Start Here: Search by Professional Role

Note that this list only contains podcasts with guests and does not include every blog post. For that, click on the button to go back to the Start menu and search by topic or category. Also, where there is more than one guest, the same podcast may be listed under multiple guests.

PARENT PERSPECTIVES including Parent Panels Podcasts

• 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

GUESTS IN ALPHABETICAL ORDER BY LAST NAME:

MICHELE ABRAHAM-MONTGOMERY, Peer Support Specialist Supervisor

• Part 1: Taking that Step on the Red Carpet
• Part 2: Bridging the Gap in Understanding
• Parent Perspectives: Relationships, Play, and Growth
• Parent Perspectives: Navigating Our Different Support Roles

BETH AMMONS, Physician

• Building Relationships in the Practice of Palliative Care using DIR/Floortime 

TAYLOR ANDERSON, Speech-Language Pathologist

• DIR and Medically Complex Children: Trauma-Informed Care 

JACKIE BARTELL, Special Educator

• Inspiring relating, communicating, and thinking at different developmental capacities
• Applying the DIR Model in a Public School 
• Incorporating DIR Goals into the Individual Education Plan (IEP)
• Can visual prompts about time promote understanding in Floortime?
• Floortime Tips for Behavioural Challenges at School
• Floortime Tips for Behavioural Challenges at Home
• Fostering independence
• Being versus Doing
• The Rubber Band Metaphor in Floortime 
• The Conversation
• (Non)Compliance does not equal (Dys)Regulation
• Presuming Competence

AMANDA BINNS, Speech-Language Pathologist

• A Review of Developmental Social Pragmatic Interventions
• Supporting the Development of Self-Regulation
• A New Community-Created Resource: SLP MAPs

MARILEE BURGESON, Speech-Language Pathologist

• Communication-Action-Affect (known as W-A-A) in Floortime

TURRELL BURGESS, Autistic Self-Advocate

• My Autism, My Story

MARLA CABLE, Educator

• Giant Steps School in Montréal, Québec
• Giant Steps Interdisciplinary Autism Centre

JOHN CARPENTE, Music Therapist

• Floortime through Music Therapy
• Building Relationships in the Practice of Palliative Care using DIR/Floortime 
• Parents can Connect with their Children Through Musical Interactions

BRANDT CHAMBERLAIN, Psychologist

• ‘DIR’ Child & Family Counselling

GENE CHRISTIAN, Mental Health Counselor/Specialist

• From Dysregulation to Intent
• The Importance of Preverbal Affective Signalling
• Gene Christian interviews Affect Autism’s Daria Brown

LORI CIESIELSKI, Occupational Therapist

• Access and Choice in NY State for Autism Supports and Services 

KERRI CISKOWSKI, Occupational Therapist

• DIR/Floortime In-Home Coaching Supports Families

MILI CORDERO, Occupational Therapist

• Floortime Lifestyle

GERRY COSTA, Psychologist

• How do we best prepare our multidisciplinary professionals in the field of autism?

MARY BETH CRAWFORD, Physical Therapist

• DIR/Floortime and Physical Therapy
• Physical Therapy is Enhanced Using a Floortime Lens 

DIANE CULLINANE, Physician

• Research Supporting DIR/Floortime

ADAM DAVIS, Educator

• Critical Core: A Tabletop Role-Playing Game

ANDREA DAVIS, Psychologist

• A User’s Guide to the Developmental, Individual differences, Relationship-based (DIR) Model 
• Using Self-Reflection as a Tool in Floortime (includes Floortime video)
• Promoting Capacities 4 and 5 with Floortime (includes Floortime video)
• Floortime Feedback (includes Floortime video)
• Floortime Review (includes Floortime video)
• Facilitating Emotional and Logical Thinking: Part 1 (includes Floortime video)
• Facilitating Emotional and Logical Thinking: Part 2 (includes Floortime video)
• Facilitating Emotional and Logical Thinking: Part 3 (includes Floortime video)

