The Developmental, Individual-differences, & Relationship-based model (also known as DIR® and DIRFloortime®) was developed by Dr Stanley Greenspan. M.D. and Serena Wilder PhD.
It is a developmental framework in which to view and understand the human profile that helps clinicians, parents and educators conduct comprehensive assessments and intervention programs.
The objective of the DIR® Model is to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviours.
The premise is that adults can help children expand their development, by meeting them at their level, building on their strengths and through positive affective interactions, move up the developmental ladder (or using DIR terminology the Functional Emotional and Developmental Levels- FEDLs).
DIRFloortime® is the application of the DIR model into practice. DIR and DIRFloortime are most commonly utilized with children with educational, social-emotional, mental health, and/or developmental challenges.
DIRFloortime has become most widely known as an approach to support children with Autism Spectrum Disorders (ASD).
Social Thinking is an approach developed by Michelle Garcier Winner. Social Thinking uses concretely defined frameworks and strategies to improve social interpretation and social competencies from 4 years old up to adulthood.
The Social Thinking methodology was created to expose the logic behind the human social behaviour that often appears illogical, as well as to provide strategies to further develop the sophistication of our social minds and thinking abilities.
Social Thinking studies the science behind our ability to interpret and respond to social information - whether it presents itself in a face-to-face interaction, through web-based interactions, or when watching, listening, or reading about others in media or print.
Social goals can include helping children to learn to:
· Develop social self-awareness
· Take perspectives of others
· Relate to others
· Work effectively as part of a team
· Learn effectively as part of a group
The SOS Approach to feeding assesses and addresses problematic feeding behaviours in children. It was developed by Dr Kay Toomey and her multidisciplinary teams and stands for Sequential-Oral-Sensory because as are the major components of the program.
It is an evidence-based model and appreciates the sensory, emotional and motoric demands that eating places on an individual. It uses a transdisciplinary team (Paediatricians, Occupational Therapists, Registered Dietitians, and Speech and Language Therapists) to evaluate and treat the “whole child” in regards to the organ systems, the muscles, the sensory needs, the cognition of the child as well as understanding the nutritional value of the foods and adapting the eating environment.
The SOS approach to feeding encourages food to be explored through playful experience, increasing the child’s comfort level by exposing them to different properties of the food, whilst understanding the child’s profile and respecting why they are adverse the food in the first place.
Below is a link to a free two-hour workshop on the foundation skills needed for eating for parents and caregivers.
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