In the developmental approach, DIRFloortime®, we individualize our play to the child's unique sensory processing profile which describes how a child has challenges with the five known senses, plus vestibular and proprioceptive senses, interoception, sensory modulation, and with motor planning and sequencing.

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/2015/10/30/sensory-processing-profile/

Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

A family with a child who requires extra support including autism is really a family requiring extra support who needs to play to the strengths of each family member in order to turn the challenges into constructive opportunities. This is a developmental approach to family functioning, as described by Dr. Stanley Greenspan, the creator of the DIR® model and DIRFloortime®.

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/2015/10/22/family/⁠

Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: ⁠https://www.icdl.com/parents

In DIRFloortime®, a developmental approach to supporting individuals with developmental differences, including those with an autism diagnosis, we create those warm & nurturing learning relationships with genuine affect that are tailored to a person’s individual differences and will help them move ahead in their development by presenting the just-right playful challenges.

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/2015/10/15/introduction-to-floortime/

Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

The R in the DIR® model is the relationship-based part of the model. The R describes the learning relationships with caregivers, educators, therapists, peers, and others who tailor their affect-based interactions to the individual’s developmental capacities and individual 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/2015/10/09/the-r/

Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

This post I’ll talk about something so essential to the DIR® model: Individual differences. Dr. Stanley Greenspan’s writing is so easy to read and so intuitive. His eloquent description cannot be replicated by me, but I will give you my best interpretation.

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/2015/10/01/the-i/

Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents

This post is about the D in the Developmental, Individual differences, Relationship-based (DIR®) model: The functional emotional developmental capacities (FEDCs) for learning. There is a lot written about childhood development but only the DIR® model describes it in terms of functional emotional developmental capacities.

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/2015/09/24/the-d/

Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents