strategies to help you engage and interact with your … · step 3 ... strategies to help you...

Strategies to Help You Engage and Interact with Your Child

www.freetoolbox.org www.profectum.org

2 Parent Toolbox® Workbook

Dedicated to

All children, parents

and their families

May each day bring joy and shared moments

that deepen and enrich your relationship

Strategies to Help You Engage and Interact with Your Child 3

Table of ContentsOur heartfelt Thanks ...........................................................................................................................................pg 4

Profectum Parent Toolbox Faculty Presenters ........................................................................................ pg 5

Welcome ..................................................................................................................................................................pg 8

Step 3......................................................................................................................................................................pg 14

Step 3: Webcast 21 ........................................................................................................................................ pg 15

Step 3: Webcast 22 ....................................................................................................................................... pg 18

Step 3: Webcast 23...................................................................................................................................... pg 28

Step 3: Webcast 24 ..................................................................................................................................... pg 36

Step 3: Webcast 25......................................................................................................................................pg 44

Step 3: Webcast 26 ..................................................................................................................................... pg 56

Step 3: Webcast 27 ......................................................................................................................................pg 66

Step 3: Webcast 28 ..................................................................................................................................... pg 75

Acknowledgments ............................................................................................................................................pg 86


Our heartfelt Thanks...This webcast series is based on the work of

Stanley I. Greenspan, MD and Serena Wieder, PhD

And, has been made possible by a Grant from the

John & Marcia Goldman Foundation

Special appreciation to...

Celebrate the Children School and Exceptional Minds Studiofor their contributions to this series

Laura Baldwinfor her support and editorial expertise

Profectum faculty and staff

...and to each and every family who allowed us to enter their lives, join their journey and videotape their progress and who then went

the extra mile to allow us to share these moments with you.


FACULTY PRESENTERS

Sherri Cawn, MA, CCC-SLPClinical Director of Cawn-Krantz and Associates Developmental Therapies Sherri Cawn,M.A.,CCC-SLP, clinical director of Cawn-Krantz and Associates Developmental Therapies ( with locations in Chicago and Northbrook,Il) , has over 40 years of clinical pediatric experience specializing in the assessment and treatment of infants, toddlers, and school-age children. She is a leading practitioner of the DIR/Floortime® model in speech and language development and conducts trainings other professionals throughout the US and overseas on the concepts of this model.

Sherri is the author of the self study DVD/Manual on the Assessment and Intervention of DIR/Floortime produced by the American Speech and Hearing Association in 2011

and the self study DVD on the Assessment/Intervention of Developmental Language(2013). In addition, she is a co-author of Language Disorders chapter in the Diagnostic Manual for Infancy and Early Childhood.

Sherri is a senior faculty member of the ICDL DIR FT; the Profectum(DIR/FT) Academy Online Training Program and adjunct faculty at the Erikson Institute. She received her graduate and undergraduate degrees from the University of Illinois.

Monica G. OsgoodExecutive DirectorCelebrate the Children’s founder, Monica G. Osgood, is an experienced behavioral consultant and therapist who specializes in using developmental approaches to support children with autism and other diff erences in relating and communicating. She is also Founder and Director of the Developmental Center for Children and Families and Executive Director and a founding member of the Profectum Foundation. Monica has worked in homes, therapy centers, and private and public school settings for over 20 years. Some of her experience has included assessment and the development of intervention programs, curriculum and IEP development, and parent and professional training.

In 1998 Monica created the fi rst public school program with the Developmental Individual Relationship-based (DIR model) approach as the core philosophy. In 2000 she was the fi rst educator to join the Senior Faculty of the Interdisciplinary Council on Development and Learning(ICDL) to provide interdisciplinary training in the DIR Model. During her time with ICDL Monica served as Faculty for all of their yearly training institutes, spoke at many of their conferences and had the opportunity to work closely and collaborate with Drs. Greenspan and Wieder to further develop the DIR Model in school settings. In 2004, she collaborated with Lauren Blaszak to open a state-approved, DIR Model school for children ages 3-21 in Denville New Jersey now serving over 70 school districts and 130 families.

