DIR 201 Learning Objectives

DIR 201:  Promoting Basic Functional Emotional Developmental Capacities

Big Picture Thinking

  • Students successfully completing this course will demonstrate the ability to describe the central ideas of each of the first four functional emotional developmental capacities of the DIRFloortime® Model.
  • Students successfully completing this course will demonstrate the ability to describe at least three basic, discipline-specific concepts related to the following areas: sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development.
  • Students successfully completing this course will demonstrate the ability to describe at least three ways to identify and embrace caregivers' and individuals' strengths, respecting and promoting their right for self-determination.
  • Students successfully completing this course will be able to 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.
  • Students successfully completing this course will demonstrate the ability to describe at least three unique individual profiles with all of the following components: 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.
  • Students successfully completing this course will demonstrate the ability to identify at least three individual differences that can both interfere with and facilitate mastery of the first four functional emotional developmental capacities.
  • Students successfully completing this course will be able to 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 demonstrate the ability to integrate and apply relevanat (at least five) 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.
  • Students successfully completing this course will demonstrate the ability to follow the individual's lead (based on his/her internal intentions, motivations and purposes) in gradually increasing the duration and complexity of circles of communication for a duration of time determined appropriate for the specific client.
  • Students successfully completing this course will demonstrate the ability to describe at least six 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 demonstrate the ability to describe their own individual differences and functional emotional developmental capacities, including preferred interactive styles and tendencies under stress (i.e., what helps you stay regulated).
  • Students successfully completing this course will demonstrate the ability to engage in 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.
  • Students successfully completing this course will demonstrate high ethical behaviors and standards of practice, including adherence to confidentiality requirements