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The floortime or Developmental, Individual-differences, Relationship-based (DIR) model is a developmental model for assessing and understanding any child's strengths and weaknesses. This model was developed by Stanley Greenspan and first outlined in 1979 in his book Intelligence and Adaptation.
Greenspan's years of studying child development at NIMH and subsequent work successfully treating children with social-emotional delays using the DIR model is described in detail in the memoir "The Boy Who Loved Windows; Opening the Heart and Mind of a Child Threatened with Autism" written by Patricia Stacey, the mother of one of his patients.
Rebecca School's space and facilities on East 30th Street were specially designed for the needs of autistic and special needs children, based on Dr. Greenspan's ideas. The school utilizes not only teachers who are trained to work with special needs students, but also social workers who work with the families of the students. [3]
RDI focuses on cultivating the building blocks of social connection—such as referencing, emotion sharing, coregulation, and experience sharing—that normally develop in infancy and early childhood. RDI is a family-based program, where trained consultants support families to alter their interaction and communication styles.
The TEACCH approach was developed at the University of North Carolina at Chapel Hill, originating in a child research project begun in 1964 by Eric Schopler and Robert Reichler. In 1965, Schopler visited the Sybil Elgar School in London and drew inspiration from the method developed by Sybil Elgar . [ 15 ]
Integrated social work refers to the use of a holistic approach in the practice of social work [1] It differs from Eclecticism in that whilst eclectic social work uses differ parts of a variety of social work theories and models, integrative social work seeks to blend different theories, models, and methods into a personalized and coherent approach that provides lasting solutions to the ...
Intensive, sustained special education programs and behavior therapy early in life can help children with ASD acquire self-care, social, and job skills, [5] and often can improve functioning, and decrease severity of the signs and observed behaviors thought of as maladaptive; [8] Available approaches include applied behavior analysis (ABA ...
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