JOSH FEDER, Child Psychiatrist

• Repetition in autism therapy: A closer look
• Dhamma and DIR 
• Autism and Medication
• The new Connection Coder app 
• The Move Towards Developmental Approaches
• Supporting Parents in the Process of Accepting Reality
• Positive Development
• Autism and Medication: Part 2 

MELANIE FELLER, Speech-Language Pathologist

• The Joy in Communicating
• Promoting Parent Choice

JULIA FELTUS, Educator

• Facilitating process-oriented learning with developmental capacity in mind: the just-right challenge 

JOLEEN FERNALD, Speech-Language Pathologist

• The Power of Purposeful Communication 
• Alternative and Augmentative Communication (AAC) Devices

MIKE FIELDS, Licensed Professional Counselor

• Growth and Gaming 
• ADHD: A VAST Topic
• Why Floortime is Child-Led 
• Creating Opportunities in Floortime 
• Unpacking ‘Aggression’
• All About Praxis: Part 1 of 2
• All About Praxis: Part 2 of 2

JOANN FLECKENSTEIN, Occupational Therapist

• Floortime Lifestyle
• All About Praxis: Part 1 of 2
• All About Praxis: Part 2 of 2

ERIN FORWARD, Speech-Language Pathologist

• DIR and Medically Complex Children: Trauma-Informed Care 

COLLEEN GABBERT, Occupational Therapist

• Visual Spatial Planning and Assessment (ViSPA) 

IRA GLOVINSKY, Psychologist

• A developmental approach overview
• Early Social-Emotional Capacities
• The Foundation for Regulation
• Focusing on regulation
• Interoception: What is your child feeling inside?
• Affect Depends on Interoception
• Revisiting the ‘R’: Hidden Regulators in the Development of Relationships

ERIC GOLL, Life Coach

• Empowering Ability

KRISTY GOSE, Mental Health Counselor/Specialist

• Floortime with Family or Small Groups
• Promoting Symbolic Thinking in Small Group Settings 

EMILE GOUWS, Autistic Self-Advocate

• A Self-Advocate’s Inspiring Journey 
• Examining the Experience of Autistic Students in Higher Education
• The World’s First International Concert to Celebrate Neurodiversity

HELEN GROTH, Special Educator

• The Dynamic Process of ‘Transitions’

CHRIS HERNANDEZ, Instructional Designer/Ed Tech

• The Future is Here: Fostering Neurodiverse Students’ Media Literacy

KASHEENA HOLDER, Special Educator

• Creating Opportunities for Co-Regulatory Support

SUSAN HOPKINS, Special Educator

• The New Co-Reg Community

JUNE ILOWITE, Occupational Therapist

• Fostering Friendships Virtually Using Games

GALINA ITSKOVICH, Social Worker

• Building Relationships in the Practice of Palliative Care using DIR/Floortime
• Access and Choice in NY State for Autism Supports and Services
• Regulating through Trauma

ADAM JOHNS, Family Therapist

• Critical Core: A Tabletop Role-Playing Game

GRETCHEN KAMKE, Occupational Therapist

• Virtual Floortime Coaching for Parents
• Sensorimotor Profiles in Floortime

NAGWA KHEDR, Early Intervention Specialist

• Affect and Regulation in Middle Eastern Culture 

ALEX KLEIN, Psychologist

• Neurodiversity-Affirming Care 

ANDREW KLEIN, Occupational Therapist

• Reflective Practice in DIR 

MICHELE KONG, Physician

• KultureCity: Sensory Accessibility and Inclusion

AMANDA KRIEGEL, Psychologist

• The Heart of DIR/Floortime: The ‘R’ and Genuine Affect
• Why Floortime is Child-Led

KIM KREDICH, Parent Advocate

• Advocating for rightful inclusion in school

SANJAY KUMAR, Occupational Therapist

• The Rubber Band Metaphor in Floortime 

KEITH LANDHERR, Occupational Therapist

• Co-regulation is the Driver for Sensory Integration 
• Gross Motor versus Fine Motor Functions

