DIR 201 Learning Objectives

Big Picture Thinking

Describe the central ideas of the first four functional emotional developmental capacities of DIR.
Explain basic, discipline-specific concepts related to sensory reactivity and processing, praxis and motor planning development, communication and language development, and visual spatial processing.
Describe and identify what individualized strength-based care is while embracing caregivers' and individuals' strengths and respecting and promoting their right for self-determination.
Demonstrate an understanding of the scientific evidence supporting DIRFloortime®.

Assessment & Developing Individual Profile

Assess an individual's capacity for the first four functional emotional developmental capacities.
Assess and describe unique individual profiles including, but not limited to, sensory reactivity and processing, praxis and motor planning development, communication and language development, and visual spatial processing.
Assess and describe how individual differences can both interfere with and facilitate development of the first four functional emotional developmental capacities.
Assess and describe the “goodness of fit” (including individual differences, interactive styles, and cultural elements) when assessing one's own work with an individual at FEDCs 1 - 4.

Practice: Floortime

Demonstrate integration and application of DIR concepts through Floortime competencies by attunement of one’s own affect to the individual, supporting regulation, emotional engagement, shared pleasure, and reciprocity.
Demonstrate Floortime method, “following the individual's lead” gradually increasing the duration and complexity of circles of communication.
Apply Floortime strategies that support interactions in ways that account for individual differences and lead to longer, more complex circles of communication.
Apply Floortime as a developmental approach to address accurately identified functional emotional developmental challenges rather than to control behavior or maintain compliance.

Reflective Practice & Professional Identity

Explain how to be aware 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).
Demonstrate reflective capacity (triggered by observation, group discussions, personal evaluation, readings and lectures, supervision, and more) to continually adjust and enhance one’s understanding of DIRFloortime and its application to one’s work.
Describe examples of 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.
Apply instructor feedback into Floortime practice in a meaningful manner that shows an understanding of the underlying concepts and rationale beyond simple techniques and strategies.