Keynote Speaker
Stuart Shanker
Professor of Philosophy & Psychology
Guest Speakers
Ruby Moye Salazar
LCSW, BCD
Sima Gerber
Ph. D
Marjorie Cases
OTR/L, SIFT, SQL
Jehan Shehata-Aboubakr
Speech-Language Pathologist, BA, CCC
Conference E-Invitation
DIR/Floortime™ Model Conference E-Invite -
Please forward to your peers, friends, and family!
Conference Brochure
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DIR/Floortime™ Model Conference Brochure - Download and Register! |
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Submit a Question
You may submit questions/inquiries in advance for the DIR/Floortime™ Consultants to be answered and discussed during the Executive Breakfasts or the Interactive Panel Discussions.
Contact Us
Clinical Communication Consultants
7070 Bayview Avenue
Thornhill, Ontario
L3T 2R4, Canada
Tel: (905) 747 0775
Fax: 905 747 0275
Email: caringconnection
Learning Goals: Participants acquire
| • | A beginner’s understanding of the comprehensive model, theory and intervention, which is based on developmental relational principles and individualized neurobiological profiles |
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| • | An understanding of How and Why the evidence based developmental relational model as an integrated approach works |
| • | An understanding of the important role of family dynamics as they impact individual child and family outcomes |
| • | Skills in administering assessment from a family focused and inter-disciplinary perspective |
| • | Skills in how to truly form parent-professional partnerships |
| • | An understanding of contemporary thinking about the origins of the comprehension and production of language |
| • | An understanding of a developmental framework for assessing and treating challenges in the development of language, which integrates the sciences of child development, language development, and affective development |
| • | Skills in generating language and communication intervention goals and strategies by integrating models of language acquisition and DIR |
| • | Skills in identifying a child’s individual sensory profile to better understand its impact on social behaviors |
| • | An understanding of how a child’s individual differences in sensory processing affect social engagement and reciprocity |
| • | Key points in sensory processing affecting relating and communicating in children with ASD |
| • | Skills in identifying sensory processing deficits in children with ASD |
| • | Skills in identifying sensory motor strategies that will support engagement, reciprocity, and further developmental capacities in children with ASD |
| • | Skills in developing DIR/Floortime profiles |
| • | View a number of videotaped case presentations for demonstrations |