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 professions.

Professional Role

ART TEACHER/THERAPIST

• Art with Heart: An Open Studio Approach to DIRFloortime®

AUTISTIC SELF-ADVOCATE

• A Self-Advocate’s Inspiring Journey 
• Examining the Experience of Autistic Students in Higher Education
• Redefining the Autism Narrative: Part 1 
• Redefining the Autism Narrative: Part 2 
• 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
• Our Differences are Our Strengths
• Autistic Masking or Impression Management?
• Let’s Talk About Autism Inclusion this April
• Individualizing Support Through a Caring Relationship: Supporting PDA
• Autistic Moms Chatting: Creating Community
• Autistic Moms Chatting: Moving Forward with Awareness and Action

BODYMIND PRACTITIONER

• Adapted Spiral Praxis and Movement for the Bodymind Process 

CERTIFIED LIFE COACH

• Empowering Ability

EARLY INTERVENTION SPECIALIST

• Affect and Regulation in Middle Eastern Culture 
• DIR® Dialogues: Becoming a Floortime Practitioner
• Building a DIR® Community in Latin America and Abroad / Construyendo una Comunidad DIR® en América Latina
• Let’s Talk About Essential Floortime Dynamics

EDUCATOR

• Inspiring Relating, Communicating, and Thinking at Different Developmental Capacities
• The Rebecca School: Relationships are the Foundation of Learning
• Facilitating Process-Oriented Learning with Developmental Capacity in Mind: the Just-Right Challenge
• 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
• Self-Reg® and DIRFloortime®
• Being versus Doing
• Sensory and Developmental Poetry Workshops
• Art with Heart: An Open Studio Approach to DIRFloortime®
• Critical Core: A Tabletop Role-Playing Game
• Creative Arts Through Music and Drama 
• The New Co-Reg Community
• The Rubber Band Metaphor in Floortime 
• Creating Opportunities for Co-regulatory Support
• The Conversation
• Kinder Growth DIRFloortime® Medicaid Services
• Giant Steps School in Montréal, Québec
• The Dynamic Process of Transitions
• (Non)Compliance Does Not Equal (Dys)Regulation
• Presuming Competence 
• Giant Steps Interdisciplinary Autism Centre
• Co-Regulation through Affective Signalling
• Intensives at the DIR® Institute
• DIR® Dialogues: Floortime Around the World
• Individualizing Support Through a Caring Relationship: Supporting PDA
• Building a DIR® Community in Latin America and Abroad / Construyendo una Comunidad DIR® en América Latina
• Bridging the Gap Between Home and School
• Rewriting the IEP Narrative: The Affirming Village

INSTRUCTIONAL DESIGNER/ED TECH

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

LICENSED PROFESSIONAL COUNSELOR (see MENTAL HEALTH)

LICENSED SCHOOL NEUROPSYCHOLOGIST

• Floortime Coaching for Different Parenting Styles 

MARRIAGE AND FAMILY THERAPIST

• Critical Core: A Tabletop Role-Playing Game
• The Process of Parenting our Neurodivergent Children

MEDICAL DOCTOR (See PSYCHIATRIST/PHYSICIAN)

MENTAL HEALTH COUNSELOR/SPECIALIST

• From Dysregulation to Intent
• The Importance of Preverbal Affective Signalling
• Floortime with Family or Small Groups
• Promoting Symbolic Thinking in Small Group Settings 
• Gene Christian interviews Affect Autism’s Daria Brown
• Meaning Making 
• Recognizing and Documenting our Children’s Communication Cues
• Approaching Pre-Academics with Floortime
• Growth and Gaming 
• 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…
• Why Floortime is Child-Led 
• Creating Opportunities in Floortime 
• Unpacking Aggression
• Curiosity as a Driver of Connection and Interaction in Adolescence
• All About Praxis: Part 1 of 2
• All About Praxis: Part 2 of 2
• DIR® and the Science of Hope
• DIR® Dialogues: Parent Practitioners
• 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 Sleep
• Floortime Supports Parental Self-Efficacy
• DIR® Dialogues: Floortime Around the World
• DIR® Dialogues: An Exploration of Limit-Setting
• Senderos: Mexico’s First DIR®-Accredited School / Senderos: La primera escuela acreditada en DIR® de México
• Rewriting the IEP Narrative: The Affirming Village

