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re:[B]地板时光的全面教育计划[/B]...
地板时光的全面教育计划
希望对大家有用
Elements of a DIR Comprehensive Program
(1)Home based, developmentally, appropriate interactions and practices (floor time)
Spontaneous, follow the child’s lead floor time (20-30 minute sessions, eight to ten times a day)
Semistructured problem solving (15 or more minutes, five to eight times a day)
Spatial, motor, and sensory activities (15 minutes or more, four times a day)
Running and changing direction, jumping, spinning, swinging, deep tactile pressure
Perceptual motor challenges, including looking and doing games
Visual-spatial processing and motor planning games, including treasure hunts and obstacle courses
The above activities can become integrated with the pretend play
(2)Speech therapy, typically three or more times a week
(3)Sensory integration based occupational therapy and/or physical, typically two or more times a week
(4)Educational program, daily
-- For children who can interact and imitate gestures and/or words and engage in preverbal problemsolving,
either an integrative program or a regular preschool program with an aide
-- For children not yet able to engage in preverbal problem solving or imitation, a special education
program where the major focus is on engagement, preverbal purposeful gestural interaction, preverbal
problem solving (a continuous flow of back-and forth communication) and learning to imitate actions,
sounds, and words
(5)Biomedical interventions, including consideration of medication, to enhance motor planning and
sequencing, self-regulation, concentration, and/or auditory processing and language
A consideration of Nutrition and diet
(6)Technologies geared to improve processing abilities, including auditory processing, visual-spatial
processing, sensory modulation, and motor-planning
Conclusion
A comprehensive intervention program for infants, toddlers and preschoolers, as well as, older children, should involve helping them to reestablish the developmental sequence that went awry with a special focus on helping them become more affectively connected and intentional. This means determining which of the functional emotional levels have been mastered fully, partially, or not at all. It also means using and understanding of children’s individual differences in sensory modulation,processing, and motor planning to establish relationships that create interactive, affective opportunities
to negotiate the partially mastered or unmastered functional emotional developmental process. The DIR model intervention is fundamentally different from behavioral, skill building, play therapy, or psychotherapy. The primary goal of this intervention is to enable children to form a sense of themselves as intentional, interactive individuals, to develop cognitive language and social capacities from this basic sense of intentionality, and to progress through the six functional emotional developmental capacities. The DIR model provides conceptual tools to profile each child’s and his
relationship’s strengths and challenges and formulate multidisciplinary interventions to promote developmental progress in the most critical areas of functioning. |
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发表于 2008-11-5 21:39:27