tag:blogger.com,1999:blog-64252239974262267782024-03-20T08:13:18.128-07:00Blog of Jeff GuenzelCEO of the International Council on Development and LearningJeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-6425223997426226778.post-83188548874163430182023-07-10T07:57:00.003-07:002023-07-19T19:05:38.581-07:00The American Medical Association Withdraws Support for ABA and Opens the Door for More Advocacy for DIR<p>At the American Medical Association House of Delegates annual meeting last month, they adopted a resolution (Resolution 706) originally entitled, “Revision of H-185.921, Removal of AMA Support for Applied Behavior Analysis” (American Medical Association [AMA], 2023, pp. 1179-1182). The old policy which is focused on health insurance coverage simply stated that, “AMA supports coverage and reimbursement for evidence-based treatment of Autism Spectrum Disorder including, but not limited to, Applied Behavior Analysis Therapy”. Even though it was a simple policy, it gave specific support for ABA and it gave ABA lobbyists support in their efforts legislatively and otherwise to garish support for ABA that was often obtained in a way that excluded other approaches like DIR®.</p><p>Thanks to this new resolution having been adopted as amended last month, the new policy will remove the explicit support for ABA and opens the door for supporting all evidence-based services, including DIR®. They also moved away from the word “treatment” and will use “services” instead which I think is a wonderful acknowledgment that an autistic person may need support services, but the concept of treating and fixing the autistic person as if they were broken is wrong and needed to be changed. Furthermore, the amendments made in the meeting expanded the language to widen the lens from just Autism Spectrum Disorder to include “neurodivergent individuals”. These are all much needed updates. <br /></p><p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";">The reality is this policy will most likely sit quietly among
countless AMA policies, but it is an important one for all of us that have been
working to raise awareness about the limitations and problems with ABA and for
those of us that have been advocating for DIR®.</span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";">While a handful of you that read this blog may see the
policy at some point, very few will probably ever see the language within Resolution
706 that gave the supporting rationale for the new policy change.<span style="mso-spacerun: yes;"> </span>The rational provided is impressively well
crafted and includes many of the exact things we have been including in our advocacy
work here at ICDL.<span style="mso-spacerun: yes;"> </span>It also includes
acknowledgement of the research supporting DIR® as an evidence-based approach
(which we obviously know, but it is good to see it being referred to correctly more
often now).<span style="mso-spacerun: yes;"> </span>So, I am going to include all
the “Whereas” resolution rationale here for you.<span style="mso-spacerun: yes;"> </span>Take a read, it is quite good.<span style="mso-spacerun: yes;"> </span>You can view the entire resolution in the
referenced document as well if you want.<span style="mso-spacerun: yes;">
</span>It includes all of their citations to support these “Whereas”
statements.<span style="mso-spacerun: yes;"> </span></span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";">From the AMA House of Delegate Handbook:</span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, A 2018 study from the
Centers for Disease Control and Prevention (CDC) estimated the prevalence of
autism spectrum disorder (ASD) among [children] aged 8 years to be 1 in 44; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Applied Behavioral
Analysis (ABA) is currently the most widely available and commonly used
state-funded form of autism therapy in Canada and the United States; and </span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Autism treatment
represents a fragmented industry that consists of a mixture of for profit and
nonprofit organizations, with the top nine for-profit chains estimated to have
a combined revenue of $547 million and a market value close to $2 billion with
future growth expected; and </span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, An ABA software company
reports over 3 billion in claims processed annually for about 1,300 practices
highlighting the prevalence of ABA use as an intervention for individuals with
autism; and </span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Autism Speaks lists
3,194 centers across the United States who offer ABA therapy as of 2022; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, ABA was conceived in
1961 by Dr. Ole Ivar Lovaas to condition neurotypical behaviors in children he
viewed as “incomplete humans”; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Desired behavior is
often defined by the adult or behaviorist without input or requirement of
consent from the child and may include non-harmful stimming or coping behaviors;
and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, ABA uses behavior
modification techniques to eliminate behaviors deemed undesirable; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, ABA practices are
historically based in abuse such as holding autistic children's communication
hostage through the use of their devices as leverage, and denying basic rights such
as food and toileting privileges; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Modern ABA still abides
by the founding principle of making a child appear “normal” or
“indistinguishable from one’s peers”, which serves to separate the humanity of the
individual with autism from desired behaviors; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, A 2018 study found that
Adults with autism who have received ABA are more prone to suicide; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, ABA has been repeatedly
linked to Post Traumatic Stress Disorder (PTSD), with 46% of 460 ABA
participants meeting the diagnostic threshold for PTSD in an online survey; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Adults with autism have
been continuously outspoken about the trauma incurred by ABA practices
experienced in their childhood; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, A 2012 literature
review found the evidence base for services for adults with an ASD to be
underdeveloped; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, A 2018 Cochrane review recommend
further research after reporting very weak evidence in support of ABA; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, A 2022 informal online
community survey found that 71% of adults with autism responded “disagree” or
“strongly disagree” to the statement “Generally speaking, I support ABA therapy
for autistic children”; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, A 2020 Department of
Defense report demonstrated a lack of correlation between improvement in
symptoms and hours of direct ABA services, found that the improvements recorded
were due to reasons other than ABA services, and ABA services did not meet the TRICARE
hierarchy of evidence standard for medical and proven care; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, A 2021 study on
conflicts of interest (COIs) in autism early intervention research found COIs
to be prevalent and under-reported, with 70% of studies containing a conflict
of interest and less than 6% declaring them as such; and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Current research
supports alternatives to ABA such as the Developmental, Individual Differences,
and Relationship-based (DIR®) program, the PLAY Project, individualized Early Social
Interaction (ESI) and, Social Communication, Emotional Regulation, and
Transactional Support (SCERTS®); and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">Whereas, Current AMA policy
supports the use of ABA through its advocation of coverage of ABA and the
evidence-based treatment for autism and fails to recognize its harms or controversial
nature within the community at large; </span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: 0.5in;"><span style="mso-bidi-font-family: "Times New Roman";">therefore be it RESOLVED… (American
Medical Association [AMA], 2023, pp. 1179-1182)</span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";">As the proud leader of ICDL, I am thrilled to see our
advocacy work making a difference.<span style="mso-spacerun: yes;"> </span>It never moves as quickly as I would like, but it is moving and moving in the right
direction.<span style="mso-spacerun: yes;"> </span></span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";">This is also an important step for all those in the broader DIR
community outside of ICDL that have thought they needed to adopt aspects of ABA
into their work, have been trying to combine ABA and DIR in some way, or think they have to use a service delivery approach modeled after ABA.<span style="mso-spacerun: yes;"> </span>I understand that some thought this was the
best strategic stance to take, but it is not the stance ICDL has taken nor will
take.<span style="mso-spacerun: yes;"> </span>DIR® is an evidence-based and
effective approach to promote human development.<span style="mso-spacerun: yes;"> </span>It is respectful, joyful, and allows each
person to grow and develop in the context of their own authentic self.<span style="mso-spacerun: yes;"> </span>I thank all of you who have stood with ICDL
as we have held to our values with faith that others would fully recognize the limits
and problems with ABA and would see the wonderful benefits of DIR®.<span style="mso-spacerun: yes;"> </span>I am glad the AMA is moving in the right
direction and I am hopeful others will follow.<span style="mso-spacerun: yes;">
</span></span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";"> </span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";"> <br /></span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="mso-bidi-font-family: "Times New Roman";"> </span></p>
<p class="APAReference" style="line-height: normal;">American Medical Association.
(2023). <i>AMA House of Delegates handbook</i> (2023 Annual Meeting). American
Medical Association . <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiIuuTKqISAAxXKkYkEHTI2BLwQFnoECA4QAQ&url=https%3A%2F%2Fwww.ama-assn.org%2Fsystem%2Ffiles%2Fa23-combined-handbook.pdf&usg=AOvVaw0KbJS_HWN4tp6Jr-PMMGZn&opi=89978449">https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiIuuTKqISAAxXKkYkEHTI2BLwQFnoECA4QAQ&url=https%3A%2F%2Fwww.ama-assn.org%2Fsystem%2Ffiles%2Fa23-combined-handbook.pdf&usg=AOvVaw0KbJS_HWN4tp6Jr-PMMGZn&opi=89978449</a></p>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com20tag:blogger.com,1999:blog-6425223997426226778.post-66420555486669275352022-10-29T13:29:00.004-07:002022-10-29T13:38:48.507-07:00Tomorrow: ICDL Gala <div style="text-align: center;"><h1><span style="font-size: large;"><span style="font-size: x-large;">TOMORROW! </span><br /></span></h1></div><div style="text-align: center;"><h1><span style="font-size: x-large;"> 2022 Gala and DIR® Champions Awards Event</span></h1></div><div style="text-align: center;"><span style="font-size: large;">Sunday, October 30, 2023</span></div><div style="text-align: center;"><span style="font-size: large;">4:00 - 6:00 PM US EDT</span><br /><span style="font-size: large;">with a live-online concert performed by Blue Spectrum</span></div><div style="text-align: center;"><span style="font-size: large;"> </span></div><div style="text-align: center;"><span style="font-size: large;"><div class="separator" style="clear: both; text-align: center;"><a href="https://icdl.zoom.us/meeting/register/tZYod-uopj8oGtI8XoqWoxGm0-452w51xNNW" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="213" data-original-width="733" height="70" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhODYtC2orpldvEiaV7myLme2Avgmso93vgktWmZxcI7PKBthlk4B_POYjsFknV97vIJzCG2RIgIfS-MVMqUJgyUkujvJJTkQ6eI40MEludwIHgN7hI5gClgsoApdpPEBJ4BaQfeubv96by2PeXk6TBcuS8uWiRSxecPCSqQKP2_OaCJ3F4vAPaPCUT/w241-h70/Register-Now-Button-Orange.png" width="241" /></a></div></span></div><p style="text-align: left;"></p><p style="text-align: center;"><span style="font-size: x-large;">DIR® Lifetime Champion</span><br /><span style="font-size: large;">Dr. Kathleen Platzman</span><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://icdl.zoom.us/meeting/register/tZYod-uopj8oGtI8XoqWoxGm0-452w51xNNW" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="180" data-original-width="140" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1MsVAwFUChcEmOchl-B4pHgz5ojixDJ-eoIg5JnH7uSFbR4jH0I-vFfjDLdxeZQVBCQsJg-Uyq75CqMMg0scQ4P0q8RfWc5SR1pqg0asnXDyifyZ6TD476XEIQ0Pna_0n5gM014N4MztU9kngVRZQhUXKNydskwxZOqCzcyCRYxZ86VtfwuDic8K1/w311-h400/Kathy%202.jpg" width="311" /></a></div><br /><div><div style="text-align: left;">Dr. Platzman has passionately served ICDL and the DIR community for many years. She has been a leader and guide for so many in the DIR community. As a psychologist at Floortime Atlanta, an instructor in the DIRFloortime® Training Program, a mentor, a professor, and voluntarily serving as the Chief Advisor for the DIRFloortime® Training Program, Dr. Platzman has given so much to advance the mission of ICDL. The mission of ICDL is "to make a positive impact in people’s lives by promoting and championing a developmental and relationship-based approach to human development and learning." Every day she champions DIR and strives to make a great world where everyone has the opportunity to grow, develop, and flourish.<br /><br />Come join us on October 30th to honor Kathy and to share your love for her and her dedication to all of us and to DIR.