Additional accomplishments include many speaking engagements at conferences and participation in television, radio and newspaper interviews across the USA, Wales, Ireland and Amsterdam. Monica has appeared on Welsh Channel 4 and BBC1 documentaries, sharing the DIR model approach with British parents and professionals. Monica and the Celebrate the Children school were featured in a TIME Magazine cover story in May of 2006. She serves on the Advisory Board for 3LPlace and the National Advisory Council for The Centers for Exceptional Children . Monica also serves on the Economic Development Advisory Council and the Sustainable Economic Development Plan Steering Committee for her local Town Council. Finally, she collaborated with twice Grammy nominated children’s artists Dan Myers and Brady Rymer on an album and music video celebrating diversity in children with all abilities released April 2011.


Ricki G. Robinson, M.D., M.P.H. Ricki Robinson, M.D., M.P.H. is co-director of Descanso Medical Center for Development and Learning in La Canada, California and a Clinical Professor of Pediatrics at the Keck School Medicine of USC. She has been in private pediatric practice for nearly forty years, specializing in children with autism and developmental delays for over twenty-fi ve years.

Dr. Robinson received her M.D. degree in 1973 from the University of Southern California. She trained in pediatrics at Childrens Hospital Los Angeles, having served as Chief Pediatric Resident for CHLA in 1976. She is Board Certifi ed in Pediatrics. In 1988 she received her MPH from the University at Berkeley School of Public Health.

She has been actively involved in the fi eld of autism since 1990, developing multidisciplinary educational and medical programs for children with Autism Spectrum Disorders (ASD) and devoting endless hours in education, legislation and research eff orts on a national level. Dr. Robinson has been at the forefront of leading grassroots Autism organizations. She was a founding board member of Cure Autism Now (now Autism Speaks), The Floortime Foundation, and Profectum Foundation. She also co-chaired the annual ICDL Conferences (Interdisciplinary Council on Developmental and Learning Disorders) and since 2013 has co-chaired the Profectum International Conference in Pasadena CA. She was a member of the Autism Speaks Scientifi c Review Panel for over eight years. Dr. Robinson organized and chaired the fi rst nationally recognized task force to defi ne the standard of care for clinical trials in autism. The results of this outstanding eff ort were published in CNS Spectrums (January 2004, Vol. 9, #1).

“Dr. Ricki” (as her patients fondly call her) brings her extensive experience to Profectum Foundation serving as Medical Director and devoting her eff orts to providing multi-disciplinary education and training for parents, families and professionals working with individuals with ASD and other developmental delays across the lifespan.

A nationally sought-after expert, she has appeared on the Today Show, The Talk, Larry King Live and Good Morning America Health in support of the needs of children and families with Autism Spectrum Disorders. She is an internationally recognized speaker addressing the needs of children with autism and other developmental delays to parent, professional and lay audiences worldwide for the past two decades. She is also the author of the acclaimed book Autism Solutions – How to Create a Healthy and Meaningful Life for Your Child (see www.DrRickiRobinson.com).

Rosemary White, OTROccupational TherapistRosemary White has been an Occupational Therapist since 1972 and brings a wealth of clinical experience to every workshop she teaches throughout the United States and internationally in Canada, Europe, South Africa, Uganda and Australia. Rosemary is a true clinician’s clinician! Rosemary received her Neurodevelopmental Therapy training in London with the Bobaths, her Sensory Integrative Therapy training in Los Angeles with Dr. A Jean Ayres and her training in the DIR/Floortime model with Stanley Greenspan and Serena Wieder, Ph.D. and the Faculty of ICDL. She currently owns and operates Pediatric Physical and Occupational Therapy Services in Seattle, Washington. Rosemary

has her Certifi cate in the DIR model and has been Senior Faculty on the Interdisciplinary Council on Developmental and Learning Disabilities (ICDL) chaired by Stanley Greenspan, M.D. and Serena Wieder, Ph.D., since 2002. Rosemary is on the Clinical Faculty at the University of Washington in the School of Nursing Infant Mental Health Certifi cate Program. Rosemary is also Faculty in the ICDL Graduate School in the Ph.D. in Infant and Early Childhood Mental Health and Developmental Disorders. This is an on-line Ph.D. program providing education to professionals throughout the world. Rosemary is also Profectum Foundation Faculty.


Serena Wieder, PhDClinical PsychologyDr. Serena Wieder is the Clinical Director, Profectum and Founder and past Associate Chair, of the Interdisciplinary Council on Developmental and Learning Disorders (ICDL). She founded and directed the DIR model Institute, a case based competency training program for multidisciplinary professionals, from 1999-2010. Dr. Wieder also serves on the Board of Zero to Three – the National Center for Infants, Toddlers and Families.

