DIR 202 Learning Objectives

Promoting Higher Functional Emotional Development Capacities

Big Picture Thinking
  • Students successfully completing this course will demonstrate the ability to correctly describe the central ideas of the first six FEDC’s, with an increased understanding of capacities 4-6.
  • Students successfully completing this course will demonstrate the ability to correctly explain at least three aspects of individual profiles including sensory processing, language, motor planning and sequencing, and visual development.
  • Students successfully completing this course will demonstrate the ability to describe at least three ways that the environment and relationships can impact upon the FEDCs and individual differences. Identify and support caregivers' and individuals' strengths and uniqueness.
  • Students successfully completing this course will demonstrate the ability to cite at least six studies which support  g the DIRFloortime® Model
Assessment and Developing Individual Profiles
  • Students successfully completing this course will be able to describe the mastering, constrictions or absence of the first six 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 describe the integration between the individual differences and the FEDC’s
  • Students successfully completing this course will demonstrate the ability to describe the impact of the relationships and the environment on the FEDC’s and the “I”
  • 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) DIRFloortime™ competencies (e.g., following the lead, affect attunement, co-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 – particularly with respect to FEDCs 4, 5 & 6
  • Students successfully completing this course will demonstrate at least six specific Floortime strategies that support interactions in ways that account for individual differences and lead to longer and more complex circles of communication at FEDCs 4, 5 & 6
Reflective Practice and Professional Identity
  • Students successfully completing this course will demonstrate the ability to describe their awareness of their own FEDC’s, individual differences and impact of the environment on their “work,” including preferred interactive styles and tendencies under stress (i.e. what helps you stay regulated) (through personal reflection)
  • Students successfully completing this course will demonstrate the ability to describe, through discussion with training leaders and peers, at least three benefits of an interdisciplinary approach
  • Students successfully completing this course will demonstrate the ability to display high ethical behaviors and standards of practice, including adherence to confidentiality requirement and informed consent, as well as demonstrating an understanding of the limits of one’s scope of practice: