Affect-Mediated Motor Development 

Course Description

Motor systems are critical to an individual’s overall growth and development. This course emphasizes how motor development supports the Functional Emotional Developmental Capacities (FEDCs) and how developmental growth within the FEDCs also supports motor development. 

The motor system is not just a “producer” of movements, but is now well understood to be a system crucially involved in relating and engaging, as well as in the development of higher cognition. Movement programs also facilitate the development of gaze stability, lateral eye movements (which deactivate the limbic system), mirror neuron activation, self-regulation, coordination and visual spatial capacity. Movement programs support body awareness and self awareness, motoric intent and intrinsic motivation. Motor systems lay the foundations for, and bridge all FEDCs, through integration of the two sides of the body and mind. By using the DIRFloortime approach with an understanding of the FEDCs, practitioners will learn about what supports motor development at its foundations.

Pre-requisite: DIR 101. This course is best suited for those that have earned at least a Basic DIRFloortime certificate (DIR 201) with a minimum requirement of having completed the introductory course (DIR 101).

Learning Objectives

The participants will:

1. Identify the basic neurological connections between the Vestibular System, Gaze Stability, the Autonomic Nervous System/ ANS (fight/flight/freeze mechanism) and nonverbal emotional signaling.

2. State 3 functional ways that movement and large motor activities support ANS System function/ arousal, regulation, gaze stability and non-verbal emotional signaling (FEDCs1-3). 

3. List 3 functional ways that movement and large motor activities support bilateral integration of the body and mind to promote motor coordination, motor sequencing and cognitive tasks such as visual spatial thinking, temporal - spatial organization, visualization, symbolic thinking and beyond (FEDCs 4-6). 

4. Describe at least 3 ways to incorporate movement strategies and large motor activities into interactions to support each of the foundational FEDCs (1-6).

Mary Beth Crawford, MPT, IMC, CEIM, DIR-Expert received a B.S. in Biology from Villanova University in 1997.  In 2000 she graduated summa cum laude from Medical College of Pennsylvania and Hahnemann University with a Master of Physical Therapy.  Mary Beth has practiced pediatric physical therapy (PT) since 2000, and began using the DIRFloortime® approach to PT in 2004, when she attended a life-changing seminar given by the brilliant, late Dr. Stanley Greenspan about the DIR®. DIR® is a model that describes predictable social and emotional development, and Floortime® is the practice of strategies to support social and emotional development for all humans. Mary Beth founded Baby Steps Therapy in the spring if 2008. Mary Beth has sought to deepen her knowledge and sync the DIRFloortime® approach with her knowledge of the development of sensory and motor  systems inherent to pediatric PT. Mary Beth has extensive experience supporting individuals (birth through adulthood) with individual differences in neurological, neuromuscular, myofascial and sensory-motor-affectual challenges that impact their capacity to maximize their developmental growth.  She uses a strengths-based approach to working with infants, children, adolescents, young adults and their families who experience growing edges related to dyspraxia, hypotonia, torticollis, autism, attention deficit hyperactive disorder, incoordination, and other developmental delays.  

​In addition to her practice, Mary Beth lectures and mentors to parents and professionals’ groups throughout the Philadelphia area and internationally. Mary Beth’s special interest includes the neuroscientific connection between ways that physical/ motoric development impact the development of the intentionality and agency required for executive functions; as well as the reciprocity and interconnectedness of the development of sensory and motor systems with social and emotional development. Mary Beth feels strongly that an essential part of every individual and family’s journey is to have the adequate emotional and educational support, while being empowered to understand and connect with others in meaningful ways. She believes that collaboration and communication among parents, therapists, children, as well as with educational and health care professionals, is the cornerstone of any therapy program.

Target Audience

The course was created to offer to clinicians and professionals, many of whom are connected to the international DIRFloortime community, from a range of fields including: Speech and Language Pathologists, mental health specialists such as Counselors, Physical Therapists, Psychologists or Social Workers; Occupational Therapists, and Educators. Level: Intermediate

Cancellations/Refunds/Grievances

All cancellations must be made by e-mailing dirfloortimetraining@icdl.com. If you request a cancellation at least 15 days prior to the first day of class you will qualify for a 50% refund. For detailed information please click here.

Please click here to view our grievance policy.

Accessibility

Aligned with the DIR model, continuing education offered by ICDL works to be responsive to a range of individual differences in processing, communicating, and regulating; learning differences, learning disabilities, and other forms of disability. Please click here to read more about accessibility and accommodations. 

Professional Continuing Education

All participants can request a Certificate of Attendance documenting hours of participation and available professional continuing education credits at the time of registration. Please note that continuing education credit is only provided for direct seat time. Course preparation including readings, lectures, and mentoring is not included in the CE hour or credit total. This course is a live online course and participants must log in individually to the online classroom, following the instructions provided by ICDL and with their camera on, so there is a record of each participant's attendance individually. If participants join in a room with a group, each participant must still log in on their own device so ICDL can see each participant and verify each individual's login and log out of the online classroom. Participants must attend the entire course to get CE credit. Partial credit is not an option. Social Workers must complete the course evaluation posted on the floortime.org course page in order to receive ASWB ACE continuing education credit.

Please CLICK HERE for Instructor Disclosures 

Continuing Education Questions?  E-mail ceu@icdl.com

Speech and Language Pathologists

This course is offered for 0.6 ASHA CEUs (Various levels, Professional area).

Participants must attend the full session to receive credits. No partial credit will be available. 

Non-Credit Onsite Events: Continuing education credit is not offered for breakfast, luncheon, and dinner functions nor breaks, board and committee meetings, and networking events.

Skills Level: This Training is appropriate for occupational therapists, speech and language pathologists, educators, and mental health treating professionals of all skill levels.

Important Information for Speech and Language Pathologists:

As part of your registration, you were asked if you want CE credits for ASHA for this course. Selecting "yes" is required for ICDL to process your ASHA continuing education credits. If you chose "yes", our Continuing Education Department will complete and submit an ASHA participant form on your behalf at the conclusion of your course as long as your attendance requirements are met

We also request that all participants complete a course evaluation posted on the course page on floortime.org. This course evaluation is for ICDL and is used to help improve all aspects of our training program. Your feedback is valuable and we thank you for your time!

If you have any questions about this process please email us at ceu@icdl.com.

DIR 441: Affect-Mediated Motor Development

ICDL is an AOTA Approved Provider of professional development. PD activity approval ID# 8966. This distance-learning interactive activity is offered at .6 CEUs, introductory, Foundational Knowledge, OT Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

(Introductory Level, Foundational Knowledge, OT Service Delivery)

Participants must attend the full session to successfully complete the course.

Non-Credit Onsite Events: Continuing education credit is not offered for breakfast, luncheon, dinner functions or breaks; board and committee meetings, networking events.

Skills Level: This Training is appropriate for occupational therapists, speech and language pathologists, educators and mental health treating professionals of all skill levels.

Please complete the course evaluation posted on the course page on floortime.org. This course evaluation is for ICDL and is used to help us improve our course offerings. We thank you for your time.

Counselors

Social Workers

NEW YORK STATE SOCIAL WORKERS:

International Council on Development and Learning, Inc., SW CPE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #0371.  This course is offered for 6 contact hours of credit.  

Psychologists

Educators

NEW YORK STATE EDUCATORS:

ICDL is recognized by the New York State Education Department's Office of Teaching Initiatives as an approved sponsor of CTLE for Professional Classroom Teachers, School Leaders and Level III Teaching Assistants. Approved Provider Number: 23878.

ICDL can apply to various US state physical therapy boards and APTA chapters for specific courses. Please contact us at certificates@icdl.com to see if we can apply for your state.

• State of Pennsylvania: DIR 441: Affect-Mediated Motor Development has been approved by the Pennsylvania State Board of Physical Therapy for 6 hours of continuing education credit (6.00 GEN, 0.00 DA). Approval number PTPR016249.  Approval effective 2/7/25 - 12/31/26.

