DIR 202 Learning Objectives

Promoting Higher Functional Emotional Development Capacities

Big Picture Thinking

•  Correctly describe the central ideas of Functional Emotional Developmental Capacities (FEDCs) 4 - 9 of the DIRFloortime Model.

• Correctly identify and explain discipline-specific concepts related to underlying biological, neurological, or processing differences as they relate to FEDCs 4 - 9.

•  Identify and embrace caregivers' and individuals' strengths, by demonstrating respect for and promotion of their right for self-determination.

• Identify at least two ways in which DIRFloortime can be integrated into one’s professional discipline/practice.

Assessment and Developing Individual Profiles

•  Describe 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 the “goodness of fit” (including individual differences, interactive styles, and cultural elements) when describing one's work with an individual at the FEDCs 4 - 9.

Practice Floortime

• Use DIRFloortime strategy of attunement of one’s affect to the individual to support 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.   

• Apply at least three specific Floortime strategies that support the development of FEDCs 4 - 9 while accounting for individual differences.

• Apply at least four DIRFloortime strategies to address and support functional emotional developmental capacities 4-9 rather than to control behavior.

Reflective Practice and 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 1-9.

• 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.