SBSD Staff Training (part 1)

8/14/2019 SBSD Staff Training (part 1)

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Connecting kids II:In-Class Examples

ofDIR/FloortimeJoshua D. Feder M.D.

Faculty, Interdisciplinary Council on Developmental and Learning DisordersAssistant Clinical Professor, Department of Psychiatry

University of California at San Diego School of Medicine

Alice Prince, MA (?)RSP, Solana Santa Fe Elementary School, Del Mar, CA

December 17, 2008 Solana Santa Fe Elementary School


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Warning: this will go fast

All the slides will be posted onwww.circlestretch.blogspot.com
http://www.circlestretch.blogspot.com/http://www.circlestretch.blogspot.com/


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Taking Notes?

One word: ENGAGEMENT

One phrase: Engagement goesbeyond compliance.


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Definition ofRelationship Based Intervention:

Relationship based intervention is the use of ongoing affective connected interaction to promotedevelopmental progress, focusing on co-regulation, engagement, and social reciprocity.This is done in a context of a well rounded biopsychosocial understanding of the person,and carried out throughout the day by caregivers who are guided and supported as they

develop growth producing relationships.

WE USE EMOTIONAL CONNECTION

TO FOSTER DEVELOPMENT

WE TAKE INTO ACCOUNT THEPERSONS INDIVIDUAL ABILITIES

AND CHALLENGES

WE WORK WITH FAMLY AND OTHERSTO MAKE THIS HAPPEN ALL THE

TIME


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circlestretchHelp the child be

Calm enough to interact

Truly connected to others

In a continuous expandingbalanced

back and forth flow ofinteraction

Go for that gleam in the eye!!

http://www.circlestretch.blogspot.com


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Quick Review ofFunctional Emotional Developmental

Levels

I co-regulation, ability to attend II engagement, gleam in the eye, warmth III circles of interaction

IV flow/ behavioral organization in socialproblem solving V symbolic thinking (critical to

tolerating affect) VI logical connections between ideas VII multicausal thinking VIII grey area thinking IX reflective thinking, stable sense of self,

and an internal standard


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l i i l bl


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Solving in-class problemsat various levels:

Engagement Problem: distracted; no interest in guestspeaker, trouble answering in class; if notfeeling it he doesnt connect (remember dual-coding?)

Approach: instead of using prompt e.g.'eyesdown please' do something else to engage himin the communal moment - this story is socool we are getting to think about thistogether

anticipatory guidance I wonder what youthink about it... rule: find the fun for each student HISTORY CHANNEL, live find, maybe write down, stuff the speaker wants

you to thinkis interesting or funny


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Solving in-class problemsat various levels: Circles

Problem: struggling w/ joining in andcommunication - counter-intuitive to have chitchat in class, although with class moving onhad to stop at times

Approach: do it in a non-verbal manner, cuingto see what others are doing; solving problemsnon-verbal, engaging non-verbally

Problem: not bringing in his own ideas; sits andsays he doesn't know what to

Approach: using statements - works well ingetting him to express himself, better feedbackwhen she uses statements

Result: writing independently, w/ a writer'svoice, more than he has to - HUGE, HUGE,

HUGE!; part is 'I thought to myself...' - thinkingabout thinking -


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Avoiding QuestionsFeders Tip of the Century

Questions are top-down, Guess whatIm thinking

Questions put people on the spot,and make them more likely to getupset and close up or act mad

Statements create social problemsthat the other person can solve

Try it out. Its hard, but worth thework.


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Solving in-class problemsat various levels: Flow

Progress on the playground

friends asking him to play: Comeplay with us!

Coaching, OT/ APE effort paying off -how to run, how to look up, etc.

arguing re the rules in sophisticatedway - shoulder to shoulder, hashing itout - great!

S l i i l bl


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Solving in-class problemsat various levels: Symbolic

and Logical Thinking Problem: math must do it right;frustrated; takes too long

Approach: symbolic conceptimpossible problems

Logic = faith in the process (StarTrek falling hammer)

Logic = self-advocacy, asking forhelp when appropriate


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Marilee Sheet on Math

Following his lead: I must do itright

Joining: Of course we want todo it rightCircles: statements that build

ideas, e.g., Im not sure whatmakes this so hard for us.

Set the environment: making aspace (Like ER or on a date)

Expanding the concept:

Impossible problems, then sortingeasy, hard, & impossible.

Broadening Emotional

themes: from intense reaction tostepping back, less intense,curiousity; from perseverativeangst to calm perserverance

Individual Differences: reactiveto busy environments, poor motor

planning, trouble reading cues,trouble expressing himselfincluding loud voice, visual figureground difficulties, poor planning,sequencing, execution, andadaptation; perfectionistic and

reactive.

Working Multiple Levels:Co-reg: space

Engage: joining himCirclesFlow: working problems togetherSymbolic: impossibleLogic: We can do this, right =showing what info isnt needed,

right = showing your work


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Critical Benefits of SymbolicThinking

Expand his thinking so that he are not stuckin the black and white, all or nothing world

compare w/ others so he knows he isntdoing badly

Tolerating a difficult moment withconfidence that he can get through it likebeing stuck in a haunted house uncomfortable in the moment like foursquare thats part of the fun

it helped that day when they were explicit not saying just fine but acknowledging thatit is hard, he can be proud of it when he is

done (COMPETENCE)


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Hows the tracking going?

Do we agree more on what co-regulation looks like?

Engagement?

Reciprocity?


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Data Tracking Sheet

Date: _____________ Student: _______________ Person Recording: _________________

In Class amTime: _________

RecessTime: ______

In ClassTime: _______

LunchTime: _______

AfternoonTime: _______

Co-Regulation

Is he calm enoughand settled to attend

to an interaction?Are you tuning in to

near where he isemotionally to help

him join in?Examples of notregulated:stretching,distracted, staringoff, eyes not on thegroup/activity,over/underactive for

the situation EngagementGleam in the

eye?Is he on the same

page , payingattention to the samething the group is?-eye gaze to peersand eye gaze toactivity/items thatthe group is

interacting withvisually and/orverbally referencingpeers Social

Reciprocity(Circles, Flow)True Back and Forth

in speaking andlistening interactions-opening (initiating)and closing (ending)circles of

communicationverbally ornonverbally


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School Data Tracking Sheetinstructions and comments

**Fill in #minutes/15 minute sample for tracking co-regulation andengagement

**Use hash marks to count number of times the child initiates orresponds appropriately for social reciprocity

**Complete one data sheet per week during all kinds of activitiesincluding class time, free choice, recess, and lunchtime

Comments:______________________________________________________

________________________________________________________________

________________________________________________________________________________________________________________________________

A General Plan for the


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A General Plan for theManagement of Difficult

Moments *

Have a plan ahead of time Adjust the environment Soothe Talk Anticipate

*reference:A Bioethical Approach to Overcoming Problems with Aggression and Misbehavior in Schools,

Stanley Greenspan, M.D.ICDL 12th Annual International Conference

November 7-9, 20082008 ICDL Fall Conference, Washington, D.C.


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Thoughts and Questions

Next meeting is 3/18/09

Use circlestretch

Great Kids

Documents

SBSD Staff Training (part 1)