Affect Autism

How and when visual aids can be helpful in a developmental approach with autistic children or children with developmental differences and/or motor planning challenges is discussed.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/2018/03/26/visual-prompts/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

Developmental, Individual differences, Relationship-based (DIR®) Expert Training Leader and psychologist Dr. Kathy Platzman discusses the practice of blame around parenting children with developmental differences including autism. Parents blame themselves and others which can lead to a destructive loop. Rather, take control and work on what you can. She tells us how.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: ⁠https://affectautism.com/2018/03/05/blame/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/

Those using the Developmental, Individual differences, Relationship-based (DIR®) model for children with developmental differences, including autism, in a school-setting use process-oriented and affinities-based learning to inspire thinking in their students. Presented are examples of this from Dr. Gil Tippy of the Rebecca School in Manhattan, and Dave Nelson from Threshold Community Program (formerly The Community School) School in Atlanta.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/2017/11/13/process-oriented-learning/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

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 a developmental approach to autism, a good relationship will help you interpret a child's intentions and guide behaviour. Intentions can be misinterpreted when behaviour doesn't match. Knowing the child's intentions helps the child feel understood, reducing anxiety and behavioural outbursts.Link to the show notes with links to key discussion points and other ways to view or hear the episode here: https://affectautism.com/2017/07/25/intention/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/