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Greenspan Or Floortime

Greenspan or Floortime

The Greenspan method, also known as “Floor Time,” is a popular intervention that uses a Developmental Individual Difference, Relationship-based (DIR) and multi-sensory approach.
Developed by Stanley Greenspan, MD (1997), it involves a parent or therapist getting down on the floor with the child and joining him in play or any activity he chooses. Considered a more relaxed intervention, it teaches the adult how to engage the child in happier and more relaxed activities while at the same time teaching interactive context.
This playtime addresses developmental delays in sensory modulation, motor planning, sequencing, and perceptual processing.
Analysis and intervention in six areas of functioning are meant to improve developmental skills. Regulating one’s attention and behavior while being stimulated by a wide range of sensations is the first area. The second area is the ability to maintain quality and stability in the engagement of relationships. Third is the ability to engage in purposeful communication.
This program encourages the child to open and close communication circles (Greenspan, 1997). The next area is the stringing together of many circles of communication into larger patterns. This is linked to the fifth area which deals with the child’s ability to create mental representations or emotional symbols through his pretend play and emotional intentions.
Finally, the last level 10 works on the ability to build bridges or make connections between different internal representations or emotional ideas. This capacity is a foundation of higher-level thinking, problem-solving, and such abilities as separating reality from fantasy, modulating impulses and mood, and learning independence (Greenspan, 1997).
Walking Through The Spectrum of Autism Developmental Disorders


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Journey to Independence

Community-based program designed to support families on waitlist

Being an RBT for me was extremely fun because where were you going to find a place where you can be completely silly without having to worry what people thought about you? This was the only job that made me feel like I could make a dramatic difference while being myself.

I also liked to be surrounded by people that had the same goals of wanting to help kids and the teamwork made the job much easier and more enjoyable.

Change and progress was the ultimate goal for our kiddos. The early intervention program was seriously only a miracle because I saw changes in the kiddos that from day one, you wouldn’t even recognize who they were.

Changes from being able to utter 3-4 words where they can only make a syllable from when they started, the behavior decreases in which kiddo that used to engage in 30-40 0 self-harm to only half, learning how to wait during games, table work where they use to swipe and drop to the floor if they had to.

My favorite was when the parents would tell us what amazing progress they were making at home. I used to tear up and felt for these parents so much because it was already difficult for them and now, they can trust and rely on ABA and the therapists knowing their goal was ours.

By Emma Rogers, BA, RBT

Mother Child
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