circlestretch Help the child be… • Calm enough to interact • Truly connected to others • In a continuous expanding balanced back and forth flow of interaction “Go for that gleam in the eye!” http://www.circlestretch.blogspot.com
Connecting kids III: Critical Thinking in DIR/Floortime速 Joshua D. Feder M.D.
Faculty, Interdisciplinary Council on Developmental and Learning Disorders Assistant Clinical Professor, Department of Psychiatry University of California at San Diego School of Medicine
Alice Prince, MA
RSP, Solana Santa Fe Elementary School, Del Mar, CA March 18, 2009 Solana Santa Fe Elementary School
Warning: as always, this will go fast
All the slides will be posted on www.circlestretch.blogspot.com
The bottom line: Engagement over compliance • Compliance won’t teach you to think • Co-regulation supports abstract thinking
What do we mean
Critical Thinking? • Your ideas and examples..
Ideas that people came up with during the conference… • • • • • • • • •
Analysis Awareness has to be there Abstract thought Decision making Compare and contrast Fact and opinion Value judgements Value – my value – self esteem reinforce
‘Wheat vs. Bread’ • • • •
Beyond concrete facts & procedures Recognizing abstract categories & patterns Analyzing information & drawing conclusions Stepping back and reflecting on whether the ideas and conclusions make sense
Conceptual Examples of Critical Thinking: • • • •
Word problems in math Predicting what characters will do in a story Opinions about conclusions for both Comparing different situations
Critical Thinking in DIR®/Floortime™ Remembering Greenspan and Wieder’s DIR® model • Developmental: 1-4, 5-6, & ‘7 ate 9’ • Individual Differences: what works? • Relationship Based: real buy-in
Quick Review of Functional Emotional Developmental Levels • • • • • • • • •
I – co-regulation, ability to attend II – engagement, gleam in the eye, warmth III – circles of interaction IV – flow/ behavioral organization in social problem solving V – symbolic thinking (critical to tolerating affect) VI – logical connections between ideas VII – multicausal thinking VIII – grey area thinking IX – reflective thinking, stable sense of self, and an internal standard
Abstract Ability and Vigilance
try to think when you are stressed inside… • • • •
Grossberg Hippocampal cells iSTART The importance of regulating vigilance
How can we regulate vigilance? • • • •
Co-regulation Engagement Circles Flow
Regulating Vigilance: Functional Emotional Developmental Levels • • • • • • • • •
I – co-regulation, ability to attend II – engagement, gleam in the eye, warmth III – circles of interaction IV – flow/ behavioral organization in social problem solving V – symbolic thinking (critical to tolerating affect) VI – logical connections between ideas VII – multicausal thinking VIII – grey area thinking IX – reflective thinking, stable sense of self, and an internal standard
Remember: • • • • •
‘Behavior’ means WE need to do better Engagement over compliance Wooing, not prompting Avoid mere sensory breaks Avoid questions
Symbolic thinking and Logical social social problem solving • Makes it possible to solve problems without being caught in the moment • Shrug well, shrug often, and shrug where he can see you shrug: Non-verbal gestural emotional symbols must always be present • Verbal balance – our comedy shows and their diatribes: don’t be fooled by our entertaining or by their logic without real engagement
Stepping back from the moment itself: Functional Emotional Developmental Levels • • • • • • • • •
I – co-regulation, ability to attend II – engagement, gleam in the eye, warmth III – circles of interaction IV – flow/ behavioral organization in social problem solving V – symbolic thinking (critical to tolerating affect) VI – logical connections between ideas VII – multicausal thinking VIII – grey area thinking IX – reflective thinking, stable sense of self, and an internal standard
7 ate 9: Toward Critical Thinking • Multicausal thinking: there is more than one reason, more than one feeling. • Grey area thinking: there are different intensities of emotion. • Reflective thinking: we can compare situations to each other, and we can compare ourselves to who we want to be
Critical thinking: Functional Emotional Developmental Levels • • • • • • • • •
I – co-regulation, ability to attend II – engagement, gleam in the eye, warmth III – circles of interaction IV – flow/ behavioral organization in social problem solving V – symbolic thinking (critical to tolerating affect) VI – logical connections between ideas VII – multicausal thinking VIII – grey area thinking IX – reflective thinking, stable sense of self, and an internal standard
Examples of things you might do to support critical thinking in social problem solving: I. II. III. IV. V.
Co-regulation: ‘It’s good to be with you.’ Engagement: Shrugs and yelps Circles: ‘I don’t know what you are doing’ Flow: Symbolic: ‘You seem stirred up.’ (action language about emotional state) VI. Logic: ‘I’m not sure how come you don’t like this. VII. Multicausal: ‘You might be mad and sad… I’m not sure.’ VIII. Grey area thinking: ‘You look stoked!’, ‘You look a little miffed.’ (action language, levels of intensity) IX. Reflection: ‘I wonder how this compares with how you usually feel.’ …with other situations… with other times in math..”
social problem solving = critical thinking Not there
Barely
Islands
Expands
Comes back
Co-regulate
3/06
3/07
3/08
3/09
Engage
3/06
3/07
3/08
3/09
Circles
3/06, 3/07
3/08
3/09
Flow
3/06
3/07
3/08, 3/09
Symbolic
3/06
3/07, 3/08
3/09
Logical
3/06
3/07, 3/08
3/09
Multicausal
3/06, 3/07
3/08
3/09
Grey area
3/06, 3/07,
3/08, 3/09
Reflective
3/06, 3/07
3/08, 3/09
Ok if not stressed
Ok for age
Individual Differences • • • • • •
Sensory sensitivities and processing Postural control and motor planning Receptive communication Expressive communication Visual-spatial communication Praxis: knowing how to do things to solve the social problem of the moment
Individual Differences - Sample Senso ry
Postural
Response to Communicati on
Intent to Communic ate
Visual Exploratio n
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. 5. Obtain desires 6. interact: - exploration - purposeful - self help -interactions
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 7. sentences 8. logical flow.
Distractible. 1. focus on object 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
3. key gestures 4. key words 5. Switch auditory attention back and forth 6. Follow directions 7. Understand W ?’s 8.abstract conversation.
7. assess space, shape and materials.
Planning (including sensory knowledge to do this) Sequencing Execution Adaptation
The Child’s Individual Profile • • • •
Where are you now? What works? What are the details? How do you help the child do better in these areas? (Relationships that are therapeutic, with family, therapists, teachers, everyone)
The Relationship Part • • • •
Family circumstances and styles Teacher’s style and class circumstances Support to families, therapists, and school Importance of time to think about how it is working
For the IEP process • Supports continuing learning and independent function • Recognize the unique needs of the child • Present levels should describe levels, individual differences, and relationship circumstances at home, at school, and in the community • Measureable goals: use developmental framework, start with fundamentals and move up. • How to implement? Pick people who want to do this and support them, give them time to reflect. • Weight is on the side of heads up inclusion with plenty of support.
Resources for the IEP process: • Monica Osgood: Celebrate the Children • Circlestretch.blogspot.com has some of her work as well as some of Feder’s goal templates and data tracking sheets
Remember: • There is always a social problem in the room, and so… • There is always a need for critical thinking, ours as well as supporting the child’s, and … • We need to have time to reflect on what works so that we can use our own critical thinking to lead to better social problem solving and learning for the child.
The bottom line: Engagement over compliance • Compliance won’t teach you to think • Co-regulation supports abstract thinking
circlestretch Help the child be… • Calm enough to interact • Truly connected to others • In a continuous expanding balanced back and forth flow of interaction “Go for that gleam in the eye!” http://www.circlestretch.blogspot.com