Introduction to Individual Differences ICDL SoCal 2009-2010 Institute November 21, 2009
It’s 1/3 of the model… • • • • • •
Sensory Postural/ motor control Receptive Communication Expressive Communication Visual-Spatial Processing Executive Function/ ‘Praxis’
What can one person do to understand this? • ‘Individual Differences’ covers so many areas • No one can be expert in all of them
You might not be a…. • • • • • • • • •
Art therapist Educator Mental Health provider Music therapist Occupational therapist Paraprofessional interventionist Physical Therapist Physician Speech and language therapist
• Etc…(who did I miss?)
How do we manage to use a multidisciplinary model? • • • •
We make friends We try to learn some basics from other fields We use guidelines We nurture humility
We Make Friends • With people from different specialties • Who share our DIR® vision • And others who do not
We try to learn some basics • Read books (e.g. for parents) from other fields • Attend talks (see our spring schedule) • Join tutoring groups with a variety of specialties for reflective learning
We use guidelines • to give a rough sense of where we are • We look at new sketches of possible versions of the model
Feder simplifies and tracks over time
Individual Differences – Charlie – Preschool 5/05 Sensory
Postural
Response to Communication
Intent to Communicat e
Visual Exploration
Praxis -
Sensory seeking, distractible … Auditory Visual Tactile Vestibular Proprioceptive Taste Odor
Low tone; A bit clumsy impedes rapid reciprocity in the moment 1 indicate desires 2. mirror gestures 3. imitate gesture ---- 05/05---4. Imitate with purpose.
Trouble managing more than one thing at a time 1. Orient 2. key tones
Dysarthric – Logical discourse is Difficult 1. Mirror vocalizations 2.. Mirror gestures 3. gestures 4. sounds 5.words 6. two –word ---- 05/05---7. Sentences
Distractible. 1.focus on object ---- 05/05---2. Alternate gaze 3. Follow another’s gaze to determine intent. 3. Switch visual attention 4. visual figure ground 5. search for object 6. search two areas of room
Easily frustrated Ideation -- 05/05--Planning (including sensory knowledge to do this)
5. Obtain desires 6. interact: - exploration - purposeful -self help -interactions
3. key gestures 4. key words ---- 05/05---5. Switch auditory attention back and forth 6. Follow directions 7. Understand W ?’s 8.abstract conversation.
Sequencing Execution Adaptation
8. logical flow.
7. assess space, shape and materials. -
Individual Differences – Charley – through third grade Sensory
Postural
Response to Communication
Intent to Communicat e
Visual Exploration
Praxis -
Sensory seeking, distractible … Auditory Visual Tactile Vestibular Proprioceptive Taste Odor
Low tone; A bit clumsy impedes rapid reciprocity in the moment 1 indicate desires 2. mirror gestures 3. imitate gesture 4. Imitate with purpose. ----3/07---5. Obtain desires 6. interact: - exploration - purposeful -self help ----3/08----interactions ----3/09----
Trouble managing more than one thing at a time 1. Orient 2. key tones
Dysarthric – Logical discourse is Difficult 1. Mirror vocalizations 2.. Mirror gestures 3. gestures 4. sounds 5.words ----3/07---6. two –word ----3/08---7. Sentences ----3/09---8. logical flow.
Distractible. 1.focus on object 2.----3/07---2. Alternate gaze 3. Follow another’s gaze to determine intent. 3. Switch visual attention 4. visual figure ground 5. search for object 6. search two areas of room ----3/08---7. assess space, shape and materials. ----3/09----
Easily frustrated Ideation
3. key gestures 4. key words ----3/07---5. Switch auditory attention back and forth 6. Follow directions 7. Understand W ?’s ----3/08---8.abstract conversation. ----3/09----
Planning (including sensory knowledge to do this) ----3/07---Sequencing Execution ----3/08---Adaptation ----3/09----
Diane reworks to try to make it more neurologically accurate
from the original six areas‌
condenses executive/praxis into it’s source in motor planning
Rosemary reworks and reblends to use for parent guidance and insurance billing
Nurturing Humility • This is a developing model • And we are not the only model around