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

The last batch of episodes have discussed development and the developmental approach. We’ve covered how development happens spontaneously and cannot be taught, and how when the right conditions are in place, development happens. But what does “development happens” look like and what comes along with these changes? To help us unpack developmental changes, we have the privilege of being joined by Maude Le Roux, Occupational Therapist, DIR® Expert Trainer, and founder of A Total Approach in Glen Mills, Pennsylvania. Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2017/09/05/developmental-growth/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/

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

“Early intervention” for Autism in Ontario (in Canada) has been in the news non-stop in 2016. The focus has been on who gets funding, but the most important topics have been left out of the conversation. This episode we cover patient-centered outcomes, parent choice, and disability rights.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/08/30/patient-centered-outcomes/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/

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

We present a tool from the User’s Guide to the DIR® Model, the book we discussed a few episodes back, co-authored by Dr. Andrea Davis of the  Greenhouse Therapy Center in Pasadena, California. We discuss the practice of self-reflection, which you can use in your Floortime sessions. I reflected on the Floortime session with my son, completed the worksheet, and discussed with Dr. Andrea Davis the process of applying this practice myself.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/04/12/reflection/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/

Last time, we covered how emotions are key to affecting autism. This time we’ll talk a little bit more about that. Specifically, let’s discuss how essential it is to respect the emotional experiences and expressions of our children.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/03/15/emotional-expressions/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 the importance of emotions in the DIRFloortime® approach for children with developmental differences, including autism. By making room for our children’s emotions, we take their side so they feel safe with and trust us. Our children's behaviour is impulsive and not intentional, so we must allow all emotions to be expressed without consequence, support our children to name what they are feeling, play freely without consequence, and once they can feel more than one emotion at a time, mix the feelings by adding in the positive feelings rather than trying to "cut out" negative feelings.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2016/03/01/emotions/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/

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/