Greenspan Floortime
It’s very easy to do an activity and forget to be interactive so we have to always keep in mind to do things in an interactive way. If a child is just throwing over and over again, it’s repetitive.
It’s not interactive. Greenspan saying, imagine a child being repetitive versus interactive with caregivers millions of time.
Dir Floortime Training 2019
Which do you think will bring out the child’s potential more? Had told us the same thing when our son threw pinecones from the ground up into the trees. He told us to get in there and say “ Hey! Where’s my pinecone? I want a turn!“.
We decided to go with our son’s favourite: trains. Jake asked him if he should get more trains or if there were enough. (QUESTION TO INITIATE RESPONSE) Our son responded with “ More!” Jake asked how many trains he wanted.
Our son exclaimed, “ Five!” We found 5 trains in the bin and Mama started to put train tracks together saying “ I’m building the tracks. We’re going to Nanny & Grandpa’s house!” (COMMENTING)I made train noises moving the train along the tracks. Coached by Jake, I said “ I’m going to drive on the trampoline! Here I go to Nanny & Grandpa’s house!” (COMMENTING) Our son was playing there with some tiny flat shapes. So Jake coached me: “ I need some shapes to bring to Nanny & Grandpa’s I’m taking this blue circle Here I go!” (COMMENTING) Then, “ Which one can I have?
I need one more can I have one more shape?” (QUESTION) and “ Hey, I want the big one! Here we go, I’m driving to Nanny & Grandpa’s!“Our son was mildly interested and kept checking in on me.
“ I think Nanny & Grandpa’s is on top of the slide! I’m driving up the ladder!” This got him interested so much that he came to the slide to see what I was doing, so I said, “ Oh thank you! You’re bringing me more shapes for Nanny & Grandpa!
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I see them at the bottom of the slide! Here I go!” and I slid my train down the slide. He loved this! He copied and slid his train too.Jake coached me to continue so I made “ Choo choo” noises and said “ I’m driving up the slide again!” and then slid the train down the slide where it landed under a pile of other soft toys. Our son was there looking for it so I asked “ Where did it go?” and waited for his response (PAUSE AND WAIT). He found it and handed it to me so I continued.
Jake pointed out that I went back up the slide to re-engage him then when he engages I need to pause to get that interaction and slow down.Next, I went back up the slide but this time Jake encouraged me to do it differently so I drove up the ladder instead (EXPAND). The next time I said, “ Now I’m going on the swing! I wanna go on the swing! I’m going on the swing!” Our son exclaimed, “ No!” so I paused and said “ No? Where am I going to go?” He responded, “ Back to the slide!” Jake said we don’t want to just do the same pattern again to reinforce the same thing instead of expansion, so I need to do something different.
I went under the ladder of the slide instead.Although his natural knee-jerk response was to yell “ No!” at something new, it’s not necessarily that he doesn’t want to do it. Jake said he would rather him be negative when we do something new than do the same thing over and over. He acknowledged that the thing I did that helped him but was tough for him is that I used the trains which he likes but in a new way.I initiated the new location for the trains but it was his idea to use trains.
We are getting him to expand. We had to do a little bit to get a lot more out of him. If we sit back and wait for him to expand, we end up with distractibility and fragmentation so we have to keep him involved to show him things can be expanded in new ways. All in all we used trains on the tracks, then on the slide, then on the ladder. So the trains don’t just have to stay on the tracks. Jake pointed out that this can lead to trains having a family, and any other possibilities into the abstract.Jake also pointed out how many more rich back-and-forth interactions he saw during that session, how much longer our son sustained that interaction with me, and how we kept with the activity of trains, but expanding on it for a good length of time. This is just one very basic example, but he encouraged me to do this kind of session daily with our son, and to always make it fun.
I wanted to add to that the take away about sensory integration vs emotional regulation that I hope can be helpful. I know that Stanley had many conversations about this with many OT’s and other professional over the years.
I too had conversations with him about this in my courses with him which has helped me to develop my perspective. I think of emotional regulation and sensory integration as having an important working relationship. Sensory integration changes begin with emotional support and co-regulation which brings about a more regulated state that allows sensory integration skills to begin to develop so Read more ».
Watch this video and learn about our NEW intensive program: THERASCHOOL™Complete Programs for Every ChildSince 2004 thousands of families, from all over the world, have benefited from our comprehensive Greenspan Floortime Programs. Linux open source download. To truly help a child succeed it’s necessary to provide programs that are integrated under one philosophy, and support the child at home, as well as at our center. Every child’s program is designed to address their unique needs. Programs can include Occupational Therapy, Speech and Language Pathology, Social Opportunities, Visuo-Cognitive Therapy, and Parent Coaching.Instead of just treating a specific symptom or skill we look at the child as a whole.
For example, communicating is more than just repeating or saying words. Communication is an emotionally driven capacity that occurs verbally and non verbally.When a child has difficulty with any part of their development, they can become emotionally more sensitive and negative behaviors can emerge.
Dealing with the whole child assist the communication and the emotional repercussions of dealing with a weakness. By working on the physical and emotional elements of every challenge, and helping families support this growth at home, we can achieve comprehensive and lasting results. Come in for a free 30-minute consult, orGet a Greenspan Assessment for your child. Sign up for Greenspan Floortime Programs to Improve your child’s Focus, Communication, and Social Skills.