Engaging autism : using the floortime approach to help children relate, communicate, and think /
In [this book, the authors] describe the DIR/Floortime approach and show how to enter a child's world and bring her or him into a shared world of relating, communicating, and thinking. Part I presents a new, more accurate way of defining autism and ASD and observing a child's earliest sign...
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| Other Authors: | |
| Format: | Book |
| Language: | English |
| Published: |
Cambridge, MA :
Da Capo Lifelong Books,
2006
Cambridge, MA : Da Capo Press, 2006 |
| Edition: | 1st Da Capo Press ed |
| Subjects: |
Table of Contents:
- Improving the prognosis of ASD: myths, facts, early signs, and a new framework
- Families first: how families can use the DIR model to promote relating, communicating, and thinking
- Floortime
- Assessment and intervention: the DIR model
- Overcoming difficult symptoms
- Pt. I Improving the prognosis of ASD : myths, facts, early signs, and a new framework
- Ch. 1. Redefining autism and the way we treat it
- Ch. 2. Myths and misdiagnoses of ASD, including Asperger's syndrome
- Ch. 3. Early and ongoing signs of ASD : identifying and helping babies and children at risk
- Ch. 4. New goals for children with ASD : the DIR/floortime model
- Pt. II. Families first : how families can use the DIR model to promote relating, communicating, and thinking
- Ch. 5. The "family test" initiative
- Ch. 6. Fostering attention and engagement : bringing your child into a shared world
- Ch. 7. Encouraging two-way communication and social problem-solving
- Ch. 8. Symbols, ideas, and words
- Ch. 9. Logical thinking and the real world
- Ch. 10. Higher levels of abstract and reflective thinking
- Ch. 11. Unique biologies, I : experiencing the world through the senses
- Ch. 12. Unique biologies, II : visual and auditory challenges
- Pt. III. Floortime
- Ch. 13. Floortime as a family approach
- Ch. 14. Floortime : what it is and what it isn't
- Ch. 15. Floortime all the time everywhere : creating learning environments
- Ch. 16. The hardest part of floortime : following the child's lead and challenging the child at the same time
- Ch. 17. Working with older children, adolescents, and adults with ASD, I : a lifetime of learning / Stanley I. Greenspan, Serena Wieder and Henry Mann
- Ch. 18. Working with older children, adolescents, and adults with ASD, II : creating learning communities
- Pt. IV. Assessment and intervention : the DIR model
- Ch. 19. Assessment : the DIR/floortime approach
- Ch. 20. A comprehensive intervention program using the DIR/floortime approach
- Ch. 21. Educational approaches that promote thinking, communicating, and academic progress
- Pt. V. Overcoming difficult symptoms
- Ch. 22. Scripting and echolalia
- Ch. 23. Self-stimulation, sensation craving, overactivity, and avoidant behavior
- Ch. 24. Meal time, toilet training, getting dressed, and coping with new challenges
- Ch. 25. Behavior problems
- Ch. 26. Coping with feelings
- Ch. 27. Meltdowns and regressions
- Ch. 28. Developing social skills
- App. A. Outcome studies of the DIR model
- App. B. How autism develops : the DIR theory
- App. C. Neurodevelopmental disorders of relating and communicating.
- Pt. I Improving the prognosis of ASD : myths, facts, early signs, and a new framework
- Ch. 1. Redefining autism and the way we treat it
- Ch. 2. Myths and misdiagnoses of ASD, including Asperger's syndrome
- Ch. 3. Early and ongoing signs of ASD : identifying and helping babies and children at risk
- Ch. 4. New goals for children with ASD : the DIR/floortime model
- Pt. II. Families first : how families can use the DIR model to promote relating, communicating, and thinking
- Ch. 5. The "family test" initiative
- Ch. 6. Fostering attention and engagement : bringing your child into a shared world
- Ch. 7. Encouraging two-way communication and social problem-solving
- Ch. 8. Symbols, ideas, and words
- Ch. 9. Logical thinking and the real world
- Ch. 10. Higher levels of abstract and reflective thinking
- Ch. 11. Unique biologies, I : experiencing the world through the senses
- Ch. 12. Unique biologies, II : visual and auditory challenges
- Pt. III. Floortime
- Ch. 13. Floortime as a family approach
- Ch. 14. Floortime : what it is and what it isn't
- Ch. 15. Floortime all the time everywhere : creating learning environments
- Ch. 16. The hardest part of floortime : following the child's lead and challenging the child at the same time
- Ch. 17. Working with older children, adolescents, and adults with ASD, I : a lifetime of learning / Stanley I. Greenspan, Serena Wieder and Henry Mann
- Ch. 18. Working with older children, adolescents, and adults with ASD, II : creating learning communities
- Pt. IV. Assessment and intervention : the DIR model
- Ch. 19. Assessment : the DIR/floortime approach
- Ch. 20. A comprehensive intervention program using the DIR/floortime approach
- Ch. 21. Educational approaches that promote thinking, communicating, and academic progress
- Pt. V. Overcoming difficult symptoms
- Ch. 22. Scripting and echolalia
- Ch. 23. Self-stimulation, sensation craving, overactivity, and avoidant behavior
- Ch. 24. Meal time, toilet training, getting dressed, and coping with new challenges
- Ch. 25. Behavior problems
- Ch. 26. Coping with feelings
- Ch. 27. Meltdowns and regressions
- Ch. 28. Developing social skills
- App. A. Outcome studies of the DIR model
- App. B. How autism develops : the DIR theory
- App. C. Neurodevelopmental disorders of relating and communicating.