</div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://donorbox.org/icdl-gala-fundraising" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="115" data-original-width="300" height="76" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkAnA1-dtYNCcg_8lfxdXiSPAiw2u3-mVVCEPt2XX80bdhZISvHib8bTgiBkrgZ0Wscvt2DPVXEUHMNzq9xyxREFMoKL1-8WNAlkO3RxLaWmDuZLcVsqmmyXGwRl4HZwP2r3ktMaTAaoNUUCY296WCUI-geQLuxQzOYrsD33zkNevwL-XOX9wRbF-6/w244-h76/Donate-Button-orange.jpg" width="244" /></a></div><div style="text-align: left;"><h1 style="text-align: center;">2022 DIR® Champion Awards<br /></h1>We will be announcing five 2022 DIR Champion awards for worthy individuals and groups that have shown exceptional effort in championing DIR over the past year. Please join us on Sunday to celebrate these DIR Champions!</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><h1 style="text-align: center;">Special Live Online Concert!</h1><h1 style="text-align: center;"><a href="https://youtu.be/qp_6g6b8L3Y" target="_blank">Blue Spectrum</a></h1><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="321" src="https://www.youtube.com/embed/qp_6g6b8L3Y" width="504" youtube-src-id="qp_6g6b8L3Y"></iframe></div><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://icdl.zoom.us/meeting/register/tZYod-uopj8oGtI8XoqWoxGm0-452w51xNNW" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="352" data-original-width="500" height="345" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm3z-HEyL7mrBCUjYx6Zfog20Qc_b-t80jcikXvumKJly1VjmCvqiosiP3qPbzGf3cab5AEtRqd_t3fApkOXzUvUNog4fKNItf9nBkzbxr-nm_oZommaV8k34u2av20OTGLRRGHcwTJQu3_8QwRdpGqxA8LoJhi79hq8BXnRaA84O-sazrPog0lXUX/w491-h345/FB_IMG_1528059541080(1).jpg" width="491" /></a></div><div style="text-align: center;"><h2>Gwendolyn and Gene Harshaw:</h2><h3>Following their son's lead.</h3><div style="text-align: left;"> At 4 years old Zayne was diagnosed with autism. Gwen will share how they found strength through Zayne’s gifts instead of focusing on his weaknesses. Today, Zayne is a member of the band Blue Spectrum which has 2 other autistic members. He taught himself to play the guitar. Music has really transformed him from a painfully shy boy to an extremely confident musician. Gwen’s son’s diagnosis has transformed her life. She will share her personal journey as a parent of a child on the spectrum and how following his passion brought him, and her and her husband Gene, to places they never expected. <a href="https://www.google.com/url?q=https%3A%2F%2Fclick.icptrack.com%2Ficp%2Frelay.php%3Fr%3D29158814%26msgid%3D460170%26act%3DLIYU%26c%3D207723%26destination%3Dhttps%253A%252F%252Fyoutu.be%252Fv2rBneitG2k&sa=D&sntz=1&usg=AOvVaw0vFU2O1ipjMdJLOLPJXyHb">Click here to listen to a sample of Zayne's amazing guitar skills</a>. His performance will be an incredible ending to our 2-day conference. </div></div></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><br /></div></div><br /></div>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-58047134297966391672022-09-29T16:38:00.003-07:002022-10-03T18:22:11.783-07:00ICDL and INAS<p>ICDL and the ICDL Foundation are proud to be supporting many great efforts including our sponsorship of the inaugural INAS Neurodiversity Conference. Dawn-Marie Solais, the developer of the conference, and I had a conversation about autism, disability, and several other topics. It was a nice little chat and a part of our joint effort to continually work to open minds about neurodiversity. You can view the discussion here: <a href="https://youtu.be/Jw0fS1mj8G4">https://youtu.be/Jw0fS1mj8G4</a><br /></p><div class="separator" style="clear: both; text-align: left;"><iframe allowfullscreen="" class="BLOG_video_class" height="399" src="https://www.youtube.com/embed/Jw0fS1mj8G4" width="498" youtube-src-id="Jw0fS1mj8G4"></iframe></div><p></p>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-13591063873426295012022-09-27T14:20:00.006-07:002022-09-28T17:51:19.691-07:00Collapsing the Play Triangle<p><!--[if gte mso 9]><xml>
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<![endif]--></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU3dVE9wi_YI04_0WwqIdlKr3Na8sym3Aq77HMRRyOfRIH30iMPXyuBjj4HaKTwMmN6lsm2WXMSJJpNO0lt8z90CutRKOOtF-Jkb_qR6gq9Ax4i5TCJFdH0RUWGC8MsyalGS6hAViZzEVFWTpwQT77F7iY3gzbCuXEWFAUrkWg85K5X-0o3HZd1Y_3/s5094/Tirangle%20block.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3396" data-original-width="5094" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU3dVE9wi_YI04_0WwqIdlKr3Na8sym3Aq77HMRRyOfRIH30iMPXyuBjj4HaKTwMmN6lsm2WXMSJJpNO0lt8z90CutRKOOtF-Jkb_qR6gq9Ax4i5TCJFdH0RUWGC8MsyalGS6hAViZzEVFWTpwQT77F7iY3gzbCuXEWFAUrkWg85K5X-0o3HZd1Y_3/s320/Tirangle%20block.jpg" width="320" /></a></div><br />I often end up in a conversation with parents and
professionals I am coaching about what I call “collapsing the play triangle”. The
image I create is of a triangle with the child at one point of the triangle,
the adult (parent or professional) at another, and a toy at the third
point.<span style="mso-spacerun: yes;"> </span>Oftentimes I see parents and
professionals putting forward lots of energy in getting the child to focus on
the point of the triangle that has the toy.<span style="mso-spacerun: yes;">
</span>This can be good because joint attention where the adult and the child
are both engaged with the toy together is a very healthy and joyful
process.<span style="mso-spacerun: yes;"> </span>However, I very much want
parents and professionals to think about how to collapse the triangle in a way
that the adult <u>becomes the play object.</u> When this happens, the adult is
the toy and thereby in playing with the toy the child is playing with the adult.<span style="mso-spacerun: yes;"> </span>Essentially the triangle collapses and the
child is interacting with the toy and the adult at the same time because the
adult is the toy.<span style="mso-spacerun: yes;"> </span>We hear adults often
say as they reflect back on their process of learning DIR, “I had to learn how
to play.”<span style="mso-spacerun: yes;"> </span>I think becoming the play object
is the biggest shift that is central to that reflective statement.<span style="mso-spacerun: yes;"> </span>Adults often focus on finding ways of getting
the child to attend to a toy or focus on a toy and say things like ,”look” or “see”
or "come" as they present the toy in an exciting way.<span style="mso-spacerun: yes;">
</span>But, that all changes if you realize that you are the best toy in the
room. When you become the toy, when the child is intentionally playing with you, their
brains are “lighting up” with connections and activity that is REALLY good for
them.<span style="mso-spacerun: yes;"> </span>Please keep in mind, this is not forcing the child to play with you or to interact in a way that creates distress. This is about using rich affect and joy in an inviting and respectful way that creates the opportunity for engaging together. It creates the opportunity for shared joy and circles of communication. Simply put, it crates the opportunity for development. So next time you play with a
child, see how many play triangles you can collapse.<span style="mso-spacerun: yes;"> </span><p></p>
<p></p>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com4tag:blogger.com,1999:blog-6425223997426226778.post-66893861186420914432022-05-04T19:51:00.002-07:002022-05-04T19:51:33.544-07:00Play, DIRFloortime®, and Neurodiversity Informed Practice<p></p><p></p><p></p><p></p><p>Over the last two weeks I have spoken at several conferences and events that were focused on neurodiversity, DIR, ethical considerations in autism services, and/or play. I received lots of questions about how we embrace neurodiversity in the play process of DIR®. So, I started a list of ideas. The following are my notes over the past two weeks. 25 points of consideration for therapists. See what you think. Let me know your thoughts. In part I am also writing this for all those out there that think DIRFloortime® is about imposing a neurotypical normalization agenda. It for sure is not. It is about helping the child grow and develop while respecting and valuing their own beautiful uniqueness. <br /></p><ol style="text-align: left;"><li> Play is strength-based building on what the child is doing and is interested in. Play is not used in a manipulative way to get connection to then switch to a deficit-based intervention.</li><li>Follow the child’s lead in play. </li><li>The action is in the interaction. Development happens in the interaction of play. </li><li>Genuinely engage and join in the play with a child and help them expand and elaborate upon their own intentions, rather than coercing the child to play along with your intentions. </li><li>Play is not used to teach neurotypical norms. We honor the unique profile of each child and seek to understand them and help them develop in their own unique and neurodiverse way rather than seek to impose neurotypical or therapist determined norms. </li><li>Compassionate and naturalistic play is not enough. In many ways, more compassionate and naturalistic play that has the same goals of normalizing behaviors may actually be more problematic for the child’s psyche because it is a more sophisticated presentation of the same neurotypical normalizing goals of traditional behavioral discrete trial training, but just clocked in a pseudo loving interaction. This manipulation can foster the sense for the child that kindness and love are used to manipulate to get what you want. </li><li>Therapists need to engage and join in the play and become a part of the play in a full way. This is key in helping the child develop their internal capacity to understand and manage their own being and their own behaviors. This is different than using play to manage, change, or control behaviors that are determined by the therapist or anyone else to be unwanted [autistic] behaviors. </li><li>Avoid using rewards or punishments in the play. While some natural consequences will inevitably happen, it should never be the conscious intent of the therapist to give a reward or punishment. The child is not engaging in play to be judged by their play partner and we should not condition them to think that is the point. </li><li>Play is a wonderful opportunity for learning based on exploration and discovery. Introducing exposure and memory based tasks only detracts from the beauty of the play process. </li><li>Be very mindful of how modeling is used in the play. Modeling can be helpful in many ways, but modeling risks prompting a neurotypical and therapist led way of being. While some modeling will take place and can help in the development of communication, language, and other important ways, therapists need to be very careful not to impose neurotypical and therapist determined norms. </li><li>There are never explicit or implicit goals of indistinguishability. Through a process of self-reflection, therapists constantly have to be challenging themselves not to allow implicit goals of indistinguishability through. Normalization is never a goal.</li><li>Prompting should generally be avoided and absolutely never prompt for one single “right” response. Prompting for a single response is inherently based on a predetermined frame of reference that is often based on the therapist’s beliefs on what is normal or acceptable. When a therapist determines there is one right answer to a situation and prompts for that, they are determining the norm and imposing it upon the child. </li><li>Play is naturally a developmental process. Children develop their core social-emotional capacities through play. Play should focus on promoting development more than teaching. Children will learn in play, but it happens as they explore, discover, and develop. Adults often take the joy of play and turn into, “Now I have you, I am going to teach you that this yellow ball is yellow. ‘Say Yellow’ [holding up a yellow ball]” Does a five-year-old playing with another five-year-old ever hold up a yellow ball they know is yellow to ask the child they are playing with to “say yellow”? </li><li>The goal is to expand and to elaborate. If you focus on expanding and elaborating, you are promoting growth and development while fully valuing the child and avoiding imposing your own neurotypical and/or therapist determined perspectives.</li><li>Engage in co-regulation and the development of self-regulation rather than simply how to manage behavioral dysregulation. Many behaviorally focused therapists talk about “managing dysregulation” in play. If the therapist is managing dysregulation or even trying to teach the child how to manage dysregulation, this ends up being a “top down” more externally driven process. Joining in play gives us the opportunity to engage in co-regulation, this helps to develop an internal “bottom up” development of the child’s own self-regulation. We can all learn techniques of self-control which is fine, but within play we have the opportunity to use a natural co-regulating process to promote the development of self-regulation which is that internal sense in ones body that I am calm and OK in the world and I don’t have to constantly rely on external controls or even self-control “strategies” to cope. Rather, I can be “OK” and regulated from within. A more sophisticated way of saying it is that subcortical regulation can develop in play and that should be the focus. Teaching strategies that relate to how cortical activities regulate the subcortical systems has its place, but that is a teaching process and not as much of a developmental process. We work to keep play focused on developmental processes. </li><li>Engage with the child through their challenging moments that often present behaviors that some will refer to as “problematic” or “challenging” behaviors. This is different than focusing on changing or controlling behaviors. In the process of joining and engaging with the child through the difficult times, we foster the development of core capacities rather than simply extinguishing behaviors. For example, the goal should be to help the child develop the capacity to be able to successfully engage in shared social problem solving rather than to simply extinguish the meltdowns that can often happen when a child lacks this capacity. Extinguishing the meltdown won’t do anything to help the child create the requisite capacity for shared social problem solving that is needed to be successful in challenging social situations. </li><li>There is never a goal of extinguishing behaviors. Our goal in play is to promote development and growth. As that development and growth happens, behaviors that the child no longer needs to regulate themselves or their world or that they discover get in the way of engaging with the world they want to engage in may diminish, but extinguishing those behaviors is not the goal. For example, we do not set a goal of extinguishing hand flapping behaviors. In many cases, if the child becomes more regulated, engaged, and feels understood by their play partner, we may see less hand flapping (or we may actually see more), but either way, that is being driven by the child, not the therapist. </li><li>In regards to turn taking, therapists need to be more focused on engaging in back-and-forth circles of communication and interactions that will develop the capacity to engage in turn-taking in a meaningful way because the child wants to, not because it is a rule imposed by the therapist. Do not simply think of it as a social skill that needs to be taught. </li><li>Play can develop the capacity for social connection, communication, and interaction. This is the focus and we do not use play to simply teach skills that are deemed socially appropriate. </li><li>Seek to understand and to help the child feel and be understood. Feeling and being understood is the foundation for meaningful personal growth and development. There is potentially nothing more important.