• State of Texas: DIR 441: Affect-Mediated Motor Development has been approved by the Texas Board of Physical Therapy Examiners for 6.00 CCUs for PTs and PTAs. Approval effective 4/26/24 - 4/26/26.

Some states may offer reciprocal approval of courses that have been approved by another state board or APTA chapter. It is the learner's responsibility to verify if ICDL's current approvals meet the standard for their state. Please check with your state’s licensing entity for more information.

• State of North Carolina: Per NCBPTE, "Approval of Providers and Activities is described in 21 NCAC 48G .0108. The licensee is responsible for determining if a course is approved. In general, any course approved by a Chapter or section of APTA, FSBPT, IACET or a state PT licensure board in the US or Canada is considered approved for points by NCBPTE."

• State of Florida: Per Florida Board of Physical Therapy Rules, Approved Providers include "Courses sponsored or approved by the American Physical Therapy Association (APTA). This includes other state APTA chapters and APTA sections."

• State of Missouri: Per Missouri Rules of Department of Commerce and Insurance Division 2150—State Board of Registration for the Healing Arts Chapter 3—Licensing of Physical Therapists and Physical Therapist Assistants, automatic approval is granted to "courses and activities sponsored/approved by the American Physical Therapy Association (APTA) or any of its components including state chapters."

• State of Wyoming: Per Chapter 6 of the Wyoming Physical Therapy Board Rules and Regulations, Category A activities include "registered attendance at courses or conferences offered live, in person, or virtually through a live audio and video connection, by approved providers.  Approved providers include: (A) The American Physical Therapy Association (APTA), including any sections, credentialed residencies and fellowships and its accrediting subsidiary; (B) State Chapters of the APTA"

• State of Virginia: Per Virginia Board of Physical Therapy 18VAC112-20-131. Continued competency requirements for renewal of an active license, "For the purpose of this section, "course" means an organized program of study, classroom experience, or similar educational experience that is directly related to the clinical practice of physical therapy and approved or provided by one of the following organizations or any of its components: ...b. The American Physical Therapy Association;...j. Providers approved by other state licensing boards for physical therapy."

Art Therapists

According to the ATR-BC Recertification Standards, ICDL training programs that are approved by one of the other national continuing education boards listed on this page, may be eligible for Art Therapy continuing education credit. These standards state, "CECs will be accepted for all courses or events that fit in the ATCB Eligible Content Areas and that are presented or approved by any of the following art therapy, mental health, or behavioral sciences entities: state licensing authority, national professional organization, or national credentialing body for continuing education credit." It is the responsibility of each participant to determine if an ICDL program qualifies or not. ICDL is not an approved ATR-BC continuing education provider and as such can not award ATR-BC continuing education credits directly.  However, we are approved by organizations like NBCC which may meet the above-quoted standard. 

music therapists

MT-BCs can claim credits for the course under the Other Continuing Education Opportunities category for recertification. Please refer to the Recertification Manual for additional details 

Agenda

1 Hour - Introduction to motor systems and its relationship to affect and relationships

Introduce Neuroscience of the interconnectedness of motor learning, motor planning, the Vestibular Ocular Reflex (VOR), and gaze stability 

1 Hour - Discuss how movement supports functioning of the Autonomic Nervous System (ANS) System and FEDCs 1-3

1 Hour - Discuss how movement supports bilateral integration of the body (i.e.: motor coordination, motor sequencing)  and mind (i.e.: cognitive tasks such as visual spatial thinking, temporal - spatial organization, visualization, symbolic thinking and beyond through FEDCs 4-6). 

1 Hour - Applications to incorporate movement strategies and large motor activities into interactions to support FEDCs 1-3

1 Hour - Applications to incorporate movement strategies and large motor activities into interactions to support FEDCs 4-6

45 Minutes - Integration of the interconnected roles of motor systems, sensory systems, and affective/emotional systems for optimal developmental outcomes

15 minutes - Questions & Answers