MUSIC THERAPIST

• Floortime Through Music Therapy
• Parents can Connect with their Children Through Musical Interactions
• Neurodiversity-Affirming Support in DIR®-Informed Music Therapy
• DIR® Dialogues: An Exploration of Limit-Setting

NEUROINCLUSIVE DESIGN STRATEGIST

• Neurological Safety and Creating Your Happy Space

OCCUPATIONAL THERAPIST

• The Building Blocks of Motor Planning 
• Sensory Lifestyle 
• The Little Scientist: Progression of Cause-and-Effect Play 
• 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 
• The Realization Phase
• A Closer Look at Impulsivity 
• Emotion-Seeking and Saying “No!“
• Co-regulation is the Driver for Sensory Integration 
• Combining DIRFloortime® and Sensory Integration
• Individual Differences and Floortime in the Pool
• Floortime in the Pool: A Deeper Dive
• Sensory Ingredients and Dynamic Responsivity
• Enriching Sensory and Motor Experiences at Home
• Floortime Lifestyle
• Redefining the Autism Narrative: Part 1
• Redefining the Autism Narrative: Part 2 
• The Heart of DIRFloortime®: The R and Genuine Affect
• ADHD: A VAST Topic
• A Parent’s Experience of DIRFloortime®
• Critical Core: A Tabletop Role-Playing Game
• Fostering Friendships Virtually Using Games
• DIRFloortime® Summer Camps 
• Virtual Floortime Coaching for Parents
• Floortime and Feeding
• Going Slower to Move Faster 
• Sensorimotor Profiles in Floortime
• The Rubber Band Metaphor in Floortime 
• Gross Motor versus Fine Motor Functions
• A Developmental Approach to Toileting: Part 1
• A Developmental Approach to Toileting: Part 2 
• Access and Choice in NY State for Autism Supports and Services 
• Kinder Growth DIRFloortime® Medicaid Services
• The Impact of Vestibular Processing on Development
• The Complexity of Vision and Visual Processing
• The Somatosensory System and Tactile Perception
• 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
• Visual Spatial Planning and Assessment (ViSPA)
• A Developmental Perspective on Sharing
• 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
• Trauma Through a DIR® Lens
• In-Home Floortime Coaching Supports Families
• Intensives at the DIR® Institute
• Joyfully Together: Collaboration in the DIRFloortime® Approach
• Waves of Connection: Surfing the Floortime Approach / Olas de Conexión: Surfeando el Enfoque Floortime
• Bicycle Lessons 4 All 
• DIR® Dialogues: Becoming a Floortime Practitioner
• DIR® Dialogues: An Exploration of Limit-Setting
• Parent Play Personas

PARENTS

• • 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 Perspectives
  • Parent Perspectives: Parents Listening to Autistic Self-Advocates
  • Parent Perspectives: Parent Self-Regulation
  • Parent Perspectives: Navigating Our Different Support Roles
  • Presuming Competence
  • If I Need Help
  • Advocating for Rightful Inclusion in School
  • Parent Perspectives: Floortime Intensives at the DIR® Institute
  • Parent Perspectives: Finding and Holding on to Floortime
  • Perspectivas de los Padres: Reuniones de Apoyo para Padres Floortime
  • Parent Perspectives: Powerful Insights From a Floortime Intensive 

PHYSICAL THERAPIST

• DIRFloortime® and Physical Therapy
• Physical Therapy is Enhanced Using a Floortime Lens
• Joyfully Together: Collaboration in the DIRFloortime® Approach

PHYSIOLOGIST

• Polyvagal Theory and Regulating our Bodily State

PSYCHIATRIST/PHYSICIAN

• Repetition in Autism Therapy: A Closer Look
• Dhamma and DIR® 
• Autism and Medication
• The New Connection Coder App 
• The P.L.A.Y. Project
• The Move Towards Developmental Approaches
• Supporting Parents in the Process of Accepting Reality
• Research Supporting DIRFloortime®
• Positive Development
• Building Relationships in the Practice of Palliative Care using DIRFloortime®
• KultureCity: Sensory Accessibility and Inclusion
• Autism and Medication: Part 2
• A Model of a Medical DIR® Clinic

PSYCHOLOGIST

• A Developmental Approach Overview
• Foundation Academics: What Is It?
• Early Social-Emotional Capacities
• The Foundation for Regulation
• Focusing on Regulation
• Moving Up and Down Developmentally
• Setting Appropriate Limits and Expectations by Respecting Where Your Child is At, Developmentally
• 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)
• Process-Oriented Learning Inspires Relating, Communicating, and Thinking 
• From Ambiguous Loss to Acceptance
• Regulation Challenges Through the Developmental Capacities 
• Interoception: What is Your Child Feeling Inside?
• Affect Depends on Interoception
• Strategies Don’t Support Growth 
• How a Caregiver’s Regulation Affects the Child’s Regulation
• Avoiding the Blame in Floortime
• Navigating our Therapy Teams and Social Circles 
• Support for Fathers of Autistic Children
• Dirty Hands Developmental Alliance
• Good Autism Education is just Good Education
• DIR® Child & Family Counselling
• How do We Best Prepare Our Multidisciplinary Professionals in the Field of Autism?
• The Heart of DIRFloortime®: The R and Genuine Affect
• Humour Development in Autism
• Neurodiversity-Affirming Care 
• Why Floortime is Child-Led
• Floortime is Also Adolescent- and Adult-Led
• Am I Neurodivergent Like My Child?
• Constrictions in Developmental Capacities
• Emotional Playgrounds Foster Emotional Well-Being
• A Floortime Approach to Fears and Phobias
• Autistic Masking or Impression Management?
• Revisiting the R: Hidden Regulators in the Development of Relationships
• Diagnosing Autism in Girls and Women
• DIR® Dialogues: Parent Practitioners
• Following the Child’s Emotional Intent
• DIR® Dialogues: Becoming a Floortime Practitioner
• Senderos: Mexico’s First DIR®-Accredited School / Senderos: La primera escuela acreditada en DIR® de México
• Individualizing Support Through a Caring Relationship: Supporting PDA

SOCIAL WORKER

• Self-Regulation Starts With Us
• Supporting Parents in DIRFloortime®
• Building Relationships in the Practice of Palliative Care using DIRFloortime®
• Humour Development in Autism
• Access and Choice in NY State for Autism Supports and Services 
• Your Growth is Your Child’s Growth: Strength in Relationships
• Regulating Through Trauma
• DIR® Dialogues: An Exploration of Limit-Setting

SPEECH-LANGUAGE PATHOLOGIST

• The Joy in Communicating
• What is Scripting All About?
• Uniquely Human
• What to Expect from a Developmentally-Based Speech and Language Pathologist
• Promoting Parent Choice 
• A Review of Developmental Social Pragmatic Interventions
• Supporting the Development of Self-Regulation
• Parent Support Groups
• The Power of Purposeful Communication 
• Alternative and Augmentative Communication (AAC) Devices
• Communication-Action-Affect (known as W-A-A) in Floortime
• Identity Exploration and Finding Your Voice
• A New Community-Created Resource: SLP MAPs
• Harnessing the Power of Narratives to Impact Development
• Gestalt Language Processing and DIR®
• Presuming Competence
• DIR® and Medically Complex Children: Trauma-Informed Care
• Nurturing Intentionality as a Bridge to FEDC 4
• FEDC 4: Complex Communication and Shared Problem Solving
• Bringing DIR® Into the Classroom to Accommodate Communication for All
• Gestural Development: The D, the I, and the R
• DIR® Dialogues: Parent Practitioners
• DIR® Dialogues: Floortime Around the World
• Joyfully Together: Collaboration in the DIRFloortime® Approach
• Pre-Social Abilities Are Pre-Communication
• DIR® Dialogues: An Exploration of Limit-Setting
• DIR® Dialogues: Gestalt Language Processing