Engaging autism : using the floortime approach to help children relate, communicate, and think
In [this book, the authors] describe the DIR/Floortime approach and show how to enter a child's world and bring her or him into a shared world of relating, communicating, and thinking. Part I presents a new, more accurate way of defining autism and ASD and observing a child's earliest signs, and describes goals for working with children with ASD and other special needs within the DIR framework. Part II shows how families can take the lead in working with their children toward these goals. In Part III [the authors] describe the DIR model's Floortime technique and illustrate it in various contexts. Part IV looks at how to create a comprehensive treatment plan and how school environments can be modified to support treatment plans. In Part V, [they] address working with specific problems in greater depth. Appendices A-C present research that supports the DIR model.-Introd
Print Book, English, 2009
1st Da Capo Press pbk. ed View all formats and editions
Da Capo Lifelong Books, Philadelphia, Pa., 2009
xiv, 434 pages ; 24 cm
9780738210940, 9780738210285, 0738210943, 0738210285
191926167
Introduction: We can do better
PART I: IMPROVING THE PROGNOSIS OF ASD: MYTHS, FACTS, SIGNS, AND A NEW FRAMEWORK: Redefining autism and the way we treat it
Myths and misdiagnoses of ASD, including Asperger's Syndrome
Early and ongoing signs of ASD: identifying and helping babies and children at risk
New goals for children with ASD: the DIR/floortime model
PART II: FAMILIES FIRST: HOW FAMILIES CAN USE DIR MODEL TO PROMOTE RELATING, COMMUNICATING, AND THINKING: The 'family first' initiative
Fostering attention and engagement: bringing your child ino a shared world
Encouraging two-way communication and social problem-solving
Symbols, ideas, and words
Logical thinking and the real world
Higher levels of abstract and reflective thinking
Unique biologies, I: experiencing the world through the senses
Unique biologies, II: visual and auditory challenges
PART III: FLOORTIME: Floortime as a family approach
Floortime: what it is and what it isn't
Floortime all the time everywhere: creating learning environments
The hardest part of floortime; following the child's lead and challenging the child at the same time
Working with older children, adolescents, and adults with ASD, I: a lifetime of learning written by Henry Mann, M.D
Working with older children, adolescents, and adults with ASD, II: creating learning communities
PART IV: ASSESSMENT AND INTERVENTION: THE DIR MODEL: Assessment: the DIR/floortime approach
A comprehensive intervention program using the DIR/floortime approach
Educational approaches that promote thinking, communicating, and academic progress
PART V: OVERCOMING DIFFICULT SYMPTOMS: Scripting and echolalia
Self-stimulation, sensation craving, overactivity, and avoidant behavior
Meal time, toilet training, getting dressed, and coping with new challenges
Behavioral problems
Coping with feelings
Meltdowns and regressions
Developing social skills
Appendix A: Outcome studies of the DIR model
Appendix B: How autism develops: the DIR theory
Appendix C: Neurodevelopmental disorders of relating and communicating
"Covering all types of ASD, including Asperger's Syndrome, from the earlies signs in infancy through the school years -- and on into adulthood"--Cover