Solana Beach School District Part 3 for 2009

8/14/2019 Solana Beach School District Part 3 for 2009

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circlestretchHelp the child be

Calm enough to interact

Truly connected to others

In a continuous expandingbalanced

back and forth flow ofinteraction

Go for that gleam in the eye!!

http://www.circlestretch.blogspot.com
http://www.circlestretch.blogspot.com/http://www.circlestretch.blogspot.com/


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Connecting kids III:

Critical Thinking in

DIR/FloortimeJoshua D. Feder M.D.

Faculty, Interdisciplinary Council on Developmental and Learning DisordersAssistant Clinical Professor, Department of Psychiatry

University of California at San Diego School of Medicine

Alice Prince, MARSP, Solana Santa Fe Elementary School, Del Mar, CA

March 18, 2009 Solana Santa Fe Elementary School


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Warning: as always, this will

go fast

All the slides will be posted onwww.circlestretch.blogspot.com
http://www.circlestretch.blogspot.com/http://www.circlestretch.blogspot.com/


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The bottom line:Engagement over compliance

Compliance wont teach you to think

Co-regulation supports abstractthinking


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What do we mean

Critical Thinking?

Your ideas and examples..


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Ideas that people came up withduring the conference

Analysis

Awareness has to be there

Abstract thought

Decision making

Compare and contrast

Fact and opinion

Value judgements

Value my value self esteem

reinforce


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Wheat vs. Bread

Beyond concrete facts & procedures

Recognizing abstract categories &patterns

Analyzing information & drawing

conclusions Stepping back and reflecting on

whether the ideas and conclusions

make sense


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Conceptual Examples of

Critical Thinking:

Word problems in math

Predicting what characters will do ina story

Opinions about conclusions for both

Comparing different situations


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Critical Thinking inDIR/Floortime

Remembering Greenspan and Wieders

DIR model

Developmental: 1-4, 5-6, & 7 ate 9

Individual Differences: what works?

Relationship Based: real buy-in


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Quick Review ofFunctional Emotional Developmental

Levels

I co-regulation, ability to attend II engagement, gleam in the eye, warmth III circles of interaction IV flow/ behavioral organization in social

problem solving V symbolic thinking (critical to tolerating affect) VI logical connections between ideas VII multicausal thinking VIII grey area thinking IX reflective thinking, stable sense of self,

and an internal standard


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Abstract Ability andVigilance

try to think when you are stressedinside

Grossberg

Hippocampal cells

iSTART

The importance of regulatingvigilance


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How can we regulate

vigilance?

Co-regulation

Engagement

Circles

Flow


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Regulating Vigilance:Functional Emotional Developmental

Levels


problem solving V symbolic thinking (critical to tolerating affect) VI logical connections between ideas VII multicausal thinking VIII grey area thinking IX reflective thinking, stable sense of self, and

an internal standard


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Remember:

Behavior means WE need to dobetter

Engagement over compliance Wooing, not prompting

Avoid mere sensory breaks

Avoid questions


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Symbolic thinking andLogical social social problem

solving Makes it possible to solve problems

without being caught in the moment

Shrug well, shrug often, and shrug wherehe can see you shrug: Non-verbal gesturalemotional symbols must always bepresent

Verbal balance our comedy shows andtheir diatribes: dont be fooled by ourentertaining or by their logic without realengagement


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Stepping back from the moment itself:Functional Emotional Developmental

Levels


problem solving V symbolic thinking (critical to tolerating

affect) VI logical connections between ideas VII multicausal thinking VIII grey area thinking IX reflective thinking, stable sense of self, and

an internal standard


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7 ate 9:Toward Critical Thinking

Multicausal thinking: there is morethan one reason, more than one

feeling. Grey area thinking: there are

different intensities of emotion.