</li><li>Therapists should not be forcing face-to-face interactions. Therapists should be engaging with the child. In most cases, this will result in face-to-face interactions that are rich in eye contact. However, for some children eye contact may be overwhelming and the intense face-to-face interaction may be overwhelming. So, the goal is meaningful engagement that respects and values the child’s perspective and way of being. </li><li>Therapists should constantly adjust their actions and the environment to support the child’s individual differences. If something in the environment or in the actions of the therapist can be changed to better support the child’s individual differences, this should be done. (i.e. dimming lights if it is overwhelming; not wearing cologne if it causes discomfort for the child; not moving too quickly to accommodate a child with visual processing challenges) This can include sensory, motor, physical, or other individual differences. </li><li>Play should always respect and embrace the culture of the child and family. In addition to following the child’s lead in play we are also following the family’s cultural lead. </li><li>Always respect the child’s “no”. This does not mean the child will always get their way or be able to do anything they want, but we avoid forcing our agenda upon the child and we seek to foster a sense of agency for the child that includes the right to say “no” if something makes them uncomfortable. </li><li>Have fun and be a play partner the child is excited to play with. </li></ol><p> That's my list. Did I miss anything?</p><p> I would write this a bit differently for parents, but the same concepts generally apply. <br /></p>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com4tag:blogger.com,1999:blog-6425223997426226778.post-23111737682229004052022-04-18T16:28:00.008-07:002022-04-18T16:28:52.342-07:00ICDL's New Name<p style="margin-bottom: 0px; margin-top: 16px; text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc4nnZM7bl5nujKnkBVh59b_6J837th9O1xMYfXyAdv89X8Kd0hWOJp-AvwAudxWKNcuP7hJamMxwbHrNE9tzEEwdZhntRckQRFz6Yktytqy_D-Y1YZqX6FP70vhzIUQyzLixtafeM4560F1nevXiCk3uZgkCWXzXrUmN1CqjYW8U1KC0Lf1j-QZGs/s1857/ICDL-future-tag-color.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="872" data-original-width="1857" height="117" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc4nnZM7bl5nujKnkBVh59b_6J837th9O1xMYfXyAdv89X8Kd0hWOJp-AvwAudxWKNcuP7hJamMxwbHrNE9tzEEwdZhntRckQRFz6Yktytqy_D-Y1YZqX6FP70vhzIUQyzLixtafeM4560F1nevXiCk3uZgkCWXzXrUmN1CqjYW8U1KC0Lf1j-QZGs/w250-h117/ICDL-future-tag-color.png" width="250" /> </a> </div><div class="separator" style="clear: both; text-align: left;"></div><p></p><div style="text-align: left;"></div><p style="margin-bottom: 0px; margin-top: 16px;">I am excited to announce ICDL’s new name! </p>
<p style="margin-bottom: 0px; margin-top: 16px;"><strong>The <u>International</u> Council on Development and Learning</strong></p>
<p style="margin-bottom: 0px; margin-top: 16px;">ICDL will begin doing
business as the International Council on Development and Learning as of
today. This change is happening for three main reasons. </p>
<p style="margin-bottom: 0px; margin-top: 16px;">First, it represents our
commitment to be a continually growing and developing organization that
provides forward-looking leadership as the world continues to
evolve. The concept of an “interdisciplinary” council was groundbreaking
32 years ago when ICDL began, but we have progressed so much further
now and it is no longer groundbreaking nor does it sufficiently
represent our current transdisciplinary work. But don’t be alarmed, we
are not abandoning interdisciplinary work. The difference now is simply
that we have developed from being interdisciplinary to being much more
transdisciplinary. You’ll see how this is impacting our training program
as we unveil the newly revised DIRFloortime® professional certificate
training curriculum in the coming months. </p>
<p style="margin-bottom: 0px; margin-top: 16px;">In the near future, I will
be writing more about the importance of a transdisciplinary focus and
even engaging in antidisciplinary focused work to further our
understanding of the entire whole person and not a person defined by the
scope of the currently existing disciplines. This is such an important
area for consideration and reflection. ICDL will continue to lead and
challenge the DIR® community and the world at large to understand humans
more holistically than ever before and we will work to support
practices in the field that foster meaningful holistic human
development. </p>
<p style="margin-bottom: 0px; margin-top: 16px;">Secondly, we are changing
our name to the International Council on Development and Learning
because of the incredible international movement that ICDL is leading to
bring a DIR-focused understanding of development and learning to
everyone around the world. I am proud to say that ICDL now offers
DIRFloortime® certificate courses in 16 different languages taught by
professionals that are native speakers of these languages. We know that
there are at least three more languages being added to the list in 2022
with initiatives underway in other countries around the world to build
the capacity to have DIR® experts developed there too. For example, I am
off to Japan in just a few days to spearhead our efforts there. When I
started with ICDL in 2013, we were teaching DIRFloortime® courses in 3
different languages. By the end of 2022, it will be at least 19! <strong><u>This is being international!</u></strong> </p>
<p style="margin-bottom: 0px; margin-top: 16px;">Finally, ICDL is shifting
to be the International Council on Development and Learning because it
better represents our leadership role in the field. ICDL is the future
of development and learning. While ICDL has a strong deep 32-year
history, our focus today is on leading into the future. We can fully
respect and appreciate the history and hold true to the integrity of the
evidence-based approach DIRFloortime® is while at the same time
progressing into the future as we learn more and more from research,
clinical practice, advocates, and the broader world in general. </p>
<p style="margin-bottom: 0px; margin-top: 16px;">This week ICDL will be
announcing several new future-focused initiatives and developments that
will help you see the progressive work that is happening. The name
change helps us catch up to where we have been moving in recent years
and helps to define who we are as leaders into the future. ICDL is not
only the Home of DIR® and DIRFloortime®, ICDL is also the future of
development and learning. <br /></p>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-52133776739073017472022-04-01T21:26:00.003-07:002022-04-09T11:51:21.674-07:00ICDL and DIR® Professionals are Supporting Ukrainians<p> ICDL's main focus is to train professionals that then provide DIR® based support to their communities. While there are services that ICDL provides directly to families through our DIR® Institute, most of the DIR® services and supports around the world are provided by the thousands of ICDL trained professionals in the 74 countries where we have trained DIR® professionals. <br /></p><p>ICDL is proud to be supporting the wonderful ICDL DIRFloortime® Experts we have in Ukraine to serve their fellow Ukrainians in this horrific time. So far, <u><b>ICDL has committed $30,000</b></u> in grants and direct support. This will help to keep our DIR-based experts practicing and supporting families in desperate need. </p><p></p><p>In addition to the support ICDL is providing, many ICDL DIRFloortime® professionals are volunteering their time to provide much needed support. Did you see the <a href="https://www.washingtonpost.com/health/2022/03/18/ukraine-mental-health/" target="_blank">article in the Washington Post</a> that highlighted the work of many including Galina Itskovich and Irina Filonenko? Please check it out. I want to personally thank Galina and Irina and all of the other amazing people in the DIR community that have been working to support Ukraine, its people, and its refugees. </p><p>There is no hesitation on my part in regards to ICDL providing funding and support for people in need to have access to DIR during this challenging times. However, we can not do it without your help. <a href="https://www.icdl.com/donate" target="_blank">Please consider making a donation to ICDL.</a> I work hard to ensure that every dollar donated goes directly to advocacy, services to families, or direct support like we are providing in Ukraine. I sincerely would appreciate any donation you can provide. </p><p>I hope this awful war ends sooner than later. I stand with Ukraine in support of their country and their people. <br /></p>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-52943974625792203042022-03-05T11:12:00.000-08:002022-03-05T11:12:34.605-08:00Promoting Development is Essential...and Different than Teaching<p> When I was a child, kindergarten was not mandated where I was living and only available on a lottery system. At the time, I was seen as one of the unlucky ones that did not get into kindergarten because I was not selected in the lottery. While I was young and don't remember that much of it all, I do remember being in a K-Mart with my mother buying workbooks and supplies as she tried to figure out how she was going to teach me at home. I still can recall feeling the anxiety she had that I was going to fall behind because I did get into kindergarten. Well, <a href="https://psycnet.apa.org/record/2022-18712-001" target="_blank">after this study came out recently</a>, I emailed my mother to thank her for not sending me to kindergarten! </p><p>While the study is about preschool and not kindergarten, it does raise questions about how many are thinking about preschool and early education. The frustrating part is that we have known this for decades, yet our systems constantly get lured into short-term immediate outcomes of things like knowing letters and numbers and struggle to see the value of a longer-term perspective that focused on promoting core development instead of rushing to teach. </p><p>Related to the above cited study, a <a href="https://youtu.be/CNJQGbNbI-8" target="_blank">recent study at MIT</a> found that the development of the language centers of the brain were better correlated with exchanges of communication than exposure to words. Exposure to words and knowing words going into kindergarten shows better outwardly observable "data", but it really does not promote the requisite development that is essential for the brain to be able to make the most out of the words a child learns. </p><p>Dr. Gil Tippy, co-author of Respecting Autism with Dr. Stanley Greenspan, often refers to the core Functional Emotional Developmental Capacities (FEDCs) of DIR® as "Foundation Academics". This is so true. <br /></p><p>The world needs to move from thinking of playful and joyful interactions as an extra or something that is less important than teaching. It is within these interactions that essential development happens. In addition, this development is essential for children to get the most out of learning through more traditional classroom teaching. But if we jump to the more traditional classroom teaching approaches before building the foundation, the child may be at risk of having more and more challenges as time progresses, much like the preschool study cited above found. <br /></p><p>Please share these studies with your decision makers in your communities. The data they are being given to show outcomes of preschools and kindergartens may look shiny and nice, but it is the wrong data. Just because it is outcome data, does not mean it is the right outcome data. We need to be looking more at developmental data than data simply focused on learning information. <br /></p><p><a href="https://www.npr.org/2022/02/10/1079406041/researcher-says-rethink-prek-preschool-prekindergarten" target="_blank">Here is a link to an article on the preschool research I mentioned above</a>. One thing I really like that is included in this article is the fact that the lead researcher did not expect the results that emerged. In my opinion, that just makes it all the more powerful. <br /></p>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-45668306987362180352021-10-27T15:19:00.000-07:002021-10-27T15:19:49.254-07:00Being Strength-Based is Important<p class="MsoNormal"> This is an important concept and one that I think people
often say, but don’t necessarily follow through on.<span style="mso-spacerun: yes;"> </span>Earlier today someone said that they were
addressing a behavior because it was “dysfunctional”.<span style="mso-spacerun: yes;"> </span>What does that mean?<span style="mso-spacerun: yes;"> </span>Who is defining the “dys” in that
