Does your child experience the world like you do?
Posted by Dror Schneider on November 10, 2011
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our sensitive child may experience the world differently. A few things you can do to minimize conflict and misunderstanding.
How To Make A Visual Schedule At Home
Posted by Jeffrey Maloney on September 5, 2011
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his article explains how to make visual schedules at home, using the materials that are around you every day.
Spotlight on Toilet Training
Posted by Jeena Staff on June 28, 2011
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his is from zerotothree.org web site under resources for parents. It is a tip sheet on skill sets for a toddler and what you can do to help support these skills. Around 18 months, children start developing control over their bladder and bowel movement, this article has good suggestions for potty training.
Climbing the symbolic ladder in the DIR model through floor time/interactive play
Posted by Vani Kumar on June 21, 2011
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B S T R AC T The developmental, individual-difference, relationship based model (DIR), a theoretical and applied framework for comprehensive intervention, examines the functional developmental capacities of children in the context of their unique biologically based processing profile and their family relationships and interactive patterns. As a functional approach, it uses the complex interactions between biology and experience to understand behavior and articulates the developmental capacities that provide the foundation for higher order symbolic thinking and relating. During spontaneous ‘floor time’ play sessions, adults follow the child’s lead utilizing affectively toned interactions through gestures and words to move the child up the symbolic ladder by first establishing a foundation of shared attention, engagement, simple and complex gestures, and problem solving to usher the child into the world of ideas and abstract thinking. This process is illustrated by a case example of a young boy on the autism spectrum interacting with his father during ‘floor time’ over a 3 year period.
How to help your child communicate and talk
Posted by Vani Kumar on May 13, 2011
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he following are only suggestions and will not necessarily apply to all children. Determining if or how to apply these strategies should be based on the child’s age, communication skills, cognitive skills, and ability to handle frustration and anxiety. Work closely with your ASD Case Manager and/or other professionals to determine which would be appropriate.
Developing Self Regulation
Posted by Vani Kumar on May 6, 2011
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y Linda Groves Gillespie and Nancy L. Seibel
What is self-regulation and why is it important? In the report From Neurons to Neighborhoods: The Science of Early Childhood Development, Shonkoff and Phillips (2000) define self-regulation as a child’s ability to gain control of bodily functions, manage powerful emotions, and maintain focus and attention. The growth of self-regulation is a cornerstone of early childhood development and is visible in all areas of behavior (Shonkoff & Phillips 2000). When caring for an infant or toddler, parents and caregivers act as extensions of or supports for the child’s internal ability to regulate. The adults put a young baby’s pacifier back in her mouth, provide a soft blanket for a toddler falling asleep, and use consistent routines to support self regulation by helping very young children know what to expect. Feeding is one example of a daily routine that adults structure for infants and toddlers. The feeding process requires several aspects of self-regulation. Physically, it requires a baby to suck, swallow, and breathe. Emotionally, a baby’s cries signal her distressed reaction to hunger. Cognitively, a baby attends to the task of feeding long enough to become full. Imagine the three scenarios that follow.