Autism

Paraprofessional Dan Cherry engages in "Floortime" with Alex Jiminez at Linden School. The goal of the teaching method is to make an emotional connection with even the most withdrawn child (click for link to article)

Text Box: Autism is a complex developmental disorder involving delays in and problems with social interaction, language, and a range of emotional, cognitive, motor, and sensory abilities. Autistic Spectrum Disorders (ASD) involve difficulties in the core abilities of relating and forming relationships, communicating, and thinking. The primary problems that characterize autism and ASD are difficulties in relating and forming relationships, communicating and thinking. Secondary symptoms include a tendency to perseverate (for example, lining up objects repetitively), flap hands, or self stimulate (for example, staring at a fan). Sometimes these symptoms are associated with sensory processing problems such as being over reactive to touch or sound. The child who perseverates etc. is often trying to regulate herself. For many years, the behavioral model-which did help some children fit into school and home life-was the only model. Today, with the insights we now have into the way the nervous system develops and the way children acquire their core abilities, deeper change and greater opportunities to lead rich, full lives are possible for children with ASD. When practitioners build a healthy developmental foundation, children may also overcome symptoms. One of these approaches is the Developmental-Individual Difference, Relationship based (DIR) model, sometimes known as Floortime (a feature of the program). The DIR/Floortime model is based on the assumption that we can favorably influence the core developmental foundations for relating, thinking and communicating, even for children with severe problems, by working with their emotions, or affect. DIR treatment focuses on the underlying deficits that lead to autistic symptoms, rather than only on the symptoms themselves. With help in overcoming these deficits, the child can follow the developmental progression that leads to enjoying relationships and engaging in meaningful communication. Adapted from “Engaging Autism” by Stanley Greenspan, MD and Serena Wieder, PHD