Currently she conducts a clinical and consulting practice in New York for infants, children, adolescent and adults with complex developmental and mental health challenges. Programs she consults to include the New York Center for Child

Development; Celebrate the Children; Treatment and Learning Center, Rockville, MD; Imagine Academy; the former Bridges Program at Texas Children’s Hospital, Houston, TX and other clinical and educational programs in the United States and abroad.

Dr. Wieder conducts national and international training on the DIR/Floortime model. She served on the faculties of the Infant-Parent Study Center, the ICDL Graduate School and has just joined the faculty of the Adelphi University Parent Child Institute. She also serves on the Scientifi c Advisory Boards of First Signs. Her research has focused on diagnostic Classifi cation and the long term follow up of children treated with the DIR model. In addition to serving on the editorial boards of the Journal of Developmental Processes and the ICDL Journal.

Dr. Wieder publishes numerous articles on the DIR model, diagnostic classifi cation, emotional and symbolic development and training. She also co-authored Engaging Autism, The Child with Special Needs, and Infant and Early Childhood Mental Health, with Stanley Greenspan, Visual/Spatial Portals to Thinking, Feeling and Movement with Harry Wachs, OD; co-chaired the ICDL Diagnostic Manual for Infants and Young Children and the fi rst edition of the Zero to Three Diagnostic Classifi cation of Mental Health and Developmental Disorders of Infancy.


Welcome to the Profectum Parent Toolbox™ (PPT) Workbook! The goal of the PPT is to encourage and empower you to build a strong relationship with your child while fostering his or her development. The PPT will guide you in your discovery of your child’s unique sensory and motor diff erences that are the foundation of how he or she experiences the world and ultimately interacts with you. With a new understanding of your child’s individual strengths and challenges the PPT will help you match Profectum Toolbox Strategies to your child’s needs to support his or her engaging, playing and interacting, thinking and communicating with you. Your Profectum Parent Toolbox™ authors have been working together collaboratively for 20+ years and this program is a culmination of their experiences with families they would like to share with you!

The PPT Workbook complements the PPT “How to” webcast series. It is designed to enhance your experience by allowing you to record your observations, thoughts and new knowledge throughout the program. In our PPT each webcast presents simple ideas and strategies to support your child’s engagement, thinking and communicating with you. Video demonstrations within the webcasts will show how these strategies can be used during everyday interactions and play. As you view the webcasts you will have the opportunity to use the Toolbox strategies demonstrated in the videos. As you determine what works and what doesn’t you will be designing your own Personal Toolbox in the workbook fi lled with ideas and strategies to support your relationship with your child.


4 StepsThere are 4 steps in the Profectum Parent Toolbox™. Steps 1 and 2 introduce all key strategies for interaction - one or two at a time. In Steps 3 and 4 all the strategies are used together to help you keep your interactions going!

16 Key PPT StrategiesThroughout the series 16 Key PPT Strategies help you support your child’s relating, communicating, thinking and creativity. These strategies are presented sequentially, one or two at a time. You will see several strategies noted at the beginning of each webcast following the goals of the webcast.

Your Profectum Parent Toolbox™ Strategies1. Set the Stage2. Be Present and Flexible3. Position4. Follow Your Child’s Interest5. Go for the Gleam 6. Emotional Expression7. Nurture Intent8. Build Circles9. Persist10. Tailor to Individual Diff erences11. Match Rhythm and Timing12. Enhance Non- Verbal Communication13. Extend Circles14. Use Glitches 15. Encourage Problem Solving16. Nurture Ideas


IconsEach Webcast has a similar format and has a corresponding page identifi ed in the Workbook. Each PPT Workbook page is designed to match the content and order of each Webcast. Whether you decide to download and print the Workbook page or answer directly online you can let our Icons LEAD the way and keep you oriented as you are watching the Webcast itself. The same Icons will be used in the Workbook to help you follow along and document your insights. The Icons are fully described in Webcast 2.

We encourage you to stop the webcasts as you watch and jot down notes, especially as you think about questions presented for you to consider and/or think about after video demonstrations are shown. Many ways to implement each of the strategies are demonstrated so you can try diff erent approaches to determine what works best for your child. Some strategies will help, some may not.

