The Greenspan Floortime Approach™
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In 1979 Dr. Stanley Greenspan wrote his first book describing his DIR Model. This monograph, a peer reviewed book, was titled Intelligence and Adaptation. The DIR Model is now used across the world to identify children's developmental strengths and weaknesses. In addition to the DIR Model, Dr. Stanley Greenspan also developed the intervention Floortime and described it in 1989 in a book titled The Essential Partnership. Floortime has since made its way into homes, clinics, schools and hospitals as an effective intervention for various types of learning and developmental challenges. It is now known as The Greenspan Floortime Approach™.
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The Learning Tree was Dr Greenspan's final version of his DIR Model. The metaphor of a tree serves as an effective tool for conceptualizing the model and performing an assessment.
The Developmental, Individual Difference, Relationship-based (DIR®) Model helps parents, clinicians, and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with developmental challenges like Sensory Processing Disorder (SPD) and Autism Spectrum Disorders (ASD). The objectives of the DIR® Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors.
The Branches represent the different qualities we want nurture and strengthen in all children. These qualities can be strengthened by using The Greenspan Floortime Approach™.
Academic Skills
Great Kids Qualities
The Trunk (The Developmental) part of the Model describes the building blocks of this foundation. Understanding where the child is developmentally is critical to planning a treatment program. The primary six Developmental Milestones describe the developmental milestones that every child must master for healthy emotional and intellectual growth. This includes helping children to develop capacities:
-Attend and remain calm and regulated
-Engage and relate to others
-Initiate and respond to all types of communication beginning with emotional and social affect based gestures
-Engage in shared social problem-solving and intentional behavior involving a continuous flow of interactions in a row
-Use ideas to communicate needs and think and play creatively
-Build bridges between ideas in logical ways
These 6 primary milestones allow us to reach the 3 higher level Milestones of thinking in multicausal, grey area and reflective ways. These developmental capacities are essential for spontaneous and empathic relationships as well as the mastery of academic skills.
The Roots (The Individual Differences) part of the Model describes the unique biological ways each child takes in, regulates, responds to, and comprehends sensations such as sound, touch, and the planning and sequencing of actions and ideas.
Each child is different in how they process sensory information, and this is what makes us unique learners. Some children, for example, are very hyper responsive to touch and sound, while others are under-reactive, and still others seek out these sensations.
These challenges describe the various processing issues that make up a child's individual differences and when these differences become significant they can delay and even prevent development and learning.
The Soil (The Relationship-Based) part of the Model describes the learning relationships with caregivers, educators, therapists, peers, and others who use their affect to help improve a child’s individual differences and developmental capacities. It is through our positive relationships with the environment that we learn. The more positve the relationship, the more efficiently we learn.
Is the practice of integrating emotional input with sensory based activities. Every experience we have is perceived as sensory stimulus and interpreted as emotional stimulus. For example, "that sound was loud, it scared me" or "this shirt is soft, I like it".
The two systems are intertwined and need to be worked on together. If we want to create long term change in the sensory system we have to simultaneously improve sensory and emotional awareness.
To learn more about Sensory-Emotional Integration™ sign up for,
-Webinar
-Parent Manual
Floortime was first described in 1989 by Dr. Stanley Greenspan and his wife Nancy Greenspan in their book The Essential Partnership. Since then Floortime has become a widely used set of techniques by families and professionals worldwide.
Dr. Greenspan developed Floortime for families, and wanted to empower parents to take control of their child's development. Floortime can be done at home or at a clinic, but it's important to have guidance from a comprehensive source.
The Greenspan Floortime Approach™ is the final version of Floortime developed by Dr. Stanley Greenspan. By taking all of his experiences over decades of clinical practice he was able to systematize and simplify his approach into an organized set of principals and techniques. This approach is described in his annual online course and will soon be available in a training manual. To learn about The Greenspan Floortime Approach™ choose one the available training options on the Training Page.
www.thefloortimecenter.com
www.stanleygreenspan.com
www.icdl.com
www.allthedifference.org
www.greatandsmallride.org
www.rebeccaschool.org
www.autisminbrief.com
