Guidelines for case presentations All DIRFloortime® Training courses are based on reflective communication1 and adult learning and require that students have videotapes of themselves working with a client/student/or other communicative partner. Courses are built on the pillars of reflective supervision, promoting an upward spiral of learning, doing, observing and reflecting; learning, doing, observing and reflecting, in a group environment that embraces safe, respectful relationships. Courses are designed to help participants translate theory to practice, starting from the learners’ perspective, respecting individual differences, and promoting transformative learning. Methodology:  Each student must have video footage of themselves in interaction with a client/student/communicative partner with whom they have already developed a relationship (along with a video consent form from anyone in the video footage). In addition, students must be able to have additional video opportunities that will enable them to demonstrate selected aspects of Levels 1-4 as recommended by their Training Leaders. If students are not currently able to demonstrate competencies, they may still audit the course but will not be eligible to receive a Certificate of Competency; only a Certificate of Attendance.  Students will present twice during the course. The first presentation is 15 minutes long, followed by 15 minutes of group reflection and learning. The second presentation is 20 minutes long followed by approximately 20 minutes of discussion.  The purpose is to help participants to learn by doing, observing, reflecting, remembering and reconsidering Instructions:  Prior to the first week of class, choose at least two cases for which you can obtain permission from the caregivers to share a video clip in this course. Ask the caregivers to sign the video release form. Upload this form on the Moodle site (follow instructions on your Moodle course). Children can be typically developing or may have special needs – but must not be related to you. You cannot present a case if you don’t have signed permission by the caregivers.  Video tape yourself interacting with the child (or adult) applying the DIR Model and following the Floortime principles. Although you should begin videotaping yourself in every interaction with your selected participant, videos that you use in presentations should be videos that are AFTER you have developed at least a beginning relationship with a child. They should not be of sessions the first or second time you see a child. Your first, baseline, video should be, ideally, no more than 3 minutes long (video clips stopped at 4 minutes in class). The video can be divided in two or more video clips. The video should show, to the best of your understanding, how you are promoting the first four basic functional emotional developmental capacities  Your second video can be 5 - 8 minutes long. Videos any longer than 8 minutes will not be accepted.  For your first presentation, prepare a power point presentation of approximately 5 slides. For your second presentation, you may use 5-8 slides (figure 2 minutes presentation per slide). If you are not familiar or comfortable using power point, you can use a word document. The

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Siegel D., Shahmoon-Shanok R. (2010). Reflective Communication. Cultivating Mindsight Through Nurturing Relationships. Journal of Zero To Three: National center for Infants, Toddlers and Families. November 2010, Vol 31, N.2, Washington DC.

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presentation should show, to the best of your understanding, how you are applying the concepts of the DIR Model The presentation should include 1. Description of the individual profile of the child (or adult), including:  D = Functional Emotional Developmental Capacities (FEDCs): Describe how the child (or adult) functions in each of the first 4 FEDCs  I = Individual Differences: Describe the strengths and weaknesses of the child using discipline specific concepts (learning objectives 3-4) 2. Explanation of how you are tailoring your interaction or Relationship with the child (or adult) , attuning your level of affect, to the child’s unique profile, following the child’s lead (motivation, interest) and enticing him/her to open and close circles of communication at increasing levels of complexity 3. Brief description of the home and family environment, including caregivers, siblings, and other individuals who have an opportunity to interact with the child (or adult) on a daily basis, highlighting strengths, challenges and cultural differences 4. Self-reflection: After showing your video clip to the group, share a brief reflection on what you learn by doing this exercise and observing yourself.

Additional Tips: Please use the following descriptors, to indicate how you believe the child is functioning at each of the FEDCs. Be prepared to cite examples and discuss your reasoning.  Mastered - Age appropriate level under all conditions and with full range of affect states  Constrictions - Age appropriate level but vulnerable to stress and/or with constricted range of affects  Emerging - Has the capacity, but not in keeping with age expected forms of the capacity, e.g., relates but immature  Emerging with Support - Needs some structure or sensorimotor support to evidence capacity; otherwise manifests capacity intermittently/inconsistently  Rarely Present - Barely evidences this capacity even with support  Not Present - Has not reached this capacity For the “I,” you will want to describe, to the best of your understanding and experience, the strengths and weaknesses of the child/children relative to:  Sensory Processing and preferences  Auditory processing (receptive Language, comprehension)  Visual Spatial processing  Expressive Language  Praxis / Motor Planning  Any other constitutional antecedent that might interfere with the child’s development

Instructions to share the video clip(s) if you are attending an ONLINE COURSE ICDL makes every effort to ensure the privacy and confidentiality of your information and any information you share regarding clients. It is important to make certain all privacy tools are utilized when transferring sensitive confidential information. Since Google offers the ability to make videos private and not available to the public and because these videos are readily useable in the Blackboard Collaborate platform, we have selected YouTube as our preferred method of sharing videos. Please be certain that you take time to read and understand the privacy and confidentiality implications of sharing electronic video files and be certain to make the videos you share private! Following are useful links regarding how to set up and use your YouTube account in a way that seeks to ensure maintaining client privacy and confidentiality. In order to share your video in class, you will need to set up your own personal YouTube account. The following web pages will assist you in this process. IMPORTANT: After uploading your video, make certain your Privacy settings are set to “Unlisted” and that you do not share the video link through email. Be certain to click on “Save” after you select “Unlisted.” Creating your account or signing up for a YouTube account if you already have a Google account:  http://support.google.com/youtube/bin/static.py?hl=en&guide=1646810&page=guide.cs Creating your account or signing up for a YouTube account if you don’t have a Google account:  http://support.google.com/youtube/bin/static.py?hl=en&topic=1646869&guide=1646810&pag e=guide.cs For help with getting started and uploading your video:  http://support.google.com/youtube/bin/topic.py?hl=en&topic=16612 Read this information to better understand about unlisted videos:  http://support.google.com/youtube/bin/answer.py?hl=en&answer=181547 Read this information to better understand about private videos:  http://support.google.com/youtube/bin/answer.py?hl=en&answer=157177

If you have any questions or difficulties, please do not hesitate to send an email to [email protected]. One of the Technical Advisors will assist you as soon as possible.