Reflective thinking: we can comparesituations to each other, and we cancompare ourselves to who we wantto be


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Critical thinking:Functional Emotional Developmental

Levels


problem solving V symbolic thinking (critical to tolerating affect) VI logical connections between ideas VII multicausal thinking VIII grey area thinking IX reflective thinking, stable sense of self,

and an internal standard


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Examples of things you might do to supportcritical thinking in social problem solving:

I. Co-regulation: Its good to be with you.II. Engagement: Shrugs and yelpsIII. Circles: I dont know what you are doingIV. Flow:

V. Symbolic: You seem stirred up. (action languageabout emotional state)VI. Logic: Im not sure how come you dont like this.VII. Multicausal: You might be mad and sad Im not

sure.VIII.Grey area thinking: You look stoked!, You look a

little miffed. (action language, levels of intensity)IX. Reflection: I wonder how this compares with how

you usually feel. with other situations with othertimes in math..


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social problem solving= critical thinking

Notthere

Barely Islands Expands

Comesback

Ok ifnotstressed

Ok forage

Co-regulate

3/06 3/07 3/08 3/09

Engage 3/06 3/07 3/08 3/09

Circles 3/06, 3/07 3/08 3/09

Flow 3/06 3/07 3/08, 3/09

Symbolic 3/06 3/07, 3/08 3/09

Logical 3/06 3/07, 3/08 3/09

Multicausal

3/06, 3/07 3/08 3/09

Grey area 3/06, 3/07, 3/08, 3/09

Reflective 3/06, 3/07 3/08, 3/09


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Individual Differences - SampleSensory

Postural Response toCommunication

Intent toCommunicate

VisualExploration

Praxis -

Sensoryseeking,

distractible

Auditory

Visual

Tactile

Vestibular

Proprio-

ceptiveTaste

Odor

Low tone;A bit clumsy -impedes rapidreciprocity inthe moment1 indicatedesires2. mirrorgestures

3. imitategesture4. Imitate withpurpose.5. Obtaindesires6. interact:- exploration- purposeful

- self help-interactions

Troublemanaging morethan one thing ata time1. Orient2. key tones3. key gestures4. key words

5. Switchauditoryattention backand forth6. Followdirections7. Understand

W ?s8.abstract

conversation.

Dysarthric Logicaldiscourse isDifficult1. Mirrorvocalizations2.. Mirrorgestures3. gestures

4. sounds5.words6. two word7. sentences8. logicalflow.

Distractible.1. focus onobject2. Alternategaze3. Followanothersgaze todetermine

intent.3. Switchvisualattention4. visualfigure ground5. search forobject6. search two

areas of room7. assessspace,shape andmaterials.

EasilyfrustratedIdeationPlanning(includingsensoryknowledge todo this)

Sequencing

Execution

Adaptation


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The Childs Individual Profile

Where are you now?

What works?

What are the details? How do you help the child do better

in these areas? (Relationships that

are therapeutic, with family,therapists, teachers, everyone)


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The Relationship Part

Family circumstances and styles

Teachers style and classcircumstances

Support to families, therapists, and

school Importance of time to think about

how it is working


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For the IEP process

Supports continuing learning and independentfunction

Recognize the unique needs of the child Present levels should describe levels, individual

differences, and relationship circumstances athome, at school, and in the community Measureable goals: use developmental

framework, start with fundamentals and move up. How to implement? Pick people who want to do

this and support them, give them time to reflect. Weight is on the side of heads up inclusion withplenty of support.


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Resources for the IEPprocess:

Monica Osgood: Celebrate theChildren

Circlestretch.blogspot.com has someof her work as well as some ofFeders goal templates and datatracking sheets


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Remember:

There is always a social problem in theroom, and so

There is always a need for critical thinking,

ours as well as supporting the childs, and

We need to have time to reflect on whatworks so that we can use our own criticalthinking to lead to better social problemsolving and learning for the child.


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The bottom line:Engagement over

compliance

Compliance wont teach you to think

Co-regulation supports abstractthinking


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circlestretchHelp the child be

Calm enough to interact

Truly connected to others

In a continuous expandingbalanced

back and forth flow ofinteraction

Go for that gleam in the eye!!

http://www circlestretch blogspot com
http://www.circlestretch.blogspot.com/http://www.circlestretch.blogspot.com/http://www.circlestretch.blogspot.com/

Solana Beach School District Part 3 for 2009

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