Position Paper on DIR/Floortime

Hello!

The Australian Position Paper on DIR/Floortime has recently been completed. Kathy Walmsley (OT) and her team in W.A has produced this paper to explain the benefits of using the DIR approach with children who have a diagnosis of ASD. There are also parent testimonies at the conclusion of the paper.
To view, go to "DIR/Floortime Australian Position Paper" under the heading of resources at the following website:
http://learningtreetherapy.com.au/about.html

All the best,

Kate Boland

Sensory Processing Workshop

The "I" in DIR stands for a child's "Individual Differences" i.e their differences in sensory processing, self regulation and motor planning. The more information a parent is able to gain in regards to their child's "individual differences" the better they are able to support them in their "floortime" sessions.

In November 2008 there is a workshop run by Genevieve Jereb (in Perth, Adelaide, Melbourne, Sydney& Brisbane).

"Getting Kids in Sync": A sensory processing apporach to Autism, ADHD, Learning & Behavioural Disorders.

Having attending this workshop a few years back, I can highly recommend it to families. This workshop aims to provide parents and therapists with an understanding of the basics of sensory processing and to learn “ready-to-use” strategies to support learning, attention, social and emotional relationships and behaviour in children.

For more information go to www.sensorytools.net

Diagnostic Criteria for ASD

DSM IV-TR Diagnostic Criteria for the Pervasive Developmental Disorders

Diagnostic Criteria for 299.00 Autistic Disorder
A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):
1. qualitative impairment in social interaction, as manifested by at least two of the following:
a. marked impairment in the use of multiple nonverbal Behaviours such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
b. failure to develop peer relationships appropriate to developmental level
c. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
d. lack of social or emotional reciprocity

2. qualitative impairments in communication as manifested by at least one of the following:
a. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
b. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
c. stereotyped and repetitive use of language or idiosyncratic language
d. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

3. restricted repetitive and stereotyped patterns of Behaviour, interests, and activities, as manifested by at least one of the following:
a. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
b. apparently inflexible adherence to specific, nonfunctional routines or rituals
c. stereotyped and repetitive motor manners (e.g., hand or finger flapping or twisting, or complex whole-body movements)
d. persistent preoccupation with parts of objects

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.

C. The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder.

Diagnostic Criteria for 299.80 Pervasive Developmental Disorder Not Otherwise Specified (Including Atypical Autism)
This category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction associated with impairment in either verbal or nonverbal communication skills or with the presence of stereotyped Behaviour, interests, and activities, but the criteria are not met for a specific Pervasive Developmental Disorder, Schizophrenia, Schizotypal Personality Disorder, or Avoidant Personality Disorder. For example, this category includes "atypical autism" - presentations that do not meet the criteria for Autistic Disorder because of late age at onset, atypical symptomatology, or subthreshold symptomatology, or all of these.

Diagnostic Criteria for 299.80 Asperger's Disorder
A. Qualitative impairment in social interaction, as manifested by at least two of the following:
1. marked impairment in the use of multiple nonverbal Behaviours such as eye-to eye gaze, facial expression, body postures, and gestures to regulate social interaction
2. failure to develop peer relationships appropriate to developmental level
3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)
4. lack of social or emotional reciprocity

B. Restricted repetitive and stereotyped patterns of Behaviour, interests and activities, as manifested by at least one of the following:
1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity of focus
2. apparently inflexible adherence to specific, nonfunctional routines or rituals
3. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
4. persistent preoccupation with parts of objects

C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.

D. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years).

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive Behaviour (other than in social interaction), and curiosity about the environment in childhood.

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.



[1] American Psychiatric Association. (2000). Pervasive developmental disorders. In Diagnostic and statistical manual of mental disorders (Fourth edition---text revision (DSM-IV-TR). Washington, DC: American Psychiatric Association, 69-70.

Web Radio

If you are a parent wanting to learn more about DIR/Floortime and how you can use this approach with your child, one of the best recommendations I can guve you is to read the web radio transcripts available on teh ICDL website. Below is the link.
What a wonderful resource this is, covering many topics and giving practical ideas for parents.

http://www.icdl.com/distance/webRadio/index.shtml

Upcoming DIR/Floortime Workshop

Coming up in August, there will be a DIR/Floortime workshop held in Sydney. This 2 day workshop will be a wonderful resource for parents who are wanting to know more about DIR/Floortime, or who are already doing a Floortime program but want to advance their skills and knowledge in this area.

For more information or to register, visit the below link:
http://www.icdl.com/conferences/other/international.shtml

Website

Visit our website at www.quickstepz.com.au for more information

Signs of Autism

WHAT IS AUTISM?
Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and play activities. Today, 1 in 166 individuals is diagnosed with autism. One should keep in mind however, that autism affects each individual differently and at varying degree. By learning the signs, a child can begin benefiting from specialised intervention programs.

Autism spectrum disorders can usually be reliably diagnosed by age two or three, although new research is pushing back the age of diagnosis to as early as six months. Parents are usually the first to notice unusual behaviors in their child or their child's failure to reach appropriate developmental milestones. Some parents describe a child that seemed different from birth, while others describe a child who was developing normally and then lost skills. Pediatricians may initially dismiss signs of autism, thinking a child will “catch up,” and may advise parents to “wait and see.” New research shows that when parents suspect something is wrong with their child, they are usually correct. An early diagnosis followed by early intervention provides the best prognosis for a child with Autism Spectrum Disorder.


Could your child be showing signs of AUTISM?
Some of the following may be indicators of Autism Spectrum Disorder. No single indicator necessarily signals autism- usually a child would present with several indicators from some of the following categories. If you are concerned about your child’s development and are seeking a diagnosis, a developmental paediatrician or psychologist will be able to provide your child with a developmental assessment.

Communication
Not responding to his/her name by 12 months
Not pointing, waving, showing by 12 months
Loss of words previously used
Speech absent at 18 months
No spontaneous phrases by 24 months
Selective hearing, responding to certain sounds but ignoring the human voice

Social Skills
Looks away when you speak to him/her
Does not consistently return parent’s smile
Lack of interest in other children
Often seems to be in his/her own world
Is unable to follow simple instructions such as “give me your shoes”
Does not follow your gaze to locate an object when you point

Behaviour
Has inexplicable tantrums
Has unusual interests or attachments
Has unusual motor movement eg flaps arms, rocking, walking repetitively in circles
Is overactive and/or uncooperative
Has difficulty coping with change

Sensory
Afraid of some everyday sounds e.g vacuum
Uses peripheral vision to look at objects
Eats a very limited range of foods
Preoccupation with certain textures e.g the feel of certain fabric or surface

Play
Prefers to play alone
Does not engage in pretend play such as feeding a doll by 18-24 months
Does not bring you items to look at by 18 months
Has very limited social play such as “peek a boo”
Play is limited only to certain toys or themes e.g “Thomas The Tank”
Plays with objects in unusual ways such as repetitive spinning or lining up