Serena Wieder, PhD, Clinical Director, Profectum Foundation
Development is never straightforward. It is unique to the individual and involves complex interactions between what the infant brings into the world, experience and environmental factors. Intervention is not straightforward, as it must be tailored to the individual differences in sensory motor processing and regulatory challenges with changing needs over time. Nor is progress straightforward, usually uneven, moving at different rates, and sometimes encountering hurdles as it stalls or slows down. Some children have severe challenges in several areas of development impeding communication of thoughts and feelings, as well as executing ideas and functional skills. Others have problem solving thinking but cannot share attention or get engaged. Still others evidence constrictions in symbolic and abstract thinking, or have greater challenges in social and emotional development. Such variations raise questions as to whether interventions match the DIR model profile, have been tailored to individual differences in regulation, motor planning, visual spatial, and language processing, or are addressing changing needs. Extensive videos will be used.
When development stalls, hits a comprehension wall, gets complicated by a co-morbid condition such as anxiety, seizures, or trauma, the foundations of development need to be re-examined and intervention reassessed. Special attention will be given to DIR Floortime® and how semi-structured daily affect based experiences get children to think, problem solve, and relate to others at school and at home. Guidelines for best practice and integrating different interventions will be discussed. Participants will learn:
- To assess hurdles in development and gaps in foundational capacities
- To identify behaviors related to anxiety and visual spatial challenges
- To focus on the comprehension wall behind the words
- To activate development through affect
- To recognizes how symbols reflect emotional development
- To prioritize goals and integrate related intervention approaches
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