DIR 201 Learning Objectives

DIR 201:  Promoting Basic Functional Emotional Developmental Capacities

 Big Picture Thinking

Students successfully completing this course will be able to:

  • Correctly describe the central ideas of the first four functional emotional developmental capacities of the DIRFloortime™ Model.
  •  Correctly explain basic, discipline-specific concepts related to sensory reactivity, processing and motor planning development, receptive and expressive  language development, and visual spatial development.
  • Identify and embrace caregivers' and individuals' strengths, respecting and promoting their right for self-determination.
  • Cite scientific evidence supporting the DIRFloortime™ Model

 Assessment & Developing Individual Profile

Students successfully completing this course will be able to:

  • Describe the mastering, constrictions or absence of the first four basic functional emotional developmental capacities in children or adults individuals, with or without developmental special needs.
  •  Describe unique individual profiles related to sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development in children or adults individuals, with or without developmental special needs.
  • Explain how individual differences can both interfere with and facilitate mastery of the first four functional emotional developmental capacities.   
  •  Describe the “goodness of fit” (including individual differences, interactive styles, and cultural elements) when supporting caregiver-individual relationships, and when assessing one’s own work with an individual.

 Practice: Floortime

Students successfully completing this course will be able to:

  • Demonstrate integration and application of DIR® concepts through Floortime™ competencies by attunement of one’s own affect to the individual, supporting regulation, emotional engagement, shared pleasure, reciprocity, and complex thinking.
  • Demonstrate following the individual's lead (based on his/her internal intentions, motivations and purposes) in gradually increasing the duration and complexity of circles of communication. 
  • Demonstrate specific Floortime strategies that support interactions in ways that account for individual differences and lead to longer, more complex circles of communication.

 Reflective Practice & Professional Identity

Students successfully completing this course will be able to:

  • Show awareness of one’s own individual differences and functional emotional developmental capacities, including preferred interactive styles and tendencies under stress (i.e., what helps you stay regulated). 
  • Use personal reflection (triggered by observation, group discussions, personal evaluation, readings and lectures, supervision, and more) to continually adjust and enhance one’s understanding of the DIRFloortime™ Model and its application to one’s work. 
  •  Display high ethical behaviors and standards of practice, including adherence to confidentiality requirements and informed consent, as well as demonstrating an understanding of the limits of one’s scope of practice.