DIR DIR Floor TimeFloor Time

Presented ByPresented By

Tracy Vail,MS,CCC/SLPTracy Vail,MS,CCC/SLP

Speech/Language PathologistSpeech/Language Pathologist

Floor timeFloor time

A warm and intimate way of relating to a child. A warm and intimate way of relating to a child. A floor time philosophy means engaging, A floor time philosophy means engaging, respecting and getting in tune with the child in respecting and getting in tune with the child in order to help the child elaborate through order to help the child elaborate through gestures, words and pretend play what is on gestures, words and pretend play what is on the child’s mind. As a technique it is a process the child’s mind. As a technique it is a process that is used to support the emotional and social that is used to support the emotional and social development of the child. (Greenspan, 2002)development of the child. (Greenspan, 2002)

Parent- Teacher RoleParent- Teacher Role

A very active play partner who follows the A very active play partner who follows the child’s lead.child’s lead.

Play at whatever captures the child’s interest Play at whatever captures the child’s interest but do it in a way that encourages the child to but do it in a way that encourages the child to interact with you.interact with you.

Build emotion-driven reciprocal behaviors in Build emotion-driven reciprocal behaviors in relationships.relationships.

Play environment and adult interactions vary Play environment and adult interactions vary depending on the child’s developmental level.depending on the child’s developmental level.

6 Developmental Stages6 Developmental Stages

Shared AttentionShared Attention Joyful EngagementJoyful Engagement Purposeful 2-way CommunicationPurposeful 2-way Communication Build Chain of Circles of CommunicationBuild Chain of Circles of Communication Use of Ideas and FeelingsUse of Ideas and Feelings Build Bridges of Ideas Prompting Logical Build Bridges of Ideas Prompting Logical

ThoughtThought

Five Step ProcessFive Step Process

1.1. Observation of ChildObservation of Child

2.2. Approach- Open Circles of Approach- Open Circles of Communication.Communication.

3.3. Follow the Child’s LeadFollow the Child’s Lead

4.4. Extend and Expand PlayExtend and Expand Play

5.5. Child Closes the Circle of Child Closes the Circle of CommunicationCommunication

Shared Attention and Shared Attention and Joyful EngagementJoyful Engagement

Deal with sensory profile of child- If under Deal with sensory profile of child- If under responsive, rev up. If over responsive, talk quietly responsive, rev up. If over responsive, talk quietly and slowly.and slowly.

Create Challenges to motivate child into focusing Create Challenges to motivate child into focusing on care giver.on care giver.

Be playfully obstructive to gain interaction.Be playfully obstructive to gain interaction. Assume the child’s actions meet his current Assume the child’s actions meet his current

needs.needs. Join in his activity by doing what he is doing.Join in his activity by doing what he is doing. Create atmosphere of shared enjoyment by Create atmosphere of shared enjoyment by

sharing his pleasure.sharing his pleasure.

Join In!Join In!

Follow the Child’s LeadFollow the Child’s Lead

Shared EnjoymentShared Enjoyment

Purposeful 2-Way Purposeful 2-Way CommunicationCommunication

Foster simple back and forth Foster simple back and forth communication.communication.

Gain child’s attention with affect.Gain child’s attention with affect. Change facial expressions and/or body Change facial expressions and/or body

movements rapidly.movements rapidly. Mimic child’s body postures and rhythmsMimic child’s body postures and rhythms Do silly things!Do silly things! Let child’s natural interests emergeLet child’s natural interests emerge

Tools for Building Tools for Building EngagementEngagement

Have “stimmy” toys only available with Have “stimmy” toys only available with adultsadults

Organize space to require interactionsOrganize space to require interactions Play dumbPlay dumb Reinforce all vocal attemptsReinforce all vocal attempts Give the child multiple tools to Give the child multiple tools to

communicate.communicate. Have FUN!Have FUN!

Be Silly!Be Silly!

Mimic Mimic

Foster CommunicationFoster Communication

Use StoriesUse Stories

More Stories!More Stories!

Use MusicUse Music

More Music!More Music!

Build Chains of Circles of Build Chains of Circles of CommunicationCommunication

Open and close many circlesOpen and close many circles Set up challenges in environmentSet up challenges in environment Foster complex problem solvingFoster complex problem solving Make yourself availableMake yourself available Extend gestures and wordsExtend gestures and words

Tools for Building Chains Tools for Building Chains of Communicationof Communication

Use fill-ins rather than questionsUse fill-ins rather than questions Use sing-song intonationUse sing-song intonation Build relationships between wordsBuild relationships between words Stay with child’s special interestsStay with child’s special interests All questions have answersAll questions have answers Keep the child successful- Prompt then Keep the child successful- Prompt then

fade your promptsfade your prompts

Open and Close CirclesOpen and Close Circles

Shape SpeechShape Speech

Give Child a Way to Give Child a Way to Communicate - SignsCommunicate - Signs

Make Sure Child will be a Make Sure Child will be a Successful CommunicatorSuccessful Communicator

