Floortime is a relationship-based therapy for children with autism. Floortime was created by child psychiatrists Stanley Greenspan, M.D. and Serena Wieder, . The “Greenspan” Floor Time Model. Contents: 1. Goals of Floor Time Intervention . 2. Glossary of Floor Time Terms. 3. Greenspan’s Model of Stages of Relating. Dr. Greenspan’s Floortime Approach has amassed a growing body of research and support. both scientific and empirical data.
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In the early s, a young child psychiatrist greebspan Dr. He also said that it is these emotional experiences and emotional perceptions that help us organize and integrate the different parts of our brain to develop flortime true understanding of the world around us. Having studied under behavioral conditioning leaders such as BF Skinner and studied the works of Sigmund Freud and Jean Piaget, he determined that it was our emotions that drive and select our behavior.
Inhe first described his Floortime approach as a way to help every child reach their maximum potential. By encouraging growth from the inside, and letting that drive behavior and thinking, he saw that his results were comprehensive and lasting.
We now know from neurological research floortike over the last 50 years that he was right. Currently there are a number of versions of DIR and Floortime-based interventions being used by parents and professionals, but there is only one original version that Dr. Many behavioral approaches, like ABA, and many special needs school curricula use repetition of adult-led activities to teach a child a desired response. This form of conditioning can get quick, measurable results.
However, professionals have debated how comprehensive these results are and at what cost to future learning they are attained.
Complete Programs for Every Child
Inresearchers found that individuals with autism spectrum disorders who were taught using techniques that involved repetition showed initial gains. Neuroscientist Alvaro Pascual-Leone has described our brain and the way it wires fllortime reorganizes itself its neuroplasticity like the trails down a snowy hill. When we slide down, we create a path. This path is symbolic of the connections between the neurons in our brain that activate together when performing a task greenspann when having an experience the wiring.
We can slide down and create a path, then try it again to create a second path, and a third path, and a fourth. From then on, we can be flexible in choosing which path to go down. Gradually a number of paths become deep and permanent.
Instead we constantly get trapped in the original one. If we get trapped in a rut in our brain, the result is rigid thinking and greenslan. Rigid behavior is by definition maladaptive. This raises the question, should we encourage children, especially those with ASD, to take the same path over and over, that is, engage in repetitive activities for floortimd purposes?
Over the last five years Dr. This rewiring strengthens existing connections in the brain while also helps to create new ones.
We see this impact greendpan a flooortime perspective when children improve their abilities to relate, communicate, and exhibit flexible and adaptive social behavior. When considering this evidence, it is important to understand how the brain works and wires itself.
To do this it is important to understand neuroplasticity. It is a well-accepted scientific fact that our brain is constantly changing. It remains plastic, developing and malleable throughout most of our lives, even into late adulthood, especially when proven learning principals are applied.
The neuroplastic properties of the brain ultimately lead to changes in our behavior and thinking abilities. In this way the brain either produces more flexible adaptive behavior or more rigid maladaptive behavior. An example is language, where within the first seven years of life we have a critical phase learning from exposure for learning language.
Similarly with other parts of our sensory processing system, stimulation within the first few months of life promotes development. It is important to know the conditions for wiring the brain, particularly when tailoring a program for children who need support in helping their brains develop and grow more rapidly than they are predisposed to do, such as in cases of developmental delays.
Performing or even thinking about a multi-element activity lets us practice using multiple areas of the brain at the same time.
The brain wires itself to perform those tasks as a unit. Language is not just about words. So if we practice auditory processing understanding language in the absence of a rich social-emotional environment, it may be more difficult to process auditory information when in a real social relationship.
So if we want children to learn from their teacher and from their social environment, then practicing should involve them being positively involved with their social environment—not just learning from a book or a computer screen, but learning in a 3-dimensional space in a social setting. Unfortunately many interventions for children with developmental delays use isolated activities or individual skill-based activities focusing only on one area. They do not integrate many components together.
What type of reward gives us the greatest level of pleasure? These are not flooftime and superficial, but instead center on the feelings you have for another person. If we become conditioned i.
We do not receive these types of rewards throughout our lives. Additionally using them in this way can make them addictive.
