DIR 202 Learning Objectives

Big Picture Thinking

Correctly describe the central ideas of FEDC's 4-9 of the DIRFloortime Model.
Correctly and proficiently explain, discipline-specific concepts related to sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development as they relate to the higher FEDCs.
Identify and embrace caregivers' and individuals' strengths, respecting and promoting their right for self-determination.
Demonstrate an understanding of how DIRFloortime can be integrated into your own professional practice.

Assessment and Developing Individual Profiles

Describe the range of an individual's capacity for FEDCs 4 - 9 in child or adult individuals, with or without developmental special needs.
Describe unique individual profiles related to sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development in children or adults within FEDCs 4 - 9, with or without developmental special needs.
Explain how individual differences can both interfere with and facilitate development of FEDCs 4 - 9.
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 communication, complex problem solving, the use of symbols and abstract thinking, and logical thinking.
Demonstrate following the individual's lead (based on their internal intentions, motivations and purposes) in gradually increasing the duration and complexity of circles of communication, shared social problems solving, raising emotions to ideas, using symbols, and building bridges between ideas.
Demonstrate specific Floortime strategies that support the development of FEDCs 4 - 9 while accounting for individual differences.
Demonstrates an understanding of Floortime as a developmental approach by utilizing Floortime to promote the development of the higher FEDCs rather than to control behavior or maintain compliance.

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), and how this affects your ability to support individuals in developing higher FEDCs.
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.
Demonstrate an ability to integrate feedback and learning into practice in a meaningful manner that shows an understanding of the underlying concepts and rationale beyond simple techniques and strategies.