Medication
- Growth and Gaming
- Dhamma and DIR®
- Sensory and Developmental Poetry Workshops
- Anti-Bullying Day
- Art with Heart: An Open Studio Approach to DIRFloortime®
- ADHD: A VAST Topic
- KultureCity: Sensory Accessibility and Inclusion
- Critical Core: A Tabletop Role-Playing Game
- Identity Exploration and Finding Your Voice
- Autism and Medication: Part 2
- Adapted Spiral Praxis and Movement for the Bodymind Process
- If I Need Help
- DIR® and the Science of Hope
- Bicycle Lessons 4 All
- Shared Joy and Agency in Outdoor Play