Helping Autistic Clients Relate and Communicate through DIR/Floortime®: A Powerful Evidenced-Base Developmental Model That Works!

CPD

Handouts

Speaker

Gil Tippy, PsyD Related seminars and products

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Gil Tippy, PsyD, has been a classroom teacher, a Psychologist in schools, or both, for more than 40 years. He is one of the founders of the Rebecca School in New York City where he was the Clinical Director for 13 years. Dr. Tippy is one of the founders of Shrub Oak International School in Westchester County, New York, where he is the Clinical Director Emeritus. Both of these schools are for children and adults with challenges in relating and communicating. He is the co-author, with Stanley I. Greenspan, MD, of the popular book, Respecting Autism (Simon & Brown, March 28, 2017). He consults to schools, clinics and clinicians around the world and sees individuals in his private practice in California and New York.

 

Speaker Disclosures:
Financial: Gilbert Tippy has employment relationships with Dirty Hands Developmental Alliance, East Norwich Psychological Services, and Respectrum Developmental Services, LLC. He receives royalties as a published author. Gilbert Tippy receives a speaking honorarium and recording royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Gilbert Tippy is a member of the American Psychological Association, the American Music Therapy Association, the US Autism Association, and the Autism Society.

Objectives

1. Defend the efficacy of DIR/Floortime® as an effective intervention to help autistic persons with developmental challenges with relating and communicating.
2. Support the use of a DIR/Floortime® intervention when planning for the support of clients and family members across the developmental spectrum, across the lifespan.
3. Employ DIR/Floortime® as a central building block to autism assessment and intervention planning.

Outline

• Theoretical and structural components of DIR/Floortime®
  • Interrelationship of Developmental, Individual Differences, and Relationship
  • How the components support each other in the implementation intervention
  • Deep scientific roots and supporting evidence-based research
• Individual Differences
  • Sensory-motor underpinnings of DIR/Floortime®
  • How the ability to map one’s body affects how one maps a space
  • How mapping a space affects language development
  • Language development’ role in the development of abstract thinking
• Following the Individual’s Lead
  • Framework on which the developmental intervention is hung
  • Shared social problem solving and the development of abstract independent thought
• Application Across Settings
  • Eliminating the problem of generalization
  • Allow for the provision of meaningful developmental support across settings
• Limitations of research and potential risks

Target Audience

• Addiction Counselors
• Counselors
• Marriage & Family Therapists
• Nurses
• Occupational Therapists
• Physicians
• Psychologists
• Speech-Language Pathologists
• Social Workers
• Teachers/School-Based Personnel
• Other Mental Health Professionals