|
| Module 4 |
|
 |
|
|
|
ADHD and Autism: Crossover Conditions and Companion Interventions in the DIR/Floortime Model: ADHD and Autism are related conditions, genetically and in
their symptoms. Both can be better understood and addressed in the DIR model.
This session will describe how DIR/Floortime principles are applied to these and
other challenges.
- , Clinical Assistant Professor at UCSD School of Medicine and Director, Department of Research, ICDL Graduate School
|
|
DIR and Adapted Floortime: A Respectful, Person-Centered Approach to Supporting Adults with Severe and Profound Developmental Differences: Many adults, with and without autism, have been labeled severely and
profoundly intellectually disabled. Despite living in “care” settings that are
replete with various support personnel, they can experience profound loneliness,
trapped into dealing on their own with catastrophic emotions that impede
relating and communicating while leading to expressions of protest that are
called “problem behaviors”. Adapted Floortime or “intentional interaction” can
provide a way for people in this situation to connect with others and, over
time, learn to modulate extreme emotions through co-regulation
|
|
DIR/Floortime in Assessing and Treating Selective Mutism: Given the complexity of Selective Mutism, it requires a comprehensive
assessment and treatment framework, such as DIR/Floortime, which addresses all
facets of the disorder: social emotional development, individual differences,
including speech and language, motor and sensory processing, and relationships
with others at home, school and in the community
|
|
The Rebecca School—DIR All the Time: The Rebecca School was created and administered under the supervision of the
late Dr. Stanley Greenspan. This talk will address the complex issue of doing
DIR "all day long", in the context of an educational environment with particular
attention paid to Dr. Greenspan’s input. Viideotapes will be used for
illustration.
|
|
Uncovering the Neurodevelopmental Manifestations of Lyme and Other Tick-Borne Diseases in Children: Lyme disease is the fastest growing vector-borne infectious disease in the US and can cause a wide range of neurologic, cognitive, and psychiatric symptoms. There is emerging evidence suggesting that Lyme and other tick-borne infections can be transmitted in ways other than a tick bite, including congenitally. Lyme disease has been called the “great imitator” and should be considered in the differential diagnosis of rheumatologic and neurologic conditions, as well as any difficult-to-treat multi-system disorders, such as autism spectrum disorders (ASD). Current ASD research is looking at the interaction between environmental factors and genetics. Infectious disease, in particular Borrelia (Lyme), Babesia, Mycoplasma, Chlamydia, Ehrlichia, XMRV infections, and the subsequent immune reactions in both the mother and unborn child, is an important environmental consideration. Evidence supporting the relationship between tick-borne infections in the mother and child and ASD shall be reviewed. Neuropsychological manifestations of Borrelia infection, outside of ASD, will also be discussed, as will diagnostic and treatment considerations and case examples.
|
,
|
Welcoming Parents in the Room: This session will outline principles for including parents in treatment which assist professionals in providing service with empathy and with an understanding of the vulnerability of the parents who need to bring their child to another for help. When professionals learn to discuss intervention plans and strategies from a perspective of supporting the child’s and families’ strengths, parents are less anxious, less defensive and more receptive to professional guidance. Similarly, when professionals are ready and available to be responsive to the questions, ideas, and worries of parents, they will be more prepared to engage parents in the therapeutic process, and empathic with the parents’ concerns. Professionals will learn how to join with the parents in finding a common language to talk about the child and the therapeutic process, allowing the parent to take the lead in setting goals, thinking through the reasons for constrictions in development, and showing how they as parents can come to cherish and enjoy their relationship with their child.
|
|
|
|