Your Personal ToolboxYour Personal Toolbox has two components:

1. Your Master Strategy List of what works and what doesn’t to support your child’s engaging, interacting, thinking and creating (Appendix 1)

2. Your child’s Individual Profi le (Appendix 2)

Your Master Strategy List is the document that allows you to record what strategies work best for you and your child. In Steps 1-4 you will have the opportunity to record the strategies that work as you build your personal Toolbox. As you view the webcasts moving through each Step your favorite Toolbox Master

Strategy list will grow.

In Step 2 of the PPT you will determine your child’s sensory and motor diff erences that might be infl uencing his or her experience and understanding of the world, and ultimately interactions and play with you. This information will build your child’s Individual Profi le that will further guide you in how best to nurture interactions. Specifi cally, you will learn additional Toolbox strategies that help you support his or her unique sensory and motor

strengths and challenges. By the end of Step 2 you will have completed your child’s Individual Profi le that will give you a deeper understanding of how to think about and use your Toolbox strategies as you continue through Steps 3 and 4.

+ Together your Master Strategy List and child’s Individual Profi le make up your Personal Toolbox tailored to your child providing you the roadmap for building a strong relationship with your child while fostering his or her development.

To get the most out of the PPT don’t forget to record your own observations and check off which strategies work best to support and encourage your interactions with your child both at the end of each Webcast and again in Your Personal Toolbox.

How to use this resource: Start by creating your very own Profectum Parent Toolbox™ account

Go to the website www.profectum.org

Don’t have a website account yet? Click on “NEW PARENT?" Follow the prompts to create an account You’ll be taken to the PPT Introduction page

Already have a website account? • Click on “RETURNING PARENT"

OR if you are logged in • Click on the menu option “Parent Toolbox” at the top of the page.

You may decide to print out this workbook or use it on your computer

• From wherever you are, you can click on the workbooks for each step in the “Downloads” section at the bottom of the page.

• Click on the workbook you want to view, a PDF file will open. • To print: Click on the print option or icon • To use on your computer: Click on the file and the workbook will download. Find and open the downloaded file.

You may also decide to print out each Webcast PowerPoint as an extra reference, but remember that most of the information in the PowerPoints is already organized in the workbooks for you.

• Click on the link below the webcast • Click on print or download to print or download the file to your computer

Finally, you may also choose to create your Personal Toolbox (Toolbox Strategy Summary and Individual Profile) online or print it out to fill in as you go. When you are done with this program, you will want to share copies of your child’s Personal Toolbox with family and team members.

• In the “Downloads” section, click on the “Toolbox Strategy Summary” or “Individual Profile Form”.

• Click on print or download to print or download the file to your computer.

You may want to view the Webcasts individually, as a family and/or together with team members. We also suggest you share the resource and your insights with other clinicians and educators.

Clinicians and Educators can use the PPT as complimentary “homework” lessons for parents to support and advance parent and child interactions. In addition, this series can also be an added training tool for professionals working with families in the community, schools and clinics.



Now it’s your turn to get started! Set up your play area and fi nd the time. Prepare to tape your interactions. Review your tapes, perhaps including family/team members. Remember that every door that confronts you presents a new opportunity. Sometimes you can learn more when things don’t go as planned. Just try your best and observe what happens! As you gain confi dence continue to practice, practice, practice! Over time these Toolbox strategies will become so natural they will happen automatically!

The main idea is this:Keep your RELATIONSHIP central to your interactions. It’s all about the interaction! Experiment to fi nd what works and what doesn’t. Remember that when it comes to strategies, there is no “right” or “wrong”. We can always learn from each interaction, wherever it takes us!

All of us at Profectum, especially the Profectum faculty, hope that the Profectum Parent Toolbox webcast series will help you capture the “gleam” in your child’s eyes when connecting and interacting! We know that you will be encouraged and inspired as you help your child reach his or her full potential!

