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
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
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
- 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
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
- 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
- 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
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
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.