DIR 202 Learning Objectives

Promoting Higher Functional Emotional Development Capacities

Students that successfully complete this course will be able to:

 Big Picture Thinking

  • Correctly describe the central ideas of the first six FEDC’s, with an increased understanding of capacities 4-6.
  • Correctly explain individual unique profiles such as sensory processing, language, motor planning and sequencing, and visual development.
  • Explain the impact of the environment and relationships on the FEDCs and individual differences.
  • Identify and support caregivers' and individuals' strengths and uniqueness.
  • Be familiar with the scientific evidence supporting the DIRFloortime Model

Assessment and Developing Individual Profiles

  • Describe the strengths of FEDC’s (mastery, constriction or absence) in children or adult individuals, with or without developmental special needs
  • Describe the unique individual profiles related to sensory reactivity processing and motor planning development, receptive and expressive language development, and visual spatial development in children or adult individuals, with or without special needs
  • Explain the integration between the individual differences and the FEDC’s
  • Describe the impact of the relationships and the environment on the FEDC’s and the “I”
  • Awareness of the provider to family/child “goodness of fit” (including
  • individual differences, interactive styles, and cultural elements)

Practice Floortime

  • Demonstrate Floortime™ competencies (e.g., following the lead, affect attunement, co-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 – particularly with respect to FEDCs 4, 5 & 6
  • Demonstrate 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

  • Show awareness of one’s 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)
  • Demonstrate through discussion the benefits of an interdisciplinary approach
  • 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