MAUDE LE ROUX, Occupational Therapist

• The Building Blocks of Motor Planning 
• Developmental growth spurts: What to expect 
• Maude Le Roux’s new Functional Developmental Autism Assessment Protocol
• Attention and Executive Function
• Inspiring relating, communicating, and thinking at different developmental capacities
• Theory of Mind is Developmental
• Remediation versus Accommodation 
• Regulation Challenges through the Developmental Capacities 
• A Closer Look at Impulsivity 
• ADHD: A VAST Topic
• Going Slower to Move Faster 
• The Impact of Vestibular Processing on Development
• The Complexity of Vision and Visual Processing
• The Somatosensory System and Tactile Perception
• Visualization leads to Imagination
• Developing Through FEDC 4 into FEDC 5
• Trauma through a DIR Lens

EUNICE LEE, Social Worker

• Self-Regulation Starts With Us
• Supporting Parents in DIR/Floortime

RAE LEEPER, Educator

• The Rebecca School: Relationships are the Foundation of Learning

SARI LEVIN, Special Educator

• Kinder Growth DIR/Floortime Medicaid Services

KAREN LEVINE, Developmental Psychologist

• A Floortime Approach to Fears and Phobias

ROBBIE LEVY, Occupational Therapist

• Sensory Ingredients and Dynamic Responsivity
• Enriching Sensory and Motor Experiences at Home

AMY LEWIS, Occupational Therapist

• (Non)Compliance does not equal (Dys)Regulation

TONIANN LOFTUS, Speech-Language Pathologist

• Bringing DIR Into the Classroom to Accommodate Communication for All

SANETTE LOUWRENS, Occupational Therapist

• FEDC 4: Complex Communication and Shared Problem Solving

NICOLE MANK, Marriage and Family Therapist

• The Process of Parenting our Neurodivergent Children

MAHNAZ MAQBOOL, Speech-Language Pathologist

• Harnessing the Power of Narratives to Impact Development

AMY MCMUNN, Spelled Communication Practitioner

• Presuming Competence

GABRIELA MICHACA, Licensed School Neuropsychologist

• Floortime Coaching for Different Parenting Styles

JULIE MILLER, Occupational Therapist

• Floortime and Feeding

ROBERT NASEEF, Psychologist

• From Ambiguous Loss to Acceptance
• Support for Fathers of Children on the Spectrum

DAVE NELSON, Licensed Professional Counselor

• Process-oriented learning inspires relating, communicating, and thinking 
• Threshold Community Program: DIR for adolescents and young adults
• Online Schooling and Services during a Pandemic
• And then comes puberty…
• Curiosity as a Driver of Connection and Interaction in Adolescence

GORDON NEUFELD, Developmental Psychologist

• Emotional Playgrounds Foster Emotional Well-Being

SABRINA O’KEEFE, Speech-Language Pathologist

• Gestalt Language Processing and DIR

YUJI OKA, Bodymind Practitioner

• Adapted Spiral Praxis and Movement for the Bodymind Process

ALYSHA PAIARO, Occupational Therapist

• A Developmental Approach to Toileting: Part 1
• A Developmental Approach to Toileting: Part 2 

BRIDGET PALMER, Speech-Language Pathologist

• Parent Support Groups
• Presuming Competence

RICHARD PARE, Educator

• Giant Steps Interdisciplinary Autism Centre 

AMY PEARSON, Psychology Senior Lecturer

• Autistic Masking or Impression Management? 

STEPHANIE PETERS, Occupational Therapist

• The Realization Phase
• Combining DIR/Floortime and Sensory Integration
• Floortime in the Pool: A Deeper Dive
• Virtual Floortime Coaching for Parents
• Kinder Growth DIR/Floortime Medicaid Services
• A Developmental Perspective on Sharing

KATHY PLATZMAN, Psychologist 

• How a caregiver’s regulation affects the child’s regulation
• Avoiding the blame in Floortime
• Navigating our therapy teams and social circles 
• Am I Neurodivergent Like My Child?
• Constrictions in Developmental Capacities

STEPHEN PORGES, Physiologist

• Polyvagal Theory and Regulating our Bodily State

BARRY PRIZANT, Speech-Language Pathologist

• Uniquely Human

CINDY PUCCIO, Psychologist and Social Worker

• Humour Development in Autism

KIERAN ROSE, Autistic Self-Advocate

• Redefining the Autism Narrative: Part 1
• Redefining the Autism Narrative: Part 2 
• Good Intentions Creating Unseen Stigma 
• Part 1: To Whom Should Parents Listen?
• Part 2: Adult Diagnosis and What it Means
• Autistic Masking or Impression Management?