Picture ExchangePicture Exchange

Sounds and PicturesSounds and Pictures

Be Sure to Fade PromptsBe Sure to Fade Prompts

Shape and FadeShape and Fade

Use of Ideas and FeelingsUse of Ideas and Feelings

Transition from circles to complex imitationTransition from circles to complex imitation Transition from complex imitation to pretend Transition from complex imitation to pretend

playplay Adult becomes a character in the child initiated Adult becomes a character in the child initiated

dramadrama Allow child to lead, care giver builds on scriptAllow child to lead, care giver builds on script Don’t use question/answer format, keep open Don’t use question/answer format, keep open

endedended

Build Play ScriptsBuild Play Scripts

Give ChoicesGive Choices

Be Available to Meet Be Available to Meet Child’s NeedsChild’s Needs

Child Initiates DramaChild Initiates Drama

Build Bridges of Ideas Build Bridges of Ideas Prompting Logical ThoughtPrompting Logical Thought

Prompt Bridges through the use of “Wh” Prompt Bridges through the use of “Wh” questions.questions.

Form dialogs and pretend play to hook Form dialogs and pretend play to hook ideas togetherideas together

Encourage child’s use and understanding Encourage child’s use and understanding of abstract ideasof abstract ideas

Use developmentally appropriate Use developmentally appropriate languagelanguage

Pretend PlayPretend Play

The transition to pretend play is a very The transition to pretend play is a very important leap in childhood. It involves important leap in childhood. It involves the use of symbols in creative ways. The the use of symbols in creative ways. The child with special needs lots of practice. child with special needs lots of practice. Begin when the child can close many Begin when the child can close many communication circles.communication circles.

Tools of PlayTools of Play

Thicken the plotThicken the plot Expand the directionExpand the direction Introduce challenge or conflictIntroduce challenge or conflict NegotiateNegotiate Monitor your own feelingsMonitor your own feelings Don’t over directDon’t over direct

Typical Play Themes Typical Play Themes

Nurture and dependencyNurture and dependency Pleasure and excitementPleasure and excitement Curiosity and limit settingCuriosity and limit setting Power and assertivenessPower and assertiveness Anger and aggressionAnger and aggression Fears and anxietiesFears and anxieties Love, empathy, concern for othersLove, empathy, concern for others

Use Questions to Guide Use Questions to Guide Play ScriptPlay Script

Become a Character in Become a Character in PlayPlay

Teach Abstract Concepts Teach Abstract Concepts through Playthrough Play

Teach Negotiation and Teach Negotiation and PlanningPlanning

Floor Time GuidelinesFloor Time Guidelines

20-30 minutes of uninterrupted time20-30 minutes of uninterrupted time Stay patient and relaxedStay patient and relaxed Don’t worry about looking sillyDon’t worry about looking silly Empathize with child’s emotional tone and Empathize with child’s emotional tone and

moodmood Monitor tone of voice and gesturesMonitor tone of voice and gestures Don’t stop successful activitiesDon’t stop successful activities Be aware of your own feelings that may Be aware of your own feelings that may

interfere with effortsinterfere with efforts Set your limits and be consistentSet your limits and be consistent

The “Hard to Woo” childThe “Hard to Woo” child

Build on sensory preferencesBuild on sensory preferences Ascribe intent to all behaviorsAscribe intent to all behaviors Playfully obstructPlayfully obstruct Use blankets, veils, scarves to build Use blankets, veils, scarves to build

mutual attentionmutual attention Use water, shaving cream, paint, Use water, shaving cream, paint,

whipped creamwhipped cream Use a variation of favorite thingsUse a variation of favorite things

Monitor YourselfMonitor Yourself

Do I balance what’s showing up in the Do I balance what’s showing up in the child?child?

Do I give gentle looks?Do I give gentle looks? Is my body posture supportive?Is my body posture supportive? Am I able to help the child identify play Am I able to help the child identify play

themes?themes? Do I approach the child slowly with Do I approach the child slowly with

respect and thoughtfulness?respect and thoughtfulness?

Home Based Home Based Opportunities for Floor Opportunities for Floor

TimeTime Dressing and undressingDressing and undressing MealtimeMealtime Car timeCar time Coming and going timeComing and going time Bath timeBath time Book timeBook time BedtimeBedtime

Turning Every Day Turning Every Day Activity into Problem Activity into Problem

SolvingSolving Chair not close to table when meal arrivesChair not close to table when meal arrives Bottle not open when you try to pour juiceBottle not open when you try to pour juice Bathtub empty at bath timeBathtub empty at bath time Shoes hidden from usual placeShoes hidden from usual place Changing location of favorite toysChanging location of favorite toys Put 2 socks on same footPut 2 socks on same foot Put shirt on feetPut shirt on feet Give child adult shoesGive child adult shoes Mix 2 sets of puzzle piecesMix 2 sets of puzzle pieces

The Bottom LineThe Bottom Line

People are fun!People are fun! Communication is fun!Communication is fun! Communication is valuable.Communication is valuable. Emotions are important.Emotions are important. Play mimics life.Play mimics life.

Thank You for Listening!Thank You for Listening!