Affect Autism

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

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

The goal in DIRFloortime® for children with developmental differences including autism is to challenge the child with just enough playful tension, while keeping in mind where they are developmentally, and that the child stays emotionally invested in it with you, “like driving with your foot simultaneously on the gas and brakes”. Being slightly bored and sitting in that place of tension and subdued frustration is where the learning happens to promote thinking, relating, and communicating.* Language Disclaimer: It’s important to note that the developmental components of the DIR® model are now referred to as “capacities,” rather than levels, stages, or milestones—terms previously used including when this podcast episode was recorded in 2016—because development is not necessarily linear. We no longer use the terms, “ladder” or “levels.”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/2016/07/19/developmentally/Caregivers: Cons

Before children reach the capacity to be abstract in their thinking, you have to take the responsibility for their behaviour rather than punishing or expecting them to control their impulses. Once children are abstract, they are capable of understanding that other human beings have experiences that are different from their own, so you can set limits and discuss appropriate behaviour. Compliance alone does nothing to facilitate the necessary development of thinking, relating, and communicating. Focusing on connection and trust with our children with developmental differences, such as autism, is most important in facilitating a continuous flow of interaction with DIRFloortime®, working towards abstraction where a child is intrinsically motivated to follow societal norms.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/2016/07/05/limits/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded commun

This episode discusses motor planning and sequencing challenges neurodivergent children can have that involve ideation, planning and execution. Examples are given for how to strengthen a child's capacity to motor plan and sequence.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/2015/12/16/motor-planning-and-sequencing/Caregivers: Consider joining our DIR® Parent Network for support from a like-minded community of Floortimers here: https://www.icdl.com/parents