DIR 201 Learning Objectives

DIR 201:  Promoting Basic Functional Emotional Developmental Capacities

Big Picture Thinking

• Describe the central ideas of each of the first four functional emotional developmental capacities of the DIRFloortime® Model.

• Describe at least three basic, discipline-specific concepts related to the following areas: sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development.

• Describe at least three ways to identify and embrace caregivers' and individuals' strengths, respecting and promoting their right for self-determination.

• Cite scientific evidence supporting the DIRFloortime® approach.

Assessment & Developing Individual Profile

• Accurately describe the presence, constrictions, or absence of the first four basic functional emotional developmental capacities in children or adult individuals, with or without developmental disabilities.

• Describe at least two unique individual profiles with all of the following components: sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development in children or adult individuals, with or without developmental disabilities.

• Identify at least three individual differences that can both interfere with and facilitate mastery of the first four functional emotional developmental capacities.

• Describe the “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

• Integrate and apply relevant DIR® concepts in Floortime practice, such as: attunement of one’s own affect to the individual, supporting regulation, emotional engagement, reciprocity and intentionality, and complex thinking.

• Demonstrate Floortime strategy of following the individual’s lead (defined as the person’s internal intentions, motivations and purposes) leading to gradually increasing duration and complexity of circles of communication.

• Demonstrate at least three Floortime techniques that account for individual differences and which lead to longer, more complex circles of communication.

• Apply at least four DIRFloortime principles to address and support functional emotional developmental capacities 1 - 4 rather than to control behavior.

Reflective Practice & Professional Identity

• Analyze one’s individual differences and functional emotional developmental capacities by describing one’s own preferred interactive styles, regulatory needs, and tendencies under stress related to one's ability to support individuals in developing FEDCs 1 - 4.

• Apply what is learned from self-observations, group discussions, readings, and lectures to expand perspectives on the relationship and use of DIRFloortime practices.

• Identify and demonstrate three examples of highly ethical behaviors and standards of practice, such as: adhering to confidentiality requirements and informed consent, demonstrating an understanding of the limits of one’s scope of practice, identifying and reducing bias, and avoiding ableist or otherwise discriminatory terminology.

• Apply feedback into practice by adapting practice of DIRFloortime or development of individual developmental profiles.