DIR 204B Learning Objectives

Following successful completion of DIR204B, participants will be able to:  

Big Picture Thinking

  • Simply and succinctly describe the central ideas of the DIRFloortime™ Model, demonstrating an understanding of individual differences, functional emotional developmental capacities (levels 1-9), and the role of relationship in assessment and intervention
  • Demonstrate an ability to take an optimistic, strengths-based approach when describing and discussing individuals and families, respecting and promoting their right for self-determination
  •  Explain how other interventions that a family might choose could be integrated into a home and/or school program using the DIRFloortime™ Model as the guiding framework.
  •  Cite scientific evidence supporting the DIRFloortime™ Model.

 Assessment & Developing Individual Profile

  •  Summarize the individual’s unique profile, including individual differences, the nine functional emotional developmental capacities, and the individual’s relationships with caregivers.
  •   Explain how individual differences can both interfere with and facilitate mastery of the nine functional emotional developmental capacities.
  •   Explain the importance of “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 & Coaching

  •  Attune one’s own affect to the individual (and/or to the individual-caregiver dyad), supporting regulation, emotional engagement, shared pleasure, reciprocity, and complex thinking.
  •  Adjust one’s interactive approach during floortime to support an individual in gradually increasing the duration and complexity of circles of communication based on their intentions, motivations and purposes.
  • Respectfully support the caregiver in discovering how to interact with the individual in ways that account for individual differences and lead to longer, more complex circles of communication.

 Reflective Practice and Professional Identity

  • 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).
  •  Identify one’s own strengths as well as areas that would benefit from further professional development.
  •  Effectively apply “use of self” descriptors and reflective practice skills when coaching caregivers, teachers or other care providers.
  • 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.

 COURSE DESCRIPTION AND PRESENTATION EXPECTATIONS

 Students will present concise but comprehensive case material to demonstrate your command of the DIRFloortime™ Model, including reflective practice, individual assessment/profiling, and Floortime practice and coaching. 

 You will be expected to prepare and present material about two different clients:

  • Presentation 1 (20 minutes): You will present a very short case in Class 2 or 3 (which means you must begin the course prepared to present your work; presentation assignments will be random).  In this case, you will show a maximum of 5 minutes of video of your work with an individual and/or family.  In the next five minutes you will present a brief sensory-regulatory and functional-emotional developmental profile, touching on any larger family, school or health issues.  The group will discuss the case and provide feedback to you about your work in the remaining ten minutes.
  • Presentation 2 (1 hour): You will present a comprehensive but succinct case in either Class 4, 5, 6, 7, or 8 (presentation assignments will be random).  In this case, you will show 5-10 minutes of video and present your work for 20-25 minutes. The group will discuss the case and provide feedback to you about your work in the remaining thirty minutes.

This course does not require a “long-term” case.  Instead, you must have two clients that you know reasonably well.  You must have high quality video depicting your floortime work with each client, preferably with parent (or other caregiver/professional) coaching included for the second case.  For each case, the client must evidence at least some capacity for Level 4, Shared Social Problem Solving.  Even if this level of functioning does not represent your regular caseload, DIR 204B is a capstone course in which you must be able to demonstrate your mastery of the entire DIR Model.  Level 4 represents a significant shift into more complex functioning, and we want you to demonstrate your understanding of the higher ranges.

Participants who pass this course will be listed on the website as "experts". This course does not lead directly to training leader qualifications; individuals interested in this qualification should consider DIR 204A.