judgement?<span style="mso-spacerun: yes;"> </span>Even if, from our perspective,
the behavior we are seeing does not seem to be helping the individual or if the
person may genuinely be stuck, it seems better to me to reframe the
“dysfunctional” to “it is the most functional behavior the person has at the
time.”<span style="mso-spacerun: yes;"> </span>The former is deficit-based and
defined by behaviors and neurotypical norms.<span style="mso-spacerun: yes;">
</span>The latter is strength-based and developmental in nature.<span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">I wrote the following in response to a <a href="https://groups.google.com/g/dirfloortime-research-forum" target="_blank">DIR Research Forum</a>
post today about whether there is a place for stopping a child who is
scripting: </p>
<p class="MsoNormal">“The idea of stopping anything that another human is doing
that is not dangerous or infringing upon the rights of others always causes me
pause. Both personally and professionally. From a professional
standpoint, if an individual seems stuck I always think first about what I can
help them develop that can increase their internal capacities and sense of
agency so that they have more options for engaging in the world most fully, but
in a manner they choose. That can effectively be achieved in a strength-based
DIR process of following their lead, joining, expanding, elaborating, etc.”</p>
<p class="MsoNormal">Part of the concept of “following the child’s lead” is
starting with what a person can do and where their interests are and joining
them in relationship from there.<span style="mso-spacerun: yes;">
</span>Building the foundation.<span style="mso-spacerun: yes;"> </span>Building
internal capacities.<span style="mso-spacerun: yes;"> </span>Expanding and
elaborating.<span style="mso-spacerun: yes;"> </span>It’s all
strength-based.<span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">I think at times there can be pressures from the world to
“fix” kids or people and to make them “normal”.<span style="mso-spacerun: yes;">
</span>This is not DIR and not what we do in DIR.<span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">DIR is about development.<span style="mso-spacerun: yes;">
</span>Helping individuals develop while understanding and respecting their
individual differences and engaging in meaningful relationships that will help
fuel that development.<span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">I am just sharing a thought, but I’d be interested in anyone’s
comments on what it means to you to be strength-based.<span style="mso-spacerun: yes;"> </span></p>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com2tag:blogger.com,1999:blog-6425223997426226778.post-32147195319786620152020-04-02T21:16:00.000-07:002020-04-02T21:17:21.121-07:00I Beg You<br />
To honor Autism Awareness Month I beg you to do two things:<br />
<br />
1. If you have not already, <a href="https://autisticadvocacy.org/get-involved/newsletter/" target="_blank">sign up to receive the Autistic Self Advocacy Network's (ASAN's) newsletters</a>. One of the best gifts we can give to the autistic individuals in our lives is to increase our understanding of the needs and challenges that people on the spectrum face on a daily basis. A simple and effective way to add to this is to read ASAN's newsletters.<br />
<br />
2. <a href="https://autisticadvocacy.networkforgood.com/projects/23616-your-gift-will-help-empower-the-autistic-community" target="_blank">Please make a donation to ASAN</a>. Now more than ever, the autistic community needs advocates watching out for them, protecting their rights, and ensuring a brighter tomorrow.<br />
<br />
Thank you! <br />
<br />
<br />Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com1tag:blogger.com,1999:blog-6425223997426226778.post-44235364865733007682020-03-26T12:38:00.000-07:002020-03-26T12:38:54.531-07:00Supporting Your Child’s Emotional Well-Being by Just BEING<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
The other day I wrote about how one of the best ways to
think about supporting you child’s social emotional health is to use the first
six <a href="https://www.icdl.com/dir/fedcs">Functional Emotional Developmental
Capacities (FEDCs)</a> as a guide. With each capacity, we can do things that
can help our children stay calm, regulated, engaged, active, happy, connected,
thinking, and overall more stable emotionally and physically.<span style="mso-spacerun: yes;"> </span>In the last blog, I focused on the functional
emotional developmental capacity (FEDC) of self-regulation and interest in the
world.<span style="mso-spacerun: yes;"> </span>Today I am going to move onto the
second FEDC of Engaging and Relating.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>FEDC 2: Engaging and Relating</u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This capacity focuses on the ability to engage and relate
with others.<span style="mso-spacerun: yes;"> </span>It is a very simple, yet
fundamental, process.<span style="mso-spacerun: yes;"> </span>It is about the
joy of BEING with someone else.<span style="mso-spacerun: yes;"> </span>This
goes all the way back to a baby in mom or dad’s arms with a big smile, laughs,
and that pure joy and love of being in their parent’s arms, looking at their
face, and being totally consumed by the connection.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In our world of TVs, computers, tablets, phones and all
things that fall under the word “devices” this pure engagement or just BEING
with each other can be remarkably infrequent and even elusive.<span style="mso-spacerun: yes;"> </span>But, in times of stress, like many are facing
now, there is not much more valuable to our health than just BEING <span style="mso-spacerun: yes;"> </span>with someone else that loves us.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Being vs. Doing.</b><span style="mso-spacerun: yes;"><b> </b> </span>Many
times as parents we think of time with our kids as doing something.<span style="mso-spacerun: yes;"> </span>Going to the movies, playing on the
playground, playing Chutes and Ladders, eating, or whatever it may be.<span style="mso-spacerun: yes;"> </span>That is all great and there is nothing wrong
with that.<span style="mso-spacerun: yes;"> </span>However, all of those things
are centered around DOING. <span style="mso-spacerun: yes;"> </span>In our world
of doing, doing, doing all the time, many have forgotten about the power and
joy of BEING.<span style="mso-spacerun: yes;"> </span>Please note, these are not
mutually exclusive.<span style="mso-spacerun: yes;"> </span>You can be with our
child while you are doing.<span style="mso-spacerun: yes;"> </span>However, you
can also do with your child without being…and that is the danger.<span style="mso-spacerun: yes;"> </span>Especially now with the financial and health
stresses all around us, it can be very hard to just be.<span style="mso-spacerun: yes;"> </span>How can we just be when we have so much to
do?<span style="mso-spacerun: yes;"> </span>The conundrum about this is that we
are not going to be as effective doing if we don’t allow ourselves to just
be.<span style="mso-spacerun: yes;"> </span>Also, our children’s emotional
health and well-being need time with us to just be with them.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u><b>Here is the simple tip</b></u></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Even just twice a day for a few minutes each time, make sure
your child feels from you that they are the most important person in the world at
that moment to you. <span style="mso-spacerun: yes;"> </span>Don’t focus on the
devices or the DOING.<span style="mso-spacerun: yes;"> </span>Focus on the
BEING.<span style="mso-spacerun: yes;"> </span>It may feel strange at
first.<span style="mso-spacerun: yes;"> </span>What do I do?<span style="mso-spacerun: yes;"> </span>How do I do it?<span style="mso-spacerun: yes;"> </span>One tip goes back to an old saying that goes
like this, “God gave you two ears and one mouth.<span style="mso-spacerun: yes;"> </span>It is best to use them in that proportion.”<span style="mso-spacerun: yes;"> </span>In other words, listen more than you
speak.<span style="mso-spacerun: yes;"> </span>And even if no words are used,
the same idea applies and can be thought of as “follow more than you lead.”<span style="mso-spacerun: yes;"> </span>This may sound overly simple, but I find that
people don’t do this nearly enough with those they love.<span style="mso-spacerun: yes;"> </span>And our children will eat it up because we
are human beings, not human doings. Being in relation with others is a key to
our emotional well-being and our kids need it now more than ever.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;">Here is a cute example of a father hanging out with his son. The content, or what they are DOING, does not matter. But, this is great stuff. And I am certain, knowing all we know about brain development and the importance of BEING on brain development, this is really good for this little boy. I am also certain Dad is feeling great about it too. </span></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/DOfEu2zqrkQ/0.jpg" src="https://www.youtube.com/embed/DOfEu2zqrkQ?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com2tag:blogger.com,1999:blog-6425223997426226778.post-49332166506185872792020-03-23T20:28:00.000-07:002020-03-24T15:11:29.624-07:00Tips for Parents on Supporting Your Child’s Social Emotional Health During This Time of Social Distancing<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYeQAVac30q_8-xa9KXNoc3KiVywv1QkbnHrygH-3NNNneEE-2P9uyuME27xRcO2Ocg2KeERq1v640tZKyaM0AaO3hjiZh39BzcNn1w_5pPW8iGMCmRLYLT7X4GRNM6Y3sKHODUlXSkRI/s1600/Father+And+Son+2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1068" data-original-width="1600" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYeQAVac30q_8-xa9KXNoc3KiVywv1QkbnHrygH-3NNNneEE-2P9uyuME27xRcO2Ocg2KeERq1v640tZKyaM0AaO3hjiZh39BzcNn1w_5pPW8iGMCmRLYLT7X4GRNM6Y3sKHODUlXSkRI/s320/Father+And+Son+2.jpg" width="320" /></a></div>
One of the best ways to think about supporting you child’s social emotional health is to use the first six <a href="https://www.icdl.com/dir/fedcs">Functional Emotional Developmental Capacities (FEDCs)</a> as a guide. With each capacity, we can do things that can help our children stay calm, regulated, engaged, active, happy, connected, thinking, and overall more stable emotionally and physically. <br />
<br />
<b> FEDC 1: Self-Regulation and Interest in the World </b><br />
<br />
Think about what you do to keep yourself in that “just right zone”. That zone where you are alert enough to accomplish all that you need to do and yet not so over-the-top that you are frazzled and all over the place. Most people will do things like exercise, walk, meditate, stretch, play or talk with others, or turn to caffeine for a boost. Let’s skip the last one on that list as far as our kids because that usually backfires when it comes to young ones and lots of Starbucks are closed now anyway. If you think about all of the others, the common thread is that each one of these activities help to integrate both our minds and our bodies. Each one involves breathing and intentional control of our body. (Even talking to others actually helps us gain control of our breathing. Did you even notice when you are venting to someone you start off breathing fairly quickly and sometimes you may even feel hyper? But, after you vent to a friend and talk for a bit, your body calms down and, if you pay attention, your breathing calms down.) <br />
<br />
For our kids, this often naturally happens because they are kids…they run, they jump, they play. But, when they are stuck in the house, it can come to a grinding halt. <br />
<br />
<b> The Tip: </b><br />
<br />
The tip here would be to make sure you get your kids moving or at least doing things that intentionally integrate their bodies and minds. If moving is not as much of an option, meditation and stretching can be great alternatives. But, make sure you are helping them focus on their breathing and them feeling where their bodies are in space. We are complex systems and we need organization and integration. A primary way we get that is by “activating” our minds and bodies in an integrated way. During this time of social distancing and, for many, sheltering in place, you will need to be more intentional about this. Make sure your kids get at least one, if not two or more "doses" of this a day. A "dose" can be as short as 15 minutes. <br />
<br />
<b>The Special Secret Sauce: </b><br />
<br />
The special secret sauce to the above tip is to join in with your child and use lots of emotion. Express yourself. Show lots of animation. Show lots of emotional expression in your face and your gestures. There is science behind this because affect (or emotional expression) is a key integrator of the mind and body. But, you don’t have to worry about the science. Just think about being very expressive and joyful as you help your child engage in these types of activities. Them doing it on their own will help, but you doing it with them…well, that is the special secret sauce. You both will benefit…I promise. <br />
<br />
By the way, this applies for all kids. Whether they have a developmental challenge or not. Heck, it applies to all of us, of any age, of any make-up. We all feel better when we are in that just right zone. And if you engage in this with your kids, you may find that you don't feel as bad about all the Starbucks that are closed right now. You'll end up finding that not only will your child get into that just right zone, so will you - caffeine free 😊.<br />
<br />
If you are on Facebook, <a href="https://www.facebook.com/dirfloortime" target="_blank">follow us on Facebook</a>. Our Floortime experts post great ideas about this all the time. Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-37496161200207407572020-03-21T10:46:00.000-07:002020-03-21T10:46:12.430-07:00DIR is Needed More Than Ever<!--[if gte mso 9]><xml>