Another reason the positive relationship itself is the best reward is that we need to be cautious of children developing negative relationships, negative perceptions of people around them, or associations of always receiving an external reward for the activities need to perform for daily living. Learning a skill greemspan a negative relationship can make a child or adult avoid using that skill. We already know that spending time with a caregiver is important.
Now new research sheds light specifically on its neurological importance. In a recent study researchers from Stanford University found that: Hearing these voices improves the processing of social information and functioning. Ina study found that girls aged who performed stress-inducing activities that raised their cortisol levels were calmed by a hug from their mother.
This reprieve from stress was also flkortime. Unfortunately many behavioral approaches tell parents to ignore their child when they are experiencing stress, anger, and frustration. How are they to learn to calm themselves? Greenspan urged parents to talk to their child, especially non-verbal onesand be physically involved. Some versions of Floortime not created by Dr. Greenspan encourage parents to verbalize minimally with their children.
Except for children who are extremely sensitive to auditory stimuli, this restrictive measure is neither a principle f,oortime Dr. Given the research, a non-verbal or minimally verbal environment can be harmful to the developing child. At the end of these intensive periods, not only have the children significantly strengthened their relating, thinking and communicating, but the parents have received a good foundation for doing Greenspan Floortime at home.
Inthe consulting firm Accenture studied of its executives to determine what made them successful. It concluded that although intelligence is an important factor, it is not the main one. The key predictor is emotions: This conclusion makes eminent sense. In a seminal monograph in Dr. Greenspan described how emotions are the foundation of intelligence, to the skepticism of some of his colleagues. And almost 40 years later they still are.
They continue to be the basis for the Greenspan Floortime Approach, which he described in the monograph. One of the most important emotional capacities associated with emotional intelligence is empathy. The basis of empathy is flexible behavior.
Knowing how adaptable the brain is proves that these are all realistic goals for children with developmental challenges and behavior difficulties. Simply teaching them a new behavior is insignificant when compared to what these children can truly achieve through an approach that is aligned with optimal neuroplastic development.
Website Design and Domain name by. For the brain to experience lasting changes, people must be highly involved in a learning activity, i.
Pediatric Behavioral Health | Greenspan Floortime Approach
In other words the neural pathways are not sufficiently deep and permanent. It is under these circumstances that we often see children who make short-term gains, but not long-term ones. This can happen with activities where the child is only mildly interested because an adult chooses the activity and then leads or directs the child. Letting children pick the activities and helping them stay enthusiastically engaged is a way to ensure their high level of involvement.
Researchers have coined the phrase: For example, when communicating in a social setting we use such areas as: We integrate different types of information motor, auditory, visual, and emotional,etc. Reinforcing the thinking process, instead of conditioning teaching a specific answer or response, gets faster and more complete neurological results.
It helps children establish their own thinking process instead of giving them your solution i. Working from the Ground Up.
When helping a child or even an adult to develop greater neurological wiring and progress in a skill or ability, the challenges in the activities must be designed to meet them where they aredevelopmentally. Unfortunately most teachers and therapists try to teach a specific age-appropriate expectation or skill.
For example, to rewire the motor cortex of someone who is learning to walk after suffering a brain injury, they need to learn to crawl again and cruise again first.
If a child is learning to communicate verbally, they need to learn to communicate physically and gesturally prior to developing language. Starting from the ground up will make sure we are developing the comprehensive neurological wiring necessary to support future functions. This will help achieve an integrated internal thinking process and ensure initial as well as longer-term success.
Subtle changes in the challenge, starting from greenspxn point of success, are necessary to train the brain. Giving the Right Kinds of Reward. These chemicals are released based on the type of reward that we receive at the end of the experience. In turn these chemicals help solidify remember the learning while also fine tuning making more efficient what we learn from that experience. They are released from the parts of our brain that process pleasure, and it is through pleasurable experiences and rewards that researchers now know that we learn best.
In addition to developing rigid behavior patterns, which many children are already predisposed towards, many behavioral approaches require the child to be away from parents for hours per week, starting as floortimr as 1. Research on Floortime at York University conducted by Jim Stiebens established that about 20 hours per week of in-home Floortime was necessary to see significant clinical results.
Neuroscientist Edward Taub found that a two-week intensive training period of three-hours a day seems to begin the plastic flooryime process within the brain, a finding he continues to explore.