Engaging autism: using the floortime approach to help children relate, communicate, and think
(Book)
Author:
Contributors:
Published:
Philadelphia, Pa. : Da Capo Lifelong Books, 2009.
Format:
Book
Edition:
1st Da Capo Press pbk. ed.
Physical Desc:
xiv, 434 pages ; 24 cm
Status:
Description
In [this book, the authors] describe the DIR/Floortime approach and show how to enter a child's world and bring her or him into a shared world of relating, communicating, and thinking. Part I presents a new, more accurate way of defining autism and ASD and observing a child's earliest signs, and describes goals for working with children with ASD and other special needs within the DIR framework. Part II shows how families can take the lead in working with their children toward these goals. In Part III [the authors] describe the DIR model's Floortime technique and illustrate it in various contexts. Part IV looks at how to create a comprehensive treatment plan and how school environments can be modified to support treatment plans. In Part V, [they] address working with specific problems in greater depth. Appendices A-C present research that supports the DIR model. -Introd.
Copies
Location
Call Number
Status
Last Check-In
SSCL Bud Adult Nonfiction
616.8982 GRE
Prospector Off Campus
Citations
APA Citation (style guide)
Greenspan, S. I., & Wieder, S. (2009). Engaging autism: using the floortime approach to help children relate, communicate, and think. 1st Da Capo Press pbk. ed. Philadelphia, Pa., Da Capo Lifelong Books.
Chicago / Turabian - Author Date Citation (style guide)Greenspan, Stanley I and Serena. Wieder. 2009. Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think. Philadelphia, Pa., Da Capo Lifelong Books.
Chicago / Turabian - Humanities Citation (style guide)Greenspan, Stanley I and Serena. Wieder, Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think. Philadelphia, Pa., Da Capo Lifelong Books, 2009.
MLA Citation (style guide)Greenspan, Stanley I. and Serena Wieder. Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think. 1st Da Capo Press pbk. ed. Philadelphia, Pa., Da Capo Lifelong Books, 2009.
Note! Citation formats are based on standards as of July 2022. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
More Copies In Prospector
Loading Prospector Copies...
More Details
Language:
English
ISBN:
9780738210940, 0738210943
Notes
General Note
"Covering all types of ASD, including Asperger's Syndrome, from the earlies signs in infancy through the school years -- and on into adulthood"--Cover.
Bibliography
Includes bibliographical references (pages 417-422) and index.
Description
In [this book, the authors] describe the DIR/Floortime approach and show how to enter a child's world and bring her or him into a shared world of relating, communicating, and thinking. Part I presents a new, more accurate way of defining autism and ASD and observing a child's earliest signs, and describes goals for working with children with ASD and other special needs within the DIR framework. Part II shows how families can take the lead in working with their children toward these goals. In Part III [the authors] describe the DIR model's Floortime technique and illustrate it in various contexts. Part IV looks at how to create a comprehensive treatment plan and how school environments can be modified to support treatment plans. In Part V, [they] address working with specific problems in greater depth. Appendices A-C present research that supports the DIR model. -Introd.
Staff View
Grouped Work ID:
284f2bd1-4ea7-191b-b7ca-d90e1f6cb593
Record Information
| Last Sierra Extract Time | Apr 28, 2024 03:28:05 PM |
|---|---|
| Last File Modification Time | Apr 28, 2024 03:28:33 PM |
| Last Grouped Work Modification Time | Apr 28, 2024 03:28:12 PM |
MARC Record
| LEADER | 05339cam a22005054a 4500 | ||
|---|---|---|---|
| 001 | 191926167 | ||
| 003 | OCoLC | ||
| 005 | 20120104092413.0 | ||
| 008 | 080209s2009 pau b 001 0 eng d | ||
| 010 | |z 2006001814 | ||
| 020 | |a 9780738210940 | ||
| 020 | |a 0738210943 | ||
| 035 | |a (OCoLC)191926167 | ||
| 040 | |a BTCTA|b eng|c BTCTA|d BAKER|d YDXCP|d VDB|d VP@|d OCLCQ|d UOI | ||
| 049 | |a HEVA | ||
| 050 | 4 | |a RJ506.A9|b G74 2009 | |
| 082 | 4 | |a 618.928982|b G815e 2009 | |
| 092 | |a 616.8982|b GRE | ||
| 100 | 1 | |a Greenspan, Stanley I.|0 https://id.loc.gov/authorities/names/n79115410 | |
| 245 | 1 | 0 | |a Engaging autism :|b using the floortime approach to help children relate, communicate, and think /|c Stanley I. Greenspan, Serena Wieder. |
| 250 | |a 1st Da Capo Press pbk. ed. | ||
| 264 | 1 | |a Philadelphia, Pa. :|b Da Capo Lifelong Books,|c 2009. | |
| 300 | |a xiv, 434 pages ;|c 24 cm | ||
| 336 | |a text|b txt|2 rdacontent | ||
| 337 | |a unmediated|b n|2 rdamedia | ||
| 338 | |a volume|b nc|2 rdacarrier | ||
| 500 | |a "Covering all types of ASD, including Asperger's Syndrome, from the earlies signs in infancy through the school years -- and on into adulthood"--Cover. | ||
| 504 | |a Includes bibliographical references (pages 417-422) and index. | ||
| 505 | 0 | |a Introduction: We can do better -- PART I: IMPROVING THE PROGNOSIS OF ASD: MYTHS, FACTS, SIGNS, AND A NEW FRAMEWORK: Redefining autism and the way we treat it -- Myths and misdiagnoses of ASD, including Asperger's Syndrome -- Early and ongoing signs of ASD: identifying and helping babies and children at risk -- New goals for children with ASD: the DIR/floortime model -- PART II: FAMILIES FIRST: HOW FAMILIES CAN USE DIR MODEL TO PROMOTE RELATING, COMMUNICATING, AND THINKING: The 'family first' initiative -- Fostering attention and engagement: bringing your child ino a shared world -- Encouraging two-way communication and social problem-solving -- Symbols, ideas, and words -- Logical thinking and the real world -- Higher levels of abstract and reflective thinking -- Unique biologies, I: experiencing the world through the senses -- Unique biologies, II: visual and auditory challenges -- PART III: FLOORTIME: Floortime as a family approach -- Floortime: what it is and what it isn't -- Floortime all the time everywhere: creating learning environments -- The hardest part of floortime; following the child's lead and challenging the child at the same time -- Working with older children, adolescents, and adults with ASD, I: a lifetime of learning written by Henry Mann, M.D. -- Working with older children, adolescents, and adults with ASD, II: creating learning communities -- PART IV: ASSESSMENT AND INTERVENTION: THE DIR MODEL: Assessment: the DIR/floortime approach -- A comprehensive intervention program using the DIR/floortime approach -- Educational approaches that promote thinking, communicating, and academic progress -- PART V: OVERCOMING DIFFICULT SYMPTOMS: Scripting and echolalia -- Self-stimulation, sensation craving, overactivity, and avoidant behavior -- Meal time, toilet training, getting dressed, and coping with new challenges -- Behavioral problems -- Coping with feelings -- Meltdowns and regressions -- Developing social skills -- Appendix A: Outcome studies of the DIR model -- Appendix B: How autism develops: the DIR theory -- Appendix C: Neurodevelopmental disorders of relating and communicating. | |
| 520 | |a In [this book, the authors] describe the DIR/Floortime approach and show how to enter a child's world and bring her or him into a shared world of relating, communicating, and thinking. Part I presents a new, more accurate way of defining autism and ASD and observing a child's earliest signs, and describes goals for working with children with ASD and other special needs within the DIR framework. Part II shows how families can take the lead in working with their children toward these goals. In Part III [the authors] describe the DIR model's Floortime technique and illustrate it in various contexts. Part IV looks at how to create a comprehensive treatment plan and how school environments can be modified to support treatment plans. In Part V, [they] address working with specific problems in greater depth. Appendices A-C present research that supports the DIR model. -Introd. | ||
| 650 | 0 | |a Autistic children|x Behavior modification.|0 https://id.loc.gov/authorities/subjects/sh98001855 | |
| 650 | 0 | |a Autistic children|x Rehabilitation.|0 https://id.loc.gov/authorities/subjects/sh2008117642 | |
| 650 | 0 | |a Autistic children|x Education.|0 https://id.loc.gov/authorities/subjects/sh86002404 | |
| 650 | 0 | |a Parents of autistic children.|0 https://id.loc.gov/authorities/subjects/sh93007360 | |
| 650 | 1 | 2 | |a Autistic Disorder|x therapy.|0 https://id.nlm.nih.gov/mesh/D001321Q000628 |
| 650 | 2 | 2 | |a Behavior Therapy|x methods.|0 https://id.nlm.nih.gov/mesh/D001521Q000379 |
| 700 | 1 | |a Wieder, Serena.|0 https://id.loc.gov/authorities/names/nb97054272 | |
| 907 | |a .b34215803 | ||
| 948 | |a MARCIVE Comp, in 2022.12 | ||
| 948 | |a MARCIVE August, 2017 | ||
| 948 | |a MARCIVE extract Aug, 5 2017 | ||
| 989 | |1 .i6823773x|b 1240058128050|d ssbnf|g @|m 240519|h 15|x 1|t 1|i 8|j 7|k 120111|n 05-05-2023 19:17|o -|a 616.8982|r GRE | ||
| 995 | |a Loaded with m2btab.ltiac in 2022.12 | ||
| 995 | |a Loaded with m2btab.ltiac in 2017.08 | ||
| 998 | |e -|f eng|a ss|a ssb | ||