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Name="footer"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="index heading"/>
<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of figures"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope return"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
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<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
</div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
The
challenges of coping with the impacts of this novel coronavirus are
immense.<span style="mso-spacerun: yes;"> </span>Both globally and
personally.<span style="mso-spacerun: yes;"> </span>Stress like this challenges
us at our core…again, both globally and personally.<span style="mso-spacerun: yes;"> </span>Now more than ever, we need the perspectives
and guidance that models like DIR provide.<span style="mso-spacerun: yes;">
</span>I want to take a moment to explore this in two ways.<span style="mso-spacerun: yes;"> </span>First, how a Developmental, Individual-differences,
and Relationship-based model builds the foundation for us to be able to deal
with these stressors and secondly, how we can use DIR and DIRFloortime as a way
to not only cope with the current stress, but to also grow in a fundamental and
critical way during this time of increased stress.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<u>The Foundation</u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Developmental
(The “D” of DIR):<span style="mso-spacerun: yes;"> </span>Situations like this
require that we cope with new, unfamiliar, and intense stressors and for us to
navigate uncharted waters.<span style="mso-spacerun: yes;"> </span>The ability
to do this does not lie merely in our skills or knowledge.<span style="mso-spacerun: yes;"> </span>This is because many of the things we are
facing do not exactly match up with what we have learned or experienced
before.<span style="mso-spacerun: yes;"> </span>Mere training and education do
not cut it.<span style="mso-spacerun: yes;"> </span>What we need is a core
capacity to cope (self regulation), communicate, and reason.<span style="mso-spacerun: yes;"> </span>These core capacities can be applied to any
situation and those that have a deep capacity for coping, communicating, and
reasoning are those that will fare the best during this time of increased
stress and may end up being the people that many of us will rely on in these
times of uncertainty.<span style="mso-spacerun: yes;"> </span>Those that have a
deep capacity for coping, communicating, and reasoning can maintain the
requisite self-regulation to be able to communicate about the current situation
and then apply knowledge and information in a way that can help reason through
this unique and new situation.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Individual
Differences (The “I” of DIR): Understanding the unique ways each of us
perceives and interacts with the world is critical.<span style="mso-spacerun: yes;"> </span>That personal insight can help us understand
why our bodies and minds may take in certain information in particular ways and
why we may have a certain unique response to this information.<span style="mso-spacerun: yes;"> </span>This also apples to understanding others like
our children.<span style="mso-spacerun: yes;"> </span>Why do some of us, even with
all of the warnings stating we need to practice intense social distancing, have
such a hard time with maintaining the current recommended social distances?<span style="mso-spacerun: yes;"> </span>For some, it is how we are “wired.”<span style="mso-spacerun: yes;"> </span>Many can become intensely distressed and depressed
when the regular close connections are impeded in some way.<span style="mso-spacerun: yes;"> </span>On the other hand, others may seem to welcome
the release of the stress of constantly having to deal with closer social
interactions.<span style="mso-spacerun: yes;"> </span>Having that personal
insight and being able to act upon it can help us find ways to mitigate for these
individual differences.<span style="mso-spacerun: yes;"> </span>This applies for
ourselves, our children, our family, and for others we support in some
way.<span style="mso-spacerun: yes;"> </span>This is just one example…there are
many ways we each perceive and interact with the world that impact our day-to-day
functioning and in times of more intense stress, can both support and hinder
our ability to deal with the stress. </div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Relationships
(The “R” of DIR):<span style="mso-spacerun: yes;"> </span>We are social
beings.<span style="mso-spacerun: yes;"> </span>We are born dependent on our relationship
with our parents or caregivers.<span style="mso-spacerun: yes;"> </span>Even
though as we grow and mature, we are able to handle much more of what the world
presents on our own, we still need relationships for helping us cope and sort
out challenges.<span style="mso-spacerun: yes;"> </span>So much happens in the
context of relationships with others.<span style="mso-spacerun: yes;"> </span>In
DIR, we understand the power of relationships and we use these human
connections as a primary way to promote and fuel development.<span style="mso-spacerun: yes;"> </span>Often times, those that do not understand DIR,
will make comments like “You are just playing with the child.<span style="mso-spacerun: yes;"> </span>You are not teaching them anything.”<span style="mso-spacerun: yes;"> </span>This observation is short-sighted and misses
the point.<span style="mso-spacerun: yes;"> </span>I think many are now experiencing
how important relationships are in this time of stress.<span style="mso-spacerun: yes;"> </span>We turn to each other to cope and manage the
stress.<span style="mso-spacerun: yes;"> </span>Why?<span style="mso-spacerun: yes;"> </span>Because we need relationships.<span style="mso-spacerun: yes;"> </span>Whether that is a personal relationship with
a loved one, or a relationship with our leaders that we want to hear from to
tell us what is being done to battle this virus.<span style="mso-spacerun: yes;"> </span>Humans are “wired” to be in relation with
others.<span style="mso-spacerun: yes;"> </span>Some of us may want this to be
less intense than others, which is fine.<span style="mso-spacerun: yes;">
</span>But nevertheless, we all rely on relationships to grow, develop, and
cope.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<u>How can
DIR and DIRFloortime help us in this moment?</u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
First of
all, the intense stress can expose how well, or not so well, we cope,
communicate, and reason through the intense stress we are under.<span style="mso-spacerun: yes;"> </span>This can lead to an incredible opportunity to
develop these core capacities.<span style="mso-spacerun: yes;"> </span>When I train
groups on crisis management, I almost always talk about how, when we are in
crisis, our anxiety rises and our defenses weaken leaving us often feeling more
vulnerable than ever.<span style="mso-spacerun: yes;"> </span>This personal vulnerability
can be a risk, but it also can be an opportunity.<span style="mso-spacerun: yes;"> </span>If we recognize it is happening and
understand it, we actually have the opportunity to promote development in a
much more rapid and effective way.<span style="mso-spacerun: yes;"> </span>If we
can apply the principles of DIR and Floortime to promote the development of the
core developmental capacities, we can help ourselves, our children, and others
in our care, develop the foundational capacities that will help them deal with
today ,tomorrow, and any novel stressors life presents in the years to
come.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Thinking about
individual differences, now more than ever it is important for us to gain a deeper
understanding of how we, and our children, perceive and interact with the world.<span style="mso-spacerun: yes;"> </span>Taking time to explore this and learn about
this can dramatically increase our ability to cope.<span style="mso-spacerun: yes;"> </span>Lacking these insights is like walking around
with a blindfold on with our hands tied behind our backs.<span style="mso-spacerun: yes;"> </span>Also, gaining an understanding of others in
our lives including our children, can help move us from responding in
frustration or anger, to responding with compassion and support.<span style="mso-spacerun: yes;"> </span>We all have our own unique “wiring” and now
more than ever, we need to increase our insight into our own individual profile
as well as our children’s.<span style="mso-spacerun: yes;"> </span>When we do
this, we are better able to support the areas that need support and benefit
from the areas that are sources of strength. </div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Finally, in
regards to relationships.<span style="mso-spacerun: yes;"> </span>Now more than
ever we need each other.<span style="mso-spacerun: yes;"> </span>Our
relationships with others can help us deal with our current stress.<span style="mso-spacerun: yes;"> </span>Furthermore, as I mentioned above, this crisis
can present unique opportunities for growth and development and we know that
relationships fuel that growth and development.<span style="mso-spacerun: yes;">
</span>While we are spending much time looking at news reports, preparing the
practical things necessary to deal with our personal and professional
situations, let’s also focus on leaning into relationships and taking this
opportunity to connect with each other more than ever.<span style="mso-spacerun: yes;"> </span>This will help us each personally, it will
help our children, and it will help our communities.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Together we
will find ways to navigate this uncharted water and we will find our way. <span style="mso-spacerun: yes;"> </span>Many are saying that we can become stronger as
a result of this crisis.<span style="mso-spacerun: yes;"> </span>What they are really
meaning by “stronger” is that we can build upon our core capacities for coping,
communicating, and reasoning. <span style="mso-spacerun: yes;"> </span>If you are
not that familiar with DIR, I urge you to take a look.<span style="mso-spacerun: yes;"> </span>I am certain the information will help.<span style="mso-spacerun: yes;"> </span>If you are familiar with DIR, make sure you
don’t forget what you know.<span style="mso-spacerun: yes;"> </span>Sometimes when
we are under stress we can get very focused on what we need to do and we can lose
focus on some of the fundamentals that DIR promotes.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
This weekend
ICDL will be announcing more programs for parents and professionals.<span style="mso-spacerun: yes;"> </span>Our goal is to provide increased support for
families at reduced or no cost and to increase access to training for
professionals.<span style="mso-spacerun: yes;"> </span>Now more than ever, our children
need professionals that understand development, individual differences, and
relationships.<span style="mso-spacerun: yes;"> </span>So, we are making
adjustments to our training program that will make it more accessible to
professionals in the face of the current situation.<span style="mso-spacerun: yes;"> </span>Please check our website <a href="http://www.icdl.com/">www.icdl.com</a> in the coming days for
updates.<span style="mso-spacerun: yes;"> </span></div>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-43967232636987754432020-03-15T14:08:00.001-07:002020-03-15T14:08:41.845-07:00ICDL and COVID-19<div class="paragraph-spacing-none" style="margin-bottom: 0px; margin-top: 0px;">
<span style="font-family: sans-serif;">Dear ICDL Community,</span></div>
<div class="paragraph-spacing-none" style="margin-bottom: 0px; margin-top: 0px;">
<br /></div>
<div class="paragraph-spacing-none" style="margin-bottom: 0px; margin-top: 0px;">
<span style="font-family: sans-serif;">First
of all, we are thinking of all of you and wishing everyone the best as
families, communities, states, and nations attempt to deal with the
devastating and uncertain impacts of this virus. We encourage you to get
as educated as you can about the virus and the transmission of the
virus. The more you know, the more you can shift your everyday behaviors
and routines to protect yourself, your family, and others in your
community. </span><a href="https://click.icptrack.com/icp/rclick.php?cid=207723&mid=461172&destination=https%3A%2F%2Fwww.who.int%2Femergencies%2Fdiseases%2Fnovel-coronavirus-2019%2Fadvice-for-public&cfid=19537&vh=85060a79f35bfe7484579069ad37523ea4ead4ad7fdeaaee7894a11544b838a2" style="color: #7f7f7f; font-family: sans-serif; text-decoration: underline;" target="_blank">Here is a good general resource about COVID-19</a><span style="font-family: sans-serif;"> from the WHO and </span><a href="https://click.icptrack.com/icp/rclick.php?cid=207723&mid=461172&destination=https%3A%2F%2Fparenting.nytimes.com%2Fchildrens-health%2Fcoronavirus-kids-talk&cfid=19537&vh=4ff2df2d3572f3ab35aa2e07c91d5591ebba3e66f14f2716d69acf9b4d3a3118" style="color: #7f7f7f; font-family: sans-serif; text-decoration: underline;" target="_blank">here is a good article for parents</a><span style="font-family: sans-serif;"> about talking to your kids about the COVID-19 virus. </span></div>
<div style="margin-bottom: 0px; margin-top: 16px;">
<span style="font-family: sans-serif;">ICDL's operations are remaining ongoing, but we have done the following in our response to COVID-19:</span></div>
<ul>
<li><span style="font-family: sans-serif;">Made many internal operational adjustments so that we could maintain the majority of our normal operations.</span></li>
<li><span style="font-family: sans-serif;">Postponed many in-person courses.</span></li>
<li><span style="font-family: sans-serif;">Temporarily closed our therapy
center and we will be increasing precautionary protocols once we reopen
(our current clients are receiving an update today with more specifics
on this process).</span></li>
<li><span style="font-family: sans-serif;">Created more flexibility for
