Completed on October 20, 2022
SLPs/Audiologists & OTs: ICDL is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) and by the American Occupational Therapy Associ- ation (AOTA) to provide continuing education activities in speech - language pathology and audiology and occupational therapy, respectively. This program is offered for 2.8 CEU's (Intermediate, Professional Area.) for both ASHA and AOTA. This certificate neither awards ASHA CEUs nor verifies that ASHA CEUs have been awarded to the person named above. ICDL is unable to process ASHA CEUs unless an ASHA Participation Form is completed immediately following the completion of the above course. ASHA CEUs are awarded to those that meet eligibility criteria by the ASHA CE Registry upon receipt of the CEU Participant Form from the ASHA Approved CE Provider. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. ICDL has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6733. ICDL is approved by the American Psychological Association to sponsor continuing education for psychologists. ICDL is solely responsible for all aspects of the programs. This course may qualify for additional professional continuing education as outlined on the ICDL website at www.icdl.com/education/ce.
DIR® and DIRFloortime® are registered trademarks of ICDL, Inc.
Chief Executive Officer, ICDL
Jeffrey J. Guenzel, MA, LPC
28 Contact Hours
attended
CERTIFICATE OF ATTENDANCE
Bakul Chaudhary
DIR 201: Promoting Basic Functional
Emotional Developmental Capacities
Bakul Chaudhary
DIR 201 is a practicum course that helps participants develop competencies to promote the first four functional emotional developmental capacities: regulation, engagement, purposeful reciprocal communication, sense of self and problem solving, based on the child's inner will and motivation. Participants will learn how to apply the principles of Floortime by tailoring their interactions to the individual differences of children or adults with special needs.
Skills / Knowledge
- Big Picture Thinking
- Demonstrate the ability to describe the central ideas of each of the first four functional emotional developmental capacities of the DIRFloortime® Model.
- Demonstrate the ability to describe at least three basic, discipline-specific concepts related to the following areas: sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development.
- Demonstrate the ability to describe at least three ways to identify and embrace caregivers' and individuals' strengths, respecting and promoting their right for self-determination.
- Cite scientific evidence supporting the DIRFloortime® approach.
- Assessment & Developing Individual Profile
- Describe the mastering, constrictions or absence of the first four basic functional emotional developmental capacities in children or adult individuals, with or without developmental special needs.
- Demonstrate the ability to identify at least three individual differences that can both interfere with and facilitate mastery of the first four functional emotional developmental capacities.
- Describe the “goodness of fit” (including individual differences, interactive styles, and cultural elements) when supporting caregiver-individual relationships, and when assessing one’s own work with an individual.
- Practice: Floortime®
- Demonstrate the ability to integrate and apply relevant (at least five) DIR® concepts through Floortime competencies by attunement of one’s own affect to the individual, supporting regulation, emotional engagement, shared pleasure, reciprocity, and complex thinking.
- Demonstrate the ability to follow the individual's lead (based on his/her internal intentions, motivations and purposes) in gradually increasing the duration and complexity of circles of communication for a duration of time determined appropriate for the specific client.
- Demonstrate the ability to describe at least six Floortime strategies that support interactions in ways that account for individual differences and lead to longer, more complex circles of communication.
- Reflective Practice & Professional Identity
- Demonstrate the ability to describe their own individual differences and functional emotional developmental capacities, including preferred interactive styles and tendencies under stress (i.e., what helps you stay regulated).
- Demonstrate the ability to engage in personal reflection (triggered by observation, group discussions, personal evaluation, readings and lectures, supervision, and more) to continually adjust and enhance one’s understanding of the DIRFloortime® Model and its application to one’s work.
- Demonstrate high ethical behaviors and standards of practice, including adherence to confidentiality requirements.
Issued on
October 20, 2022
Expires on
Does not expire