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Sherri Cawn

Comprehensive Assessment and Intervention Using the DIR/Floortime Model (DVD and Manual)

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Catalog No. 27250

The DIR/Floortime䋢 model provides a developmental, interdisciplinary framework for constructing a comprehensive assessment and intervention program for children with autism spectrum disorders (infancy--adolescence) and other related neurological and sensory challenges.

This program emphasizes the importance of relating, communicating, and thinking for the whole child within the context of human relationships. Video examples, case studies, and parent interviews provide further insight into the model's application.

This program emphasizes the importance of relating, communicating and thinking for the whole child within the context of human relationships. Video examples, case studies and parent interviews provide further insight in the DIR model's application.

Learning outcomes...

You will be able to:


... describe the main components of the DIR/Floortime䋢 model, including theory and practice


... describe how the DIR/Floortime䋢 model provides insight and strategies for assessing and treating each child's individual learning needs


... identify and classify the stages of functional emotional development


... examine the relationship between affect, sensory processing, and communication


... discuss the importance of collaboration with the child's family in all aspects of assessment and intervention

For over 38 years Sherri Cawn, MA, CCC-SLP, has specialized in the assessment and treatment of infants, toddlers, and school-aged children with developmental challenges. Sherri is a leading practitioner of the DIR/Floortime model in speech and language development, having trained extensively with Drs. Greenspan and Wieder; she is also a faculty member at the DIR/Floortime Institute and trains other professionals throughout the US, Europe, and Asia on the theoretical and clinical concepts of DIR/Floortime. She is clinical director of Cawn-Krantz and Associates Developmental Therapies of suburban Chicago, and has more than 40 years of clinical pediatric experience specializing in assessing and treating infants, toddlers, and school-age children. She is a leading practitioner of the DIR/Floortime䋢 model in speech and language development and trains other professionals throughout the U.S. and overseas on the model's concepts. Cawn is also a faculty member with the Interdisciplinary Council on Developmental and Learning Disorders and the Erikson Institute of Infant Mental Health. She received her graduate and undergraduate degrees from the University of Illinois. She serves on the advisory board of the Interdisciplinary Council on Developmental Learning Disorders (ICDL) and is an adjunct faculty member at the Erikson Institute of Infant Mental Health in Chicago.

Table of Contents

Introduction and Learning Outcomes......................................................................................... i

Lesson 1. Autism as a Developmental Challenge‰Û_‰Û_‰Û_....................................................... 3

Lesson 2. Affect: "Emotional Glue".‰Û_‰Û_‰Û_.‰Û_‰Û_‰Û_................................................................. 8

Lesson 3. Developmental: The "D" in DIR‰Û_‰Û_‰Û_................................................................. 14

Lesson 4. Individual Differences: The "I" in DIR‰Û_‰Û_‰Û_........................................................ 18

Lesson 5. Relationship: The "R" in DIR‰Û_‰Û_‰Û_..................................................................... 23

Lesson 6. Floortime‰ã¢ Principles‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_.................................................... 27

Lesson 7. Treatment Considerations for SLPs‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_................................... 35

Lesson 8. Putting the Pieces Together‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_............................................................. 43

Appendices

A. Lesson Review Questions‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_. 46

. Charts‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_. 48

B1. The NDRC‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_. 48


B2. Individual Differences‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_.. 49

B3. Identifying the Principles of Floortime‰㢉Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_. 50

B4. Observation Chart‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_ 51

C. Floortime‰ã¢ Information‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_. 53

C1. Five Steps in Floortime‰㢉Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_... 53

C2. Glossary of Floortime‰ã¢ terms‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_... 54

C3. Floortime‰ã¢ Strategies‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_ 55

C4. DIR/Floortime‰ã¢ Checklist: Questions to Ask Yourself‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_.... 57

C5. DIR Session Notes‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_ 58

D. SLP Information‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_... 60

D1. Stages in the Development of the Comprehension of Questions‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_ 60

D2. Questions to Ask the SLP‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_.. 61

D3. For Children at Early Language Stages‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_... 62

D4. Some Strategies Which Can Be Used to Facilitate a Child's Comprehension of Language‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_.. 63

D5. Some Pointers For Practice‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_... 64

E. Resources‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_.. 66

E1. ICDL FAAP Letter‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_ 66

E2. Resources‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_. 68

E3. Bibliography and References Cited‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_‰Û_.. 81

Continuing Education:

Dates: 1/15/2011 to 11/9/2013

CEUs: 0.5

Instructional Level: Intermediate


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