www.freetoolbox.orgwww.profectum.org


INTRODUCTION1. Introduction to the Toolbox

2. Nuts and Bolts-How to use this Toolbox

3. Introduction to ‘Become your child’s play partner’

10. Introduction to ‘Discover� Individual Diff erences’

21. Introduction to ‘Build� and Extend Circles of� Interaction Moment to� Moment’

29. Introduction to ‘Practice,� Practice, Practice! Keep� Interactions Flowing’

4. Be present...Be together11. Explore Sensory Preferences and Challenges

22. Tailor Your Interactions� to Engage Your Child’s� Attention

30. Extend the� Conversation with� Shared Problem Solving

5. Tune into my child’s interests

12. Explore Your Child’s� Sensory Responsivity

23. How Big? How Loud?� How Close 31. Discover Pretend Play

6. The magic of emotional�expression 13. Touch... The First Sense!! 24. Moment to Moment 32. Expand Pretend Play

7. Build fi rst circles 14. Explore Using Sound to� Nurture Engagement

25. Give Movements� meaning Through� Emotional Expression

33. Pretend Play with� Adolescents (and Young� Adults)

8. Persist 15. Discover your Child’s� “Visual Box” Of Attention 26. Regulate Emotions

34. Interact All Day Long:� Daily Routines Set the� Stage

9. Now that we’re �connected...Let’s expand!

16. Movement: The Body In� Motion

27. Engaged, Happy and� Flexible!!!

35. Playing Outside with� Your Child and Family:� Feeling, Moving and� Relating

17. Ideas Become Plans,� Then Actions

28. Let’s Solve This� Problem- Together

36. Profectum Parent� Toolbox Review and� Inspiration from Parents� Like You

18. The Dance of Play...� Tapping Into Your Child’s� Rhythm and Timing

19. “Talking” Starts with� Gestures

20. Putting it All Together

Profectum Parent Toolbox Program at a Glance

www.freetoolbox.org www.profectum.org


Webcasts 21-28


Step 3: Webcast 21Build and Extend Circles of Interaction

Moment to MomentMonica G. Osgood


Webcast 21Build and Extend Circles of Interaction Moment to Moment

Goals of Step Three• Learn how to engage and improve play with your child’s strengths in mind

• Remember that your child’s senses work simultaneously, not separately

• Explore how to extend the play by matching your interactions to your child’s strengths while supporting his challenges

• Discover what works and what doesn’t work, and how to adjust your interactions in the moment

• Learn how to persist when you don’t know where to start or it feels like it’s not working

• Discover how to respond to your child’s range of emotions and how to solve problems together

Link to PowerpointLink to Printable Version of this Webcast

Step 3 Toolbox Strategies• Be Present and Flexible

• Emotional Expression

• Tailor to Individual Diff erences

• Extend Circles

• Use Glitches

• Encourage Problem Solving

• Nurture Ideas


Step 3 Webcast Overview

22. Tailor Your Interactions to Engage Your Child’s Attention

• Explore how adapting specifi c Toolbox strategies tailored to your child’s profi le will support his ability to attend to your interaction

23. How Big? How Loud? How Close? • Discover the “just right” position, touch, use of your voice and emotional

expression that is comfortable and enticing for your child

24. Moment to Moment • Learn to stay fl exible and tailor your interactions in the moment

• Turn breakdowns into opportunities

25. Give Moments Meaning through Emotional Expression • Nurture your child’s intent… Even when it’s not obvious

26. Regulate Emotions • Discover your child’s emotional range… and how to anticipate his responses to

support emotional regulation

• Learn to regulate your emotions

27. Engaged, Happy and Flexible! • Learn how to use your relationship and to tailor your interactions to introduce

new ideas and opportunities into your play

28. Let’s Solve This Problem- Together! • Take advantage of spontaneous opportunities to extend your interactions• Use natural semi- structured activities to promote and practice problem- solving

Let’s continue on this exciting journey of discovery as we learn more Toolbox strategies

Experience ways of extending your interactions by using the understanding of your child’s individual profi le

To Learn More…• https://profectum.org/training-programs/parent-educational-program-2/

• https://profectum.org/webcasts/


Step 3: Webcast 22 Tailor Your Interactions to Engage Your

Child’s Attention Rosemary White, OTR


Webcast 22 Tailor Your Interactions to Engage Your Child’s Attention

Goals of Webcast 22• Learn how to tailor interactions based on your child’s overall sensory and motor profi le

• Explore how adapting specifi c Toolbox strategies tailored to your child’s profi le will support his ability to attend to your interaction

• Practice using profi le-specifi c Toolbox strategies to expand your child’s interest(s) in play


Webcast 22 Toolbox Strategies• Be Present and Flexible


• Build Circles


• Match Rhythm and Timing

• Extend Circles

Questions to Consider? • Am I bringing touch, sound, movement, rhythm, timing, and more types of communication into interactions

with my child?

