How a DIRFloortime approach helps children with autism-like behaviors and/or autism develop language skills
– vs. Teaching
– The focus on teaching hinders the development of independent thinking and devalues it
and is the opposite of inclusion
Autism = staying true to oneself
The rise in autism—partly because dialogue is no longer in vogue, nor is frustration—but rather the immediate gratification of desires and distraction (cell phones, candy)
= NOT responsible for the correct direction
– Initially, from parents with a baby: the child learns that the world is about satisfying desires, not about dialogue or effort—or some kind of shared project
Refusal to exert oneself is a higher value
– FEDCs
– Taking action vs. teaching words
– Hands
– understand what the other person means
FEDC 1 – Is the child comfortable with himself and his body?
+ feels good about himself, his body, and himself as a person
– if you have such problems with being-in-the-world or being-in-your-body – then, of course, you have problems with ‚What can I do?’ or taking action – which is also the opposite of the modern ‚you can buy it‘ mentality
FEDC 2 – Does the child find other people interesting and likable?
– Is it about relationships? + How can I connect with the world? What can be done about that?
– Starting with FEDC 3/4 – playing together
– when the child says, ‚I’ll show you how it’s done”
FEDC 6 – e.g., playing cards with Dad on the train = being able to imagine that the other person thinks differently
– the important question ‚What does he mean?‘ rather than ‚What is he saying?‘