course participants currently enrolled in live online courses that are
not able to complete their case presentations so they can complete the
courses successfully without incurring additional expenses. If you are
in this situation, please contact your training leader.</span></li>
<li><span style="font-family: sans-serif;">For any live in-person courses
that may be in minimally or unaffected areas around the world (we
postponed the ones in areas of greater risk) we have instituted a 33% of
capacity maximum attendance cap to create more social distance between
participants by having the maximum number of people allowed set at 33%
of the rooms capacity. Furthermore, we have limited any upcoming live
in-person course to a maximum of 60 people. </span></li>
</ul>
<div style="margin-bottom: 0px; margin-top: 16px;">
<span style="font-family: sans-serif;">In addition to these precautionary and risk management strategies, we are also offering two special opportunities:</span></div>
<div style="margin-bottom: 0px; margin-top: 16px;">
<u style="font-family: sans-serif;">A Very Discounted DIR 101 Course</u></div>
<div style="margin-bottom: 0px; margin-top: 16px;">
<span style="font-family: sans-serif;"> For
any teacher, therapist, or parent that may have their schools or jobs
closed temporarily and are trying to limit contact with others, we are
offering an opportunity to attend a live online DIR 101 course at up to a
75% discount off of our regular price. For this one course,
registration will only be $49 for professionals and parents alike. Also,
we are waiving our refund policy for this course. So, if you register
today and end up getting called back to work or otherwise cannot attend,
you'll get a full refund. Just email us at </span><a href="mailto:dirfloortimetraining@icdl.com" style="color: #7f7f7f; font-family: sans-serif; text-decoration: underline;" target="_blank">dirfloortimetraining@icdl.com</a><span style="font-family: sans-serif;"> anytime before the course begins to request a refund. </span><a href="https://click.icptrack.com/icp/rclick.php?cid=207723&mid=461172&destination=https%3A%2F%2Fwww.icdl.com%2Fcourses%2F101&cfid=19537&vh=9cfa17d76620fd85cacadd273993483110754f9da580f0cfe4b6221d37567b9f" style="color: #7f7f7f; font-family: sans-serif; text-decoration: underline;" target="_blank">Click here for information on this special DIR 101 discounted course</a><span style="font-family: sans-serif;"> (the registration will open later today). </span></div>
<div style="margin-bottom: 0px; margin-top: 16px;">
<u style="font-family: sans-serif;">Additional Floortime Supports for Parents</u></div>
<div style="margin-bottom: 0px; margin-top: 16px;">
<span style="font-family: sans-serif;">1. ICDL
and Affect Autism already partner to provide free live online parent
support sessions for parents using or beginning to use Floortime at
home. To learn more and to sign up, </span><a href="https://click.icptrack.com/icp/rclick.php?cid=207723&mid=461172&destination=https%3A%2F%2Fwww.icdl.com%2Fparents%23h.p_NFSiz4OLk-QM&cfid=19537&vh=54aac7c6e74e4f872908050a5614b64b9436267899ea8ed127d13d0f3e4b2abc" style="color: #7f7f7f; font-family: sans-serif; text-decoration: underline;" target="_blank">please click here</a><span style="font-family: sans-serif;">. </span></div>
<div style="margin-bottom: 0px; margin-top: 16px;">
<span style="font-family: sans-serif;">2. We
also recognize that many parents may have more limited access to their
Floortime professionals. ICDL will work with any parent that needs
additional supports to arrange virtual Floortime coaching with a top
Floortime professional. In recent years, ICDL has mastered the live
online learning and live online therapeutic support process and we
welcome anyone that can't get out to their usual Floortime therapists to
reach out to us at </span><a href="mailto:livingston@icdl.com" style="color: #7f7f7f; font-family: sans-serif; text-decoration: underline;" target="_blank">livingston@icdl.com</a><span style="font-family: sans-serif;">. Over
this next four weeks as we all continue to, or begin to, cope with the
impacts of this virus, ICDL will provide this service at a very reduced
or even free level for any parents that are facing financial challenges
due to the virus. Just email us at </span><a href="mailto:livingston@icdl.com" style="color: #7f7f7f; font-family: sans-serif; text-decoration: underline;" target="_blank">livingston@icdl.com</a><span style="font-family: sans-serif;">
and we'll work with you to get you the supports you need. As needed,
we'll coordinate with your current therapists to ensure we are working
in collaboration and supporting your continuation with them as things
return to a more normal sate over time.</span></div>
<div style="margin-bottom: 0px; margin-top: 16px;">
<span style="font-family: sans-serif;">We
wish you all the best as many of you from around the world are coping
with the difficulties surrounding the spread of the COVID-19 virus.</span></div>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-16490396240451343782020-03-13T06:23:00.000-07:002020-03-13T06:23:16.075-07:00Following the Child’s Lead<!--[if gte mso 9]><xml>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2XbMtjOX5AtfKi8A_NPVMvGSvPT-FhzxOyF-KL-udmxbZxqjvJffzmEnoclqnrtNKQTuW2AxPvUwKXMKUWeHJeM65ZvCd__dExayxXeuiz-TC_pNt8Dck5l7PK70UlFMvhxwFer_NA6M/s1600/14428215_s.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="221" data-original-width="450" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2XbMtjOX5AtfKi8A_NPVMvGSvPT-FhzxOyF-KL-udmxbZxqjvJffzmEnoclqnrtNKQTuW2AxPvUwKXMKUWeHJeM65ZvCd__dExayxXeuiz-TC_pNt8Dck5l7PK70UlFMvhxwFer_NA6M/s320/14428215_s.jpg" width="320" /></a></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
At times I
see posts that criticize Floortime stating it is focused on normalization as a
goal.<span style="mso-spacerun: yes;"> </span>This is not the case.<span style="mso-spacerun: yes;"> </span>So, I want to take this opportunity to
explore this topic a bit in the context of one of the tenets of Floortime which
is to “follow the child’s lead.”<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
First of
all, it is important to consider the history of Floortime.<span style="mso-spacerun: yes;"> </span>The development of Floortime goes back 50
years to Dr. Greenspan’s early writings on child development.<span style="mso-spacerun: yes;"> W</span>hile he was a child psychiatrist presenting his ideas from a deficit-based medical
model lens of the time, in many ways he was challenging that model from the inside-out and presenting
a much more strength-based perspective.<span style="mso-spacerun: yes;">
</span>He was incredibly progressive in his thinking and approach.<span style="mso-spacerun: yes;"> </span>The development of the model has continued
over time with the strength-based aspects becoming stronger.<span style="mso-spacerun: yes;"> </span>ICDL has embraced the neurodiversity movement
and lessons learned along the way to continually develop Floortime.<span style="mso-spacerun: yes;"> </span>Simply put, even though you can find some deficit-based
language in past writings about Floortime, it was never focused on normalization
as a goal. <span style="mso-spacerun: yes;"> </span>Furthermore, our focus on the
development of the model over the years has been increasingly focused on being strength-based
and embracing neurodiversity.<span style="mso-spacerun: yes;"> </span>As Dr.
Greenspan stated in his Great Kids book, “<span style="mso-bidi-font-style: italic;">All children have within them the potential to be great kids. It's our
job to create a great world where this potential can flourish.” <span style="mso-spacerun: yes;"> </span>Our job isn’t to “normalize” the child, but rather
to create the opportunities for them to flourish.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
One of the
tenets of the Floortime approach is that we “follow the child’s lead.”<span style="mso-spacerun: yes;"> </span>What does this mean?<span style="mso-spacerun: yes;"> </span>Many initially think of it as simply a
technique, but it is much more than that.<span style="mso-spacerun: yes;">
</span>It is a philosophical value of how we think people should be
treated.<span style="mso-spacerun: yes;"> </span>If we follow a child’s lead we
are inherently being strength based.<span style="mso-spacerun: yes;"> </span>We
are following the child’s interest and the child’s strengths.<span style="mso-spacerun: yes;"> </span>There are two words that Dr. Greenspan said
very often about the therapeutic process, “Expand” and “Elaborate”.<span style="mso-spacerun: yes;"> </span>Why are these two words so important?<span style="mso-spacerun: yes;"> </span>Well, if we are helping the child expand and
elaborate what they can do, then we are building from the child’s own interests
and strengths.<span style="mso-spacerun: yes;"> </span>One of my favorite Dr.
Greenspan quotes is “Let’s help our children become the poets of their inner
lives.”<span style="mso-spacerun: yes;"> </span>This is a beautiful way of
stating that we want to support each person’s own personal development of
self.<span style="mso-spacerun: yes;"> </span>We are not defining what that
should be or predetermining a “normal” definition of any kind.<span style="mso-spacerun: yes;"> </span>Our goal is to follow the child’s lead to
help them become the poets of their inner lives.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
John Elder
Robison spoke at an ICDL conference a few years ago.<span style="mso-spacerun: yes;"> </span>He made a statement as he talked about his
own personal journey becoming a self-advocate and embracing
neurodiversity.<span style="mso-spacerun: yes;"> </span>In it, he acknowledged
the many ways autism and other developmental differences can be disabling and
he stated the goal should not be normalization but rather to “help the child
emerge from disability.” <span style="mso-spacerun: yes;"> </span>I like this
framing because by helping a child “emerge” we are not defining who they are or
who they should be.<span style="mso-spacerun: yes;"> </span>We are simply
creating the best opportunity for them to flourish in their own way.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Another part
of Floortime to consider is that originally it was not designed as an intervention
for autism. It has become an established evidence-based intervention for autism,
but that is not what the core of the model is all about.<span style="mso-spacerun: yes;"> </span>The core of the model is about how we can
effectively help promote positive social-emotional development and help any
child (or adult for that matter) develop the core capacities to engage and
relate, communicate, and think and reason.<span style="mso-spacerun: yes;">
</span>A meaningful development of these capacities can help all of us be more
successful in life and to more successfully manage the challenges life
brings.<span style="mso-spacerun: yes;"> </span>It is not about normalizing.<span style="mso-spacerun: yes;"> </span>It is about growing and developing.<span style="mso-spacerun: yes;"> </span>Furthermore, that growth and development is
done in the context of following the child’s lead and helping them expand and elaborate
on their interests and strengths. </div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Floortime continues
to progress and has developed over the years.<span style="mso-spacerun: yes;">
</span>While it was never about normalization, you can find more deficit-based
language in past writings about Floortime than you will find now.<span style="mso-spacerun: yes;"> </span>As our understanding of child development continues
to expand and our perspectives on autism has grown from awareness, to
acceptance, and now to appreciation, the focus of intervention has grown as
well.<span style="mso-spacerun: yes;"> </span>We still follow the child’s lead,
we still focus on promoting growth and development, we still honor individual
differences, and we still are relationship-based because relationships fuel
development.<span style="mso-spacerun: yes;"> </span>None of that has
changed.<span style="mso-spacerun: yes;"> </span>However, we have taken the
progressive strength-based philosophy Dr. Greenspan started with “following the
child’s lead” and continued to progress as we have embraced neurodiversity and increased our overall appreciation for each person's and families' own culture and way of being.<span style="mso-spacerun: yes;"> </span>We also have expanded the idea of “following
the child’s lead” to “following their lead”, whomever they may be and whatever
their age may be.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
I look
forward to hearing others thoughts on this all.<span style="mso-spacerun: yes;">
</span>In my leadership role, I have continually worked to grow and develop the
model in a way that is consistent with the latest research and the latest input
from the autistic community.<span style="mso-spacerun: yes;"> </span>I am proud
to be leading an organization that promotes a developmental approach that is
joyful, respectful, and “follows the lead” of those that we are serving and
supporting.<span style="mso-spacerun: yes;"> </span></div>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com2tag:blogger.com,1999:blog-6425223997426226778.post-32992176420538825332020-02-23T13:30:00.000-08:002020-02-24T19:26:01.185-08:00Affect Autism Podcast: Floortime at the ICDL Therapy CenterPlease <a href="https://affectautism.com/2020/02/03/livingston/" target="_blank">click here to check out the Affect Autism podcast about the new ICDL DIRFloortime® Therapy Center</a>. As her article states, "What makes this therapy center unique is that everything it does is using the <a href="https://affectautism.com/2016/08/30/patient-centered-outcomes/" rel="noopener noreferrer" target="_blank"><b>DIR Model</b></a>, whether it’s Floortime, occupational therapy, speech therapy, psychotherapy, etc. using <a href="https://affectautism.com/2017/08/22/a-developmental-approach-overview-with-dr-ira-glovinsky/" rel="noopener noreferrer" target="_blank"><b>a developmental perspective</b></a>.