JULIANA ROSS, Creative Arts

• Creative Arts Through Music and Drama 

MICKEY ROWE, Autistic Self-Advocate

• Our Differences are Our Strengths

COLETTE RYAN, Mental Health Counselor/Specialist

• Meaning Making 
• Recognizing and documenting our children’s communication cues
• Approaching Pre-Academics with Floortime
• Virtual Floortime Coaching for Parents
• The Impact of Cognitive Load on Relating, Communicating, and Thinking
• Gauging our Developmental Capacities: Part 1
• Gauging our Developmental Capacities: Part 2 
• The Conversation
• Visual Spatial Planning and Assessment (ViSPA)
• A DIR Lens on Sleeping 

MARIBEL SERRANO HOLDER, Speech-Language Pathologist

• Identity Exploration and Finding Your Voice

STUART SHANKER, Educator

• Self-Reg and DIR/Floortime

JEHAN SHEHATA-ABOUBAKR, Speech-Language Pathologist

• What is scripting all about?
• What to Expect from a Developmentally-Based Speech and Language Pathologist

KATIE SHEPHERD, Speech-Language Pathologist

• FEDC 4: Complex Communication and Shared Problem Solving 

MELISSA SINACORI, (Special) Educator

• Emotion-seeking and saying “No!”

ANDREA SNYDER, Occupational Therapist

• Nurturing Intentionality as a Bridge to FEDC 4

RICK SOLOMON, Physician

• The P.L.A.Y. Project

VIRGINIA SPIELMANN, Occupational Therapist

• Sensory Lifestyle 
• The Little Scientist: Progression of cause-and-effect play 
• Critical Core: A Tabletop Role-Playing Game
• Redefining the Autism Narrative: Part 1 
• Redefining the Autism Narrative: Part 2 

COURTNEY ST. GERMAIN, Occupational Therapist

• Combining DIR/Floortime and Sensory Integration

MARY BETH STARK, Speech-Language Pathologist

• Pre-Linguistics are Pre-Social Abilities

SERENA SUMAN, Functional Psychomotorist

• Individual differences and Floortime in the Pool

JULIA SWAIGEN, Social Worker

• Your Growth is your Child’s Growth: Strength in Relationships

GIL TIPPY, Psychologist

• Foundation Academics: What is it?
• Moving Up and Down Developmentally
• Setting appropriate limits and expectations by respecting where your child is at, developmentally
• Process-oriented learning inspires relating, communicating, and thinking 
• Strategies Don’t Support Growth 
• Dirty Hands Developmental Alliance
• Good Autism Education is just Good Education
• Floortime is also Adolescent- and Adult-Led

TONI TORTORA, Occupational Therapist

• Access and Choice in NY State for Autism Supports and Services 
• Visual Spatial Planning and Assessment (ViSPA) 

MORGAN WEISSMAN, Occupational Therapist

• Emotion-seeking and saying “No!“
• The Heart of DIR/Floortime: The ‘R’ and Genuine Affect
• Fostering Friendships Virtually Using Games

DONNIE WELCH, Creative Arts

• Sensory and Developmental Poetry Workshops
• Art with Heart: An Open Studio Approach to DIR/Floortime

ROSEMARY WHITE, Occupational Therapist

• DIR/Floortime Summer Camps 
• A Parent’s Experience of DIR/Floortime

BRUCE WILSON, If I Need Help owner

• If I Need Help

NAOMI WONG, Speech-Language Pathologist

• Nurturing Intentionality as a Bridge to FEDC 4​