Download Intro to Floortime - Let`s Talk Speech and Language

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Floor Time
Presented By
Tracy Vail,MS,CCC/SLP
Speech/Language Pathologist
Floor time
 A warm and intimate way of relating to a child.
A floor time philosophy means engaging,
respecting and getting in tune with the child in
order to help the child elaborate through
gestures, words and pretend play what is on
the child’s mind. As a technique it is a process
that is used to support the emotional and social
development of the child. (Greenspan, 2002)
Parent- Teacher Role
 A very active play partner who follows the
child’s lead.
 Play at whatever captures the child’s interest
but do it in a way that encourages the child to
interact with you.
 Build emotion-driven reciprocal behaviors in
relationships.
 Play environment and adult interactions vary
depending on the child’s developmental level.
6 Developmental Stages
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Shared Attention
Joyful Engagement
Purposeful 2-way Communication
Build Chain of Circles of Communication
Use of Ideas and Feelings
Build Bridges of Ideas Prompting Logical
Thought
Five Step Process
1. Observation of Child
2. Approach- Open Circles of
Communication.
3. Follow the Child’s Lead
4. Extend and Expand Play
5. Child Closes the Circle of
Communication
Shared Attention and
Joyful Engagement
 Deal with sensory profile of child- If under
responsive, rev up. If over responsive, talk quietly
and slowly.
 Create Challenges to motivate child into focusing
on care giver.
 Be playfully obstructive to gain interaction.
 Assume the child’s actions meet his current
needs.
 Join in his activity by doing what he is doing.
 Create atmosphere of shared enjoyment by
sharing his pleasure.
Join In!
Follow the Child’s Lead
Shared Enjoyment
Purposeful 2-Way
Communication
 Foster simple back and forth
communication.
 Gain child’s attention with affect.
 Change facial expressions and/or body
movements rapidly.
 Mimic child’s body postures and rhythms
 Do silly things!
 Let child’s natural interests emerge
Tools for Building
Engagement
 Have “stimmy” toys only available with
adults
 Organize space to require interactions
 Play dumb
 Reinforce all vocal attempts
 Give the child multiple tools to
communicate.
 Have FUN!
Be Silly!
Mimic
Foster Communication
Use Stories
More Stories!
Use Music
More Music!
Build Chains of Circles of
Communication
 Open and close many circles
 Set up challenges in environment
 Foster complex problem solving
 Make yourself available
 Extend gestures and words
Tools for Building Chains
of Communication
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Use fill-ins rather than questions
Use sing-song intonation
Build relationships between words
Stay with child’s special interests
All questions have answers
Keep the child successful- Prompt then
fade your prompts
Open and Close Circles
Shape Speech
Give Child a Way to
Communicate - Signs
Make Sure Child will be a
Successful Communicator
Picture Exchange
Sounds and Pictures
Be Sure to Fade Prompts
Shape and Fade
Use of Ideas and Feelings
 Transition from circles to complex imitation
 Transition from complex imitation to pretend
play
 Adult becomes a character in the child initiated
drama
 Allow child to lead, care giver builds on script
 Don’t use question/answer format, keep open
ended
Build Play Scripts
Give Choices
Be Available to Meet
Child’s Needs
Child Initiates Drama
Build Bridges of Ideas
Prompting Logical Thought
 Prompt Bridges through the use of “Wh”
questions.
 Form dialogs and pretend play to hook
ideas together
 Encourage child’s use and understanding
of abstract ideas
 Use developmentally appropriate
language
Pretend Play
 The transition to pretend play is a very
important leap in childhood. It involves
the use of symbols in creative ways. The
child with special needs lots of practice.
Begin when the child can close many
communication circles.
Tools of Play
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Thicken the plot
Expand the direction
Introduce challenge or conflict
Negotiate
Monitor your own feelings
Don’t over direct
Typical Play Themes
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Nurture and dependency
Pleasure and excitement
Curiosity and limit setting
Power and assertiveness
Anger and aggression
Fears and anxieties
Love, empathy, concern for others
Use Questions to Guide
Play Script
Become a Character in
Play
Teach Abstract Concepts
through Play
Teach Negotiation and
Planning
Floor Time Guidelines
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20-30 minutes of uninterrupted time
Stay patient and relaxed
Don’t worry about looking silly
Empathize with child’s emotional tone and
mood
Monitor tone of voice and gestures
Don’t stop successful activities
Be aware of your own feelings that may
interfere with efforts
Set your limits and be consistent
The “Hard to Woo” child
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Build on sensory preferences
Ascribe intent to all behaviors
Playfully obstruct
Use blankets, veils, scarves to build
mutual attention
 Use water, shaving cream, paint,
whipped cream
 Use a variation of favorite things
Monitor Yourself
 Do I balance what’s showing up in the
child?
 Do I give gentle looks?
 Is my body posture supportive?
 Am I able to help the child identify play
themes?
 Do I approach the child slowly with
respect and thoughtfulness?
Home Based Opportunities
for Floor Time
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Dressing and undressing
Mealtime
Car time
Coming and going time
Bath time
Book time
Bedtime
Turning Every Day Activity
into Problem Solving
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Chair not close to table when meal arrives
Bottle not open when you try to pour juice
Bathtub empty at bath time
Shoes hidden from usual place
Changing location of favorite toys
Put 2 socks on same foot
Put shirt on feet
Give child adult shoes
Mix 2 sets of puzzle pieces
The Bottom Line
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People are fun!
Communication is fun!
Communication is valuable.
Emotions are important.
Play mimics life.
Thank You for Listening!