This involves promoting development from the ‘inside out’, or ‘bottom
up’ which is different than focusing on changing behaviours like many of
the ‘top down’ approaches. It’s about understanding the <a href="https://affectautism.com/2018/04/30/social-emotional-capacities/" rel="noopener noreferrer" target="_blank"><b>core capacities</b></a> essential for engaging, relating, communicating, and thinking."<br />
<br />
I welcome you to check out our <a href="https://www.icdl.com/livingston" target="_blank">website</a> or come by to visit any time. <br />
<br />
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<br />Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-49530182318081684982020-02-13T19:14:00.000-08:002020-02-13T19:14:38.247-08:00<div class="separator" style="clear: both; text-align: center;">
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All I can say is WOW! An ICDL Expert DIRFloortime® Training Leader and amazing educator, Kathryn Sullivan, was recently recognized as the <b>2020 Educator of the Year </b>by the National Association of Private Special Education Centers (NAPSEC). <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;"><span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;">NAPSEC is a national organization of over 200 agencies
that provide special educational services to infants, students and adults throughout the United States. </span></span>The award was based
on Kate’s demonstrable excellence in the classroom, service in the community
and advocacy for the rights of students with special needs. </span></span><br />
<br />
<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;">I urge you to take a few minutes to listen to Kate's moving acceptance speech. She shares the impact DIR has had on her work as well as the incredible impact the students in her life have had upon her. </span></span><br />
<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;"><br /></span></span>
<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;">Every day DIRFloortime practitioners make a difference in the lives of countless children, teens, young adults, and adults. Please join me in congratulating Kate on her wonderful award and the ways that she brings DIR to children in her classroom every single day. </span></span><br />
<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;"><br /></span></span>
<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;">Congratulations Kate!</span></span><br />
<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;"><br /></span></span>
<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 107%; margin: 0px;"><span style="color: black;"><br /></span></span>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-86563928047870903232020-02-09T11:44:00.001-08:002020-02-09T11:44:04.625-08:00Children’s Social and Emotional Development Starts with Co-Regulation<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib-4BWPdIYAUkS74ZSut3aBO0ewyCb0Iyf3XBXO4t4CTeZK_VJ1UsiQiOUZTvqyRkRnd8_TfUyAbnA5EvaicG64G2soBgW2B8wKANoVi7N2IV3KVwYig6b5UU-x5UzrnoxZpmE1tvX-wc/s1600/iStock-157404160-WEB.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="300" data-original-width="300" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib-4BWPdIYAUkS74ZSut3aBO0ewyCb0Iyf3XBXO4t4CTeZK_VJ1UsiQiOUZTvqyRkRnd8_TfUyAbnA5EvaicG64G2soBgW2B8wKANoVi7N2IV3KVwYig6b5UU-x5UzrnoxZpmE1tvX-wc/s200/iStock-157404160-WEB.jpg" width="200" /></a></div>
Dr. Gerard Costa, a DIRFloortime Expert, recently discussed the role of co-regulation in the development of self-regulation. The article can be found on the National Institute for Children's Health Quality <a href="https://www.nichq.org/insight/childrens-social-and-emotional-development-starts-co-regulation?utm_campaign=Newsletters&utm_source=hs_email&utm_medium=email&utm_content=80886295&_hsenc=p2ANqtz--ShyXs8fTVnej8w9uaroMFseXggyJwzQFlcenYwnIuIRJskLapOKUZ_0HVhEFppT2BevPeAeR-jTlJs6f03uCijsT3Mw&_hsmi=80886295" target="_blank">by clicking here</a>.<br />
<br />
At the end of the article, he presents a very simple framework for thinking about how families can help engage in co-regulating experiences with their children. It is worth a read. Here is an excerpt:<br />
<br />
<i><span><span><span>Costa developed an acronym called A.G.I.L.E. that
provides guidance on what constitutes a co-regulating response when the
child is distressed. The guidance can help pediatric health
professionals advise parents on what to keep in mind as they engage in
co-regulating responses. </span></span></span></i><br />
<i>
</i><i><span><span><span>The AGILE Approach to Co-regulating Responses advises parents to pay close attention to their:</span></span></span></i><br />
<i>
</i><ul>
<li><i><span><span><span><span><strong>A - Affect</strong>:<strong> </strong>how your tone and expressions convey your emotions. In times of stress, is your affect loving, supportive, and soothing? </span></span></span></span></i></li>
<li><i><span><span><span><span><strong>G - Gesture</strong>: Facial
expressions, hand gestures, body moment, posturing and pacing all
reflect your emotions and are felt by a child during your interactions. </span></span></span></span></i></li>
<li><i><span><span><span><span><strong>I - Intonation</strong>: Modulating
the tone of your voice helps conveys affect and social/emotional
meaning. This is “felt” and “understood” long before words. And even
after language develops, affect, gestures and intonation convey the
genuine meaning of the interpersonal exchange. This communication is
stronger than words.</span></span></span></span></i></li>
<li><i><span><span><span><span><strong>L - Latency (Wait)</strong>: Wait and give the child time to take in your gestures and intonations. Co-regulation requires patience. </span></span></span></span></i></li>
<li><i><span><span><span><span><strong>E - Engagement</strong>:<strong> </strong>Before
you continue, be sure you have engaged the child. Your baby’s facial
expressions, sounds and body language will tell you if she is engaged.</span></span></span></span></i></li>
</ul>
<span><span><span><span>To learn more about Functional Emotional Development, please visit <a href="https://www.icdl.com/dir/fedcs">https://www.icdl.com/dir/fedcs</a>.</span></span></span></span><i><span><span><span><span><br /></span></span></span></span></i>Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-51999712952598008692020-01-27T18:48:00.000-08:002020-01-28T02:19:42.254-08:00Autism and Behaviorism by Alfie Kohn<br />
<div class="separator" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;">
<a href="https://www.alfiekohn.org/blogs/autism/?fbclid=IwAR3_SVl_7Myjk6c2kCxSaQuYRUFzKDHccM4TiWpw2VIRJbVnAOninGM4bMk" target="_blank"><img alt="https://www.alfiekohn.org/blogs/autism/?fbclid=IwAR3_SVl_7Myjk6c2kCxSaQuYRUFzKDHccM4TiWpw2VIRJbVnAOninGM4bMk" border="0" data-original-height="500" data-original-width="500" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDF5RavEGpk8Hf-2ozNofG2zT0n9iWrQpYYQFnDRYONfGTIM0B7QHQnF3v6K4LreVZRAI_ILe956FxEIF6nAe5jf_AKDIOv1lslrq9M3npOKZn5l9HTMer5JcXQ4Y_ugSffgdzei-AISE/s200/Alfie+Kohn.png" width="200" /></a></div>
<br />
I was pleased to see another incredible and artfully articulated piece entitled <a href="https://www.alfiekohn.org/blogs/autism/?fbclid=IwAR3_SVl_7Myjk6c2kCxSaQuYRUFzKDHccM4TiWpw2VIRJbVnAOninGM4bMk" target="_blank">Autism and Behaviorism by Alfie Kohn</a> this week. It is for sure worth a read. Alfie Kohn will be a keynote presenter at the <a href="https://www.icdl.com/conferences/2020" target="_blank">ICDL Annual Conference</a> on November 6 and 7, 2020 in Baltimore Maryland. I am constantly amazed by the fact that we know so much about what works in education and what does not. Yet, our educational systems, including special education programs, often are using antiquated and out-dated approaches.<br />
<br />
Take a look and I hope to see you at our conference in November! Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-16499315183999673962019-05-30T08:48:00.001-07:002019-05-30T08:48:36.462-07:00DIRFloortime is Evidence-Based…Even if the ABA Industry Propaganda Tries to Say Otherwise<!--[if gte mso 9]><xml>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqZtZYBmn7ISQCXd3fUOCuxPwdM5j-wMLbs0ZUkaOXmbJ-ovwaOUQ-3Yt6uApRbvNoqiSmZSXK-nrowoa4tpkLGCMAYy1rHMvaqrBMSMR9hp8PTMsTMF5nA3srjM2sElOgmmgtG4l5nAg/s1600/15176578_s.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="450" data-original-width="450" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqZtZYBmn7ISQCXd3fUOCuxPwdM5j-wMLbs0ZUkaOXmbJ-ovwaOUQ-3Yt6uApRbvNoqiSmZSXK-nrowoa4tpkLGCMAYy1rHMvaqrBMSMR9hp8PTMsTMF5nA3srjM2sElOgmmgtG4l5nAg/s200/15176578_s.jpg" width="200" /></a></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
In recent
years as research studies on DIRFloortime have continued to be published in
<u>peer-reviewed professional journals</u>, I have seen a steady decline in the
questions about the evidence-base for DIRFloortime.<span style="mso-spacerun: yes;"> </span>However, there are many in the ABA industry
in particular who continue to make false statements about DIRFloortime.<span style="mso-spacerun: yes;"> </span>This happens even more so when ICDL has an
event where many attend or we are advocating for parent choice and increased
access to DIRFloortime for families.<span style="mso-spacerun: yes;"> </span>We
have seen it most recently with attempts to block health insurance coverage for
DIRFloortime and following courses and conferences around the world including
the recent conference in Moscow.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
If anyone
objectively reviews a program for its evidence-base, one would look for a
combination of case studies, group design studies, randomized controlled trial
studies, and systematic reviews.<span style="mso-spacerun: yes;"> </span>To be
clear and simple, DIRFloortime has all of these.<span style="mso-spacerun: yes;"> </span>There are research studies of each type of
research design noted published in peer-reviewed journal articles.<span style="mso-spacerun: yes;"> </span>I am not going to go through a laundry list
of citations, but you can read a quick review <a href="https://docs.google.com/a/icdl.com/viewer?a=v&pid=sites&srcid=aWNkbC5jb218aWNkbHxneDozYjkxOTMzMDZkOGNkOGZm" target="_blank">by clicking here</a> and look a
longer list by going to <a href="http://www.icdl.com/research">www.icdl.com/research</a>.</div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
While there
are many amazing and caring professionals in the ABA community for which I have
much respect, there is also a group of strategically savvy ABA industry
advocates that will promote ABA and demote approaches they see as competition
in whatever way possible.<span style="mso-spacerun: yes;"> </span>Even though I
am not a fan of ABA, I understand their desire to promote what they believe
works.<span style="mso-spacerun: yes;"> </span>I do the same thing.<span style="mso-spacerun: yes;"> </span>But, the methods they often employ and the
work to demote anything else is where I get very frustrated.<span style="mso-spacerun: yes;"> </span>In many ways, this ABA industry advocacy has utilized
a propaganda campaign that uses many well established propaganda techniques
including spreading false information under the guise of an apparent authority (i.e.
“National Autism Center”) and instilling fear.<span style="mso-spacerun: yes;">
</span>It is hard to see any reason why this happens besides the promotion of
the ABA industry which is driven by financial motivations.<span style="mso-spacerun: yes;"> </span>While ICDL promotes DIR Floortime, it is done
within the context of advocating for family choice.<span style="mso-spacerun: yes;"> </span>We believe families should have a choice in
the interventions that are available and accessible to them, whether they pay
privately, use health insurance, or are being supported by a government funded
program.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
I know “propaganda”
is a strong word, however it is hard to understand it any other way when you
begin to look at what is happening.<span style="mso-spacerun: yes;"> </span>For
example, in response to our conference in Moscow, an organization called the
Association for Autism Regions in Russia complained to the Ministry of
Education and posted their objection to the use of DIRFloortime stating it is
not science-based.<span style="mso-spacerun: yes;"> </span>In their post, they
attached a letter from Dr. Elena L. Grigorenko as their primary source to
support their claim.<span style="mso-spacerun: yes;"> </span>Dr. Grigorenko went
on to cite the Association for Science in Autism Treatment which cites the
National Autism Center as a key source in their articles.<span style="mso-spacerun: yes;"> </span>Both of these organizations work to promote
ABA.<span style="mso-spacerun: yes;"> </span>They would probably cloak it as
promoting science-based interventions, but look at the facts.<span style="mso-spacerun: yes;"> </span>Look at who is behind the organizations and
their goals.<span style="mso-spacerun: yes;"> </span>The organization that is
behind the National Autism Center is the May Institute.<span style="mso-spacerun: yes;"> </span>On the May Institute website the opening line
on the about page states, “May Institute is a nonprofit organization that is a
national leader in the field of applied behavior analysis…” <span style="mso-spacerun: yes;"> </span>In much of their promotion of their 144
different programs in 7 different states, they present this as services that
are “evidence-based” or “science-based” yet they are self-declaring themselves
as a leading ABA organization.<span style="mso-spacerun: yes;"> </span>Even on
the National Autism Center website they openly state in the first lines on the
about page the following, “The National Autism Center is May Institute’s Center
for the Promotion of Evidence-based Practice.<span style="mso-spacerun: yes;">
</span>May Institute is a nonprofit organization that is a national leader in
the field of applied behavior analysis…”<span style="mso-spacerun: yes;">
</span>How can an organization that cites they are a “leader in the field of
ABA” ever be considered to be objective.<span style="mso-spacerun: yes;">
</span>As an ABA service provider and industry advocate, it is in their best financial
interest to not have more innovative and effective approaches emerge.<span style="mso-spacerun: yes;"> </span>They have gone so far as to create a contrived National
Autism Center that published a biased “Standards Project” that seems to have a
goal of bolstering ABA and scaring people about other approaches.<span style="mso-spacerun: yes;"> </span>While I do not know the Russia-based
Association for Autism Regions well enough to make any judgments on their work,
it does not take much peeling back of the facts to see that much of what they
are presenting to their government on their opposition to DIRFloortime is based
on propaganda created by ABA industry advocates.<span style="mso-spacerun: yes;"> </span>This is very concerning.<span style="mso-spacerun: yes;"> </span>Bottom line, if you see any site that states
that they only provide “science-based” autism services, be very cautious as
this is a common cloak for the ABA industry to state they are only providing
ABA.<span style="mso-spacerun: yes;"> (I'll address fruther the problems with how the term "science" is used in a future blog.) </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
The other
part of this that amazes me about this savvy group of ABA industry advocates is
that they are promoting old science and trying to squash innovation.<span style="mso-spacerun: yes;"> </span>The more recent science and research on
autism, including very compelling brain research, clearly indicates that autism
is <u>not</u> simply a disorder of behavior as the ABA industry often presents
(for example, the Association for Science in Autism Treatment and the May
Institute both refer to Autism as a “neurobehavioral” disorder).<span style="mso-spacerun: yes;"> </span>Autism is clearly a neurodevelopmental
condition that results in neurodiverse individuals that often perceive and
interact with the world in different ways than neurotypical individuals
do.<span style="mso-spacerun: yes;"> </span>This can include many individual
differences that can be amazing strengths and others that can be distressing
and disabling.<span style="mso-spacerun: yes;"> </span>Understanding Autism as
a behavioral disorder is not only short-sighted, it is simply wrong and science
continues to tell us this more and more clearly.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
So, please
don’t be misled or allow others to be misled by the ABA industry’s propaganda
efforts that seek to undermine access of DIRFloortime to families by falsely
claiming DIRFloortime is not evidence-based.<span style="mso-spacerun: yes;">
</span>It is simply wrong. DIRFloortime is supported by a solid and growing evidence-base.<span style="mso-spacerun: yes;"> </span>The days when ABA advocates could say “ABA is
the only evidence-based intervention for Autism” are long gone.<span style="mso-spacerun: yes;"> Families should no longer be stuck with only one choice. </span></div>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com6tag:blogger.com,1999:blog-6425223997426226778.post-6031200217808473512018-09-20T13:05:00.001-07:002018-09-20T13:05:31.354-07:00Alicia Lieberman at the ICDL Conference!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/proxy/AVvXsEiz24pHLdFCWMho4JfSThBZga0fab5BB-BY5n4WVGDzThdNYTHSFamliFvFcXWyAz98rgubQyO2QI46Z56M_NBOzxI3y71pt4SsmZ7kPhVHD8PQcZA2xn2X9v1SVGjNU8wiVTfw5Tf5QaDdhofgcLEC9ywMVmz9BFUh2U34jsNGbw8SUNk2wTMuAqCUe1a-ZyHEmxPTPvI1GdgwGWPfpDL-kjAy59-4=s0-d-e1-ft" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="300" data-original-width="300" height="200" src="https://blogger.googleusercontent.com/img/proxy/AVvXsEiz24pHLdFCWMho4JfSThBZga0fab5BB-BY5n4WVGDzThdNYTHSFamliFvFcXWyAz98rgubQyO2QI46Z56M_NBOzxI3y71pt4SsmZ7kPhVHD8PQcZA2xn2X9v1SVGjNU8wiVTfw5Tf5QaDdhofgcLEC9ywMVmz9BFUh2U34jsNGbw8SUNk2wTMuAqCUe1a-ZyHEmxPTPvI1GdgwGWPfpDL-kjAy59-4=s0-d-e1-ft" width="200" /></a></div>
<div style="margin: 0px; padding: 0px;">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS", sans-serif;">I hope you will join us at the <a href="http://www.icdl.com/2018" target="_blank">2018 ICDL Conference</a> in Washington DC on November 9 and 10, 2018. The line-up of speakers is incredible. For starters, we have Alicia Lieberman coming to speak! <b>Alicia Lieberman, PhD</b>, is the Irving B. Harris Endowed Chair in Infant Mental Health,
Professor and Vice Chair for Academic Affairs at the University of California,
San Francisco, Department of Psychiatry, Director of the Child Trauma Research
Program at San Francisco General Hospital, and author of many publications including “The Emotional Life of the Toddler.”</span></span></div>
<div style="margin: 0px; padding: 0px;">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS", sans-serif;"><br /></span></span></div>
<div style="margin-bottom: 0px; margin-top: 0px;">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS", sans-serif;">Her presentation is <u>Treating Trauma in Young Children: The Gifts and Challenges of Speaking the Unspeakable.</u> Trauma exposure in infancy
and early childhood is the most frequent risk to young children's
survival and wellbeing but it is seldom recognized and addressed in
treatment. This talk will describe Child-Parent
Psychotherapy, an evidence-based treatment that helps young children
and their parents use play, body expression, and language to understand
the impact of trauma and co-create trauma and protective narratives to
restore safe intimacy and foster healthy development.</span></span></div>
<div style="margin: 0px; padding: 0px;">
<span style="font-size: small;"><span style="font-family: arial,sans-serif;"><br /></span></span></div>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-53397610410363160642018-02-21T06:49:00.000-08:002018-02-21T06:49:06.234-08:00Who's Afraid of the Big Bad Autism? A TED Talk by Justin Robbins<span style="font-size: large;">Here is a follow up to my last blog. It is worth watching....</span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/sFJOoUjGtYU/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/sFJOoUjGtYU?feature=player_embedded" width="320"></iframe></div>
<br />Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-50397457255089731872018-02-17T11:18:00.000-08:002018-02-18T17:59:07.788-08:00Autistic or Person with Autism<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXxCVvvRrDYGd0I51pEc-Qa6hwSyRh5pAxYxgJ4iTQllJAFvCQHoFE8oJTG9-mABvUp-ARMBjjgq5uBWUulekf0YPflGJhg4Nkq0VT0wjpVUOvYFWExYhsaa4ELx8xFIZw5e_-tcQj8vM/s1600/Boy+wiht+Sunglasses.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXxCVvvRrDYGd0I51pEc-Qa6hwSyRh5pAxYxgJ4iTQllJAFvCQHoFE8oJTG9-mABvUp-ARMBjjgq5uBWUulekf0YPflGJhg4Nkq0VT0wjpVUOvYFWExYhsaa4ELx8xFIZw5e_-tcQj8vM/s320/Boy+wiht+Sunglasses.jpg" width="320" /> </a></div>
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<b>“It is
impossible to affirm the value and worth of an Autistic person without
recognizing his or her identity as an Autistic person. Referring to me as “a
person with autism,” or “an individual with ASD” demeans who I am because it
denies who I am.” </b>–<a href="http://autisticadvocacy.org/about-asan/identity-first-language/" target="_blank">LydiaBrown from an EXCELLENT posting on the ASAN website</a></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
In a recent
course I taught on DIR Floortime, I was asked about my use of the word
“autistic” instead of using a phrase like “person with autism.”<span style="mso-spacerun: yes;"> </span>This comes up in just about every course I
teach.<span style="mso-spacerun: yes;"> </span>I have found that if I do not
explain it, I end up with some people in the course upset with me and thinking
I am behind-the-times or disrespectful. </div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
I did not
feel I explained myself well in the course last week, so I wanted to take a
moment to share my thoughts on this.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
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</div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
While the
focus of my professional career is on helping people emerge from whatever is
holding them back and/or distressing them and I understand the disabling
aspects of mental health, developmental, and psychosocial challenges, it is
paramount to me to always hold a deep respect for who the person is…fully accepting
and respecting their identity.<span style="mso-spacerun: yes;"> </span>I believe
the goal of intervention is to foster growth and development and to help
individuals find ways to resolve or work around what is disabling them, holding
them back, or distressing them.<span style="mso-spacerun: yes;"> </span>But, the
role of intervention should never be to change the identity of who the person
is.<span style="mso-spacerun: yes;"> </span>There are too many horrible things
in our history where treatment focused on changing the identity of the
person.<span style="mso-spacerun: yes;"> </span>Too many shattered lives because
of treatment focused on making someone look “normal.”</div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
My concern with person-first language is that it does not provide the affirmation that we all need about who we are. There is a risk that the autistic person may feel broken, “less than” and/or generally not accepted if we don't directly accept their identity.<span style="mso-spacerun: yes;"> </span>So, I get worried that well-intentioned
first-person language actually too often “back-fires” and makes the person feel
like they cannot be who they are which can have devastating effects.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
So, my preference
is to use “autistic” most often and then provide insight into why I do this
when I see negative or uneasy responses. <span style="mso-spacerun: yes;"> There is no simple answer here and I can create a good argument on either side of this language usage issue. But I wanted to share why I lean towards the use of "autistic" more often. </span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
I urge you
to read some writings from autistic self-advocates on this issue.<span style="mso-spacerun: yes;"> </span>The one I quoted from above is excellent and
I strongly recommend it.<span style="mso-spacerun: yes;"> </span>When in doubt,
listening to the voices of self-advocates is always where I will land.<span style="mso-spacerun: yes;"> </span></div>
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<span style="color: #444444;"><span style="mso-spacerun: yes;">PS. </span></span><span style="mso-spacerun: yes;"><span style="color: #444444;">While the
use of words is important, I think the focus of our energy needs to be on
taking the stigma away from the word “autistic.” <span style="mso-spacerun: yes;"> </span>That way no one feels like they need to avoid
it.<span style="mso-spacerun: yes;"> </span>That is a huge societal issue, but
it is the deeper change that will truly resolve this word usage debate.<span style="mso-spacerun: yes;"> </span></span> </span></div>
Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-35398162039263558152017-12-26T07:55:00.000-08:002017-12-26T09:42:32.600-08:00Developmental or Behavioral...a thoughtful perspective...I am sharing Maude LeRoux's blog post here. Her discussion of developmental and relational approaches as compared to behavioral is very thoughtful and insightful. It is worth a read.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimXeZJg8puRKqoXTTxdzO7i-0Egn5CyqWmt9bIRsBMwXij4DwiYxtw9tfw2sWrLNWTenk2sm1tY6xGiRHgsYWvoTEY2KuCkgkQOHT3kSIpHR6jE9Kecs9FGNG3F537ZgRVwf0O060kLCQ/s1600/Maude-2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="273" data-original-width="252" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimXeZJg8puRKqoXTTxdzO7i-0Egn5CyqWmt9bIRsBMwXij4DwiYxtw9tfw2sWrLNWTenk2sm1tY6xGiRHgsYWvoTEY2KuCkgkQOHT3kSIpHR6jE9Kecs9FGNG3F537ZgRVwf0O060kLCQ/s200/Maude-2.jpg" width="184" /></a></div>
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<a href="http://www.maude-leroux.com/5-fundamental-differences-between-behavioral-interventions-vs-the-developmental-perspective-in-the-intervention-of-autism-spectrum-disorder/" target="_blank">Click here</a> to view Maude's blog post. <br />
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<br />Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0tag:blogger.com,1999:blog-6425223997426226778.post-52856987754577783292017-12-23T17:38:00.000-08:002017-12-23T17:38:11.559-08:00<h1 class="post-title single-title">
Nagwa Khedr: The Woman Introducing Egypt To A New Autism Treatment Method</h1>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2TPpV4Ec9tiPY2Y-1FYXc7n2HjBH3k42kPbaAoPoQY0Gfoctxol5yynlwbfhweUpUF5jsgKWWE3aOb_hiSBkGanMpWf0XDwnJWsIzUUcyj8gCfdDMXGW1dKLqnSWkrNFBt-V2FFNCYKw/s1600/Nkhedr-pic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1405" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2TPpV4Ec9tiPY2Y-1FYXc7n2HjBH3k42kPbaAoPoQY0Gfoctxol5yynlwbfhweUpUF5jsgKWWE3aOb_hiSBkGanMpWf0XDwnJWsIzUUcyj8gCfdDMXGW1dKLqnSWkrNFBt-V2FFNCYKw/s320/Nkhedr-pic.jpg" width="281" /></a></div>
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Read the article <a href="http://thedailycrisp.com/nagwa-khedr-the-woman-introducing-egypt-to-a-new-autism-treatment-method/" target="_blank">by clicking here</a>. Another one of ICDL's Expert Training Leaders making a difference! </h1>
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Jeffrey Guenzelhttp://www.blogger.com/profile/06362611206008764441noreply@blogger.com0