Affect Autism

With our focus on schools that incorporate the Developmental, Individual differences, Relationship-based (DIR®) model, we spoke with the Educational Supervisor of the Rebecca School, Rae Leeper, who has worked at the School since it opened in 2006.Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2017/10/02/rebecca-school/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

In DIRFloortime® we “follow the child’s lead”. This statement has been one of the most misunderstood aspects of the practice. It does not mean that we just follow whatever the child is doing. We talked about this before, but now we will explore what it means in a bit more depth.Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2016/11/15/follow/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

The goal in DIRFloortime® for children with developmental differences including autism is to challenge the child with just enough playful tension, while keeping in mind where they are developmentally, and that the child stays emotionally invested in it with you, “like driving with your foot simultaneously on the gas and brakes”. Being slightly bored and sitting in that place of tension and subdued frustration is where the learning happens to promote thinking, relating, and communicating.* Language Disclaimer: It’s important to note that the developmental components of the DIR® model are now referred to as “capacities,” rather than levels, stages, or milestones—terms previously used including when this podcast episode was recorded in 2016—because development is not necessarily linear. We no longer use the terms, “ladder” or “levels.”Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2016/07/19/developmentally/Caregivers: Cons

Before children reach the capacity to be abstract in their thinking, you have to take the responsibility for their behaviour rather than punishing or expecting them to control their impulses. Once children are abstract, they are capable of understanding that other human beings have experiences that are different from their own, so you can set limits and discuss appropriate behaviour. Compliance alone does nothing to facilitate the necessary development of thinking, relating, and communicating. Focusing on connection and trust with our children with developmental differences, such as autism, is most important in facilitating a continuous flow of interaction with DIRFloortime®, working towards abstraction where a child is intrinsically motivated to follow societal norms.Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2016/07/05/limits/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded commun

In the Developmental, Individual differences, Relationship-based (DIR®) model and Floortime, we can keep our children in a longer back-and-forth interaction by slowing down and using non-verbal communication, affect, staying in the moment, waiting and watching, avoiding questions or directions and watching the cues our children give us.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/02/16/slow-down/Consider joining our DIR® Parent Network or becoming an Affect Autism member for bonus content and support from a like-minded community of Floortimers here: ⁠⁠https://affectautism.com/support/

We can support children with developmental differences, including autism, begin to make logical connections between ideas by challenging them to wonder about events (why, what, when and how) and emotions in themselves and others using the DIRFloortime® approach.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/02/08/stumbling-blocks-6/Consider joining our DIR® Parent Network or becoming an Affect Autism member for bonus content and support from a like-minded community of Floortimers here: ⁠⁠https://affectautism.com/support/

This episode features an interview with Dr. Andrea Davis about her co-authored book, Floortime Strategies to Promote Development in Children and Teens: A User's Guide to the DIR® Model that supports parents and practitioners to promote the emotional, social and intellectual development of children with developmental differences including autism. The specific strategies allow us to outline the process of Floortime that will lead to the family's goals for the child.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: https://affectautism.com/2016/02/02/users-guide/Consider joining our DIR® Parent Network or becoming an Affect Autism member for bonus content and support from a like-minded community of Floortimers here: ⁠⁠https://affectautism.com/support/

Expand the emotional range of a child with developmental differences to promote symbolic understanding and emotionally-rich pretend play by modelling different positive and negative emotions in different play scenarios to prompt a reaction from your child that you can help them work through.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/01/26/stumbling-blocks-5/Consider joining our DIR® Parent Network or becoming an Affect Autism member for bonus content and support from a like-minded community of Floortimers here: ⁠⁠https://affectautism.com/support/

By playfully enticing your child with developmental differences to stay with an interaction, using high affect and creating pleasurable experiences–tailored to your child's unique sensory processing profile, you can support your child in sustaining longer chains of back-and-forth emotional interactions with you using a DIRFloortime® approach.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/01/19/stumbling-blocks-4/Consider joining our DIR® Parent Network or becoming an Affect Autism member for bonus content and support from a like-minded community of Floortimers here: ⁠⁠https://affectautism.com/support/

By staying "in it" with your differently developing child, using high affect and creating pleasurable experiences–even being a "playful pest" to keep your child’s attention if you have to, you can support your child in developing and initiating purposeful emotional interactions using a DIRFloortime® approach.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/01/12/stumbling-blocks-3/Consider joining our DIR® Parent Network or becoming an Affect Autism member for bonus content and support from a like-minded community of Floortimers here: ⁠⁠https://affectautism.com/support/

Tips for parents or practitioners working with autistic children or children with developmental differences to engage with their child and ways to relate with the child in ways that are fun and promote healthy development.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/01/05/stumbling-blocks-2/Consider joining our DIR® Parent Network or becoming an Affect Autism member for bonus content and support from a like-minded community of Floortimers here: ⁠⁠https://affectautism.com/support/

This episode discusses motor planning and sequencing challenges neurodivergent children can have that involve ideation, planning and execution. Examples are given for how to strengthen a child's capacity to motor plan and sequence.Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2015/12/16/motor-planning-and-sequencing/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

How do you promote your child's developmental when they tantrum, appear to ignore you, seem to be stuck in repetitive behaviour, are violent, overly anxious or completely overwhelmed by sensory input? We discuss tips to use in these situations with your child with developmental differences.Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2015/12/10/stumbling-blocks/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

By seeing their distress heard and felt by us in the DIRFloortime® approach, our children can move away from catastrophic emotional reactions to a sense of ease and connection through our tolerance and empathy in co-regulating.Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2015/11/28/co-regulation/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

The success of the practice of the Developmental, Individual differences, Relationship-based (DIR®) model and Floortime lies in the implementation of it. Discussed is the interaction of where the child is developmentally, D, their individual profile, I, their relationship with you, R, and how we conduct a Floortime session.Link to the full blog post with links to key discussion points and other ways to view or hear the podcast here: https://affectautism.com/2015/11/19/interaction/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents