A View from the Floor: An Introduction to the DIR®/Floortime™ Model
Time:9 a.m. - 3 p.m.
Credit Available:0.5 CEUs; 5 SWCEUs; Approved by The Illinois Early Intervention Training Program for 1.0 hour in Assessment , 1.5 hours in Atypical Development, 2.0 hours in Intervention, and 0.5 hours in Typical Development
Approved by Illinois Early Intervention Training Program The Developmental, Individual Difference, Relationship-based (DIR®/Floortime™) model is a framework that helps clinicians, parents, and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges. The objectives of DIR®/Floortime™ are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. In this session, participants will explore the six stages of functional emotional and developmental capacities, the child’s individual differences, and importance of relationship. Note: This session is suggested for participants who have little or no experience with DIR®/Floortime™. Those seeking a more advanced session should see Advanced Study in DIR®/Floortime™.
Cawn is clinical director of Cawn-Krantz and Associates Developmental Therapies of suburban Chicago, and has 40 years of clinical pediatric experience specializing in the assessment and treatment of infants, toddlers, and school-age children. She is a leading practitioner of the DIR/Floortime® model in speech and language development and trains other professionals throughout the US and overseas on the concepts of this model. Sherri is the author of the self study DVD/Manual on the Assessment and Intervention of DIR/Floortime produced by the American Speech and Hearing Association in 2011.Sherri is co-author of Language Disorders chapter in the Diagnostic Manual for Infancy and Early Childhood. Sherri is a senior faculty member of the DIR Summer Institute and on the advisory board of the Interdisciplinary Council on Developmental and Learning Disorders and the Erikson Institute of Infant Mental health. She received her graduate and undergraduate degrees from the University of Illinois.