• Am I tailoring my interactions to my child’s sensory and motor preferences and challenges, to tap into his interests?

• Am I adapting to my child’s sensory, motor and communication needs in the moment to support his attention and continue the fl ow of the play?

• How does it feel when my child was more attentive to our interaction?


Idea 1Tailor your responses to tap into your child’s interest and maintain attention

Toolbox Strategies • Explore how your child’s profi le infl uences his interests and actions. Does he have:

• slow shifts of attention, fi nding it hard to get moving or responding to what’s going on?• constant shifts of attention, fl itting from one thing to the next?• intense focus on one thing with limited shifts of attention?

• Tailor your interactions to engage your child:• Add sounds, actions and action words that go with her focus of attention• Set your rhythm and pace so your child can anticipate your actions

• If your child has slow shifts of attention and fi nds it hard to get moving, or to respond to what’s going on …• Use the sound you make with your footsteps and the rhythm and volume of your voice in a way that says “Here I come!”• Match this with a gesture that says “I’m going to do something with you”• Use motor actions that “wake up” your child’s body, such as dancing to music that has some high frequency • Use rhythm and repetition to build anticipation

Pause and Refl ect Video 1- James & Mom (Scarf) As Mom connected with James who was slow to respond how did he become more engaged when Mom added...

Gesture?

__________________________________________________________________________________________

__________________________________________________________________________________________

Rhythm and timing?

__________________________________________________________________________________________

__________________________________________________________________________________________

Anticipation?

__________________________________________________________________________________________

__________________________________________________________________________________________

Emotional expression?

__________________________________________________________________________________________

__________________________________________________________________________________________


When the strategies were used what was James response?

__________________________________________________________________________________________

__________________________________________________________________________________________

Attention?

_____________________________________________________________________________________

_____________________________________________________________________________________

Rhythm and timing?

_____________________________________________________________________________________

_____________________________________________________________________________________

Anticipation?

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

Toolbox Strategies • If your child has constant shifts of attention and fl its from one thing to the next…

• Reduce the number of things in the room • Stay in one spot to provide a visual anchor • Match a sound to what what your child is doing while slowing down your voice to slow him down • Using your emotional expression, make comments that go with the shifts of attention, such as, “Oh, the couch!” • Add an action word to hint at the next step: “Up, up, up!” • Provide physical support to help your child succeed at what he’s trying to do, such as climb, and make the shift meaningful

Pause and Refl ect Video 2- What strategies did Anna use to hold Cole’s attention and make his actions purposeful?

__________________________________________________________________________________________

__________________________________________________________________________________________

Vision?

_____________________________________________________________________________________

_____________________________________________________________________________________


Rhythm and timing?

_____________________________________________________________________________________

_____________________________________________________________________________________

Matching sounds, words and gestures?

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

Motor support?

_____________________________________________________________________________________

_____________________________________________________________________________________

What was Cole’s response?

__________________________________________________________________________________________

__________________________________________________________________________________________

Circles of interaction?

_____________________________________________________________________________________

_____________________________________________________________________________________

Nurture ideas?

_____________________________________________________________________________________

_____________________________________________________________________________________

Gleam in the eye?

_____________________________________________________________________________________

_____________________________________________________________________________________


Toolbox Strategies • If your child focuses intensely on one thing at a time with limited shifts of attention…

• Go slow, beginning with a gesture, a touch, an action, or a sound that will go on long enough that your child can anticipate you are joining her• Join from above your child’s “visual box” • Pace your actions so your child anticipates your joining, allowing her to shift attention and look up to you• Drum on the fl oor as you add to your child’s play so that she feels the vibration bodily before seeing you

Pause and Refl ect Video 3- LucasAs Dad connected with Lucas who was intensely focused on his Dad’s feet, which strategies supported shifting Lucas’s attention to Dad?

__________________________________________________________________________________________

__________________________________________________________________________________________

Anticipation?

_____________________________________________________________________________________

_____________________________________________________________________________________

Visual Box?

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

Did you notice ebb and fl ow of their connection? Can you give examples?

__________________________________________________________________________________________

__________________________________________________________________________________________


Now it’s Your Turn… to tailor your interactions to expand your child’s interests and support attention

Am I bringing touch, sound, movement, rhythm, timing, and more types of communication into interactions with my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I tailoring my interactions to my child’s sensory and motor preferences and challenges, to tap into his interests?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I adapting to my child’s sensory, motor and communication needs in the in the moment to support his attention and continue the fl ow of the play?

__________________________________________________________________________________________

_____________________________________________________________________________________

How does it feel when my child was more attentive to our interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

When It’s Not Working? Do I need to step back and observe my child’s shifts of attention?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I need to be bigger or smaller in my interaction for my child to shift attention?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I using aff ect and movements so that my child can anticipate what’s next as I join in?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Tailor Your Interactions to Engage Your Child’s Attention

What strategies worked best for my child and I to expand the play?

10. Tailor to Individual Diff erences

✔ Strategy NotesExplore how your child’s profi le infl uences his interests and actions. Does he have:

• slow shifts of attention, fi nding it hard to get moving or responding to what’s going on?

• constant shifts of attention, fl itting from one thing to the next?

• intense focus on one thing with limited shifts of attention?

• Explore how your child’s profi le infl uences his interests and actions. Does he have:

• slow shifts of attention, fi nding it hard to get moving or responding to what’s going on?

• constant shifts of attention, fl itting from one thing to the next?

• intense focus on one thing with limited shifts of attention?

Tailor your interactions to engage your child:• Add sounds, actions and action words that

go with her focus of attention• Set your rhythm and pace so your child

can anticipate your actions

If your child has slow shifts of attention and fi nds it hard to get moving, or to respond to what’s going on …

• Use the sound you make with your footsteps and the rhythm and volume of your voice in a way that says “Here I come!”

• Match this with a gesture that says “I’m going to do something with you”

• Use motor actions that “wake up” your child’s body, such as dancing to music that has some high frequency

• Use rhythm and repetition to build anticipation


✔ Strategy NotesIf your child has constant shifts of attention and fl its from one thing to the next…

• Reduce the number of things in the room • Stay in one spot to provide a visual anchor • Match a sound to what what your child is

doing while slowing down your voice to slow him down

• Using your emotional expression, make comments that go with the shifts of attention, such as, “Oh, the couch!”

• Add an action word to hint at the next step: “Up, up, up!”

• Provide physical support to help your child succeed at what he’s trying to do, such as climb, and make the shift meaningful

If your child focuses intensely on one thing at a time with limited shifts of attention…

• Go slow, beginning with a gesture, a touch, an action, or a sound that will go on long enough that your child can anticipate you are joining her

• Join from above your child’s “visual box” • Pace your actions so your child anticipates

your joining, allowing her to shift attention and look up to you

• Drum on the fl oor as you add to your child’s play so that she feels the vibration bodily before seeing you

Review/ Other Strategies

✔ Strategy from: Notes

2. Be Present and Flexible

6. Emotional Expression

8. Build Circles

11. Match Rhythm and Timing

13. Extend Circles


Step 3: Webcast 23

How Big? How Loud? How Close? Monica G. Osgood


Webcast 23 How Big? How Loud? How Close?

Goals of Webcast 23• Discover the “just right” emotional expression for your child

• Explore how using your body and voice in diff erent ways can support and extend your interaction



• Position


• Build Circles


• Match Rhythm and Timing

• Extend Circles

MeaningsProximity: How close or far you are from your child

Questions to Consider? • Does my child feel more connected to me when I am very close, or does he need a little space while

engaging?

• What type of emotional expression works best for my child?• Does it depend on the situation?

• Am I using my voice, gestures and touch to help my child cue into me?

• Am I using all these strategies together with a rhythm and timing that feels natural and extends our interactions?


Idea 1Discover the “just right” position and touch that work for you and your child

Toolbox Strategies • Use touch as a way of communicating without words

• A supportive touch can help your child attend to you

• Read your child’s cues and adjust your position and touch as necessary

Pause and Refl ect Video 2- Max and JaneanWhat position helped Max engage? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did touch support the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

What cues did Max give that let us know we needed to do something diff erent?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Janean have to adjust in the moment to hold Max’s attention?

__________________________________________________________________________________________

__________________________________________________________________________________________

Pause and Refl ect Video 3 and 4- Jordan and Demond/ Jordan and ArethaWhat position helped Jordan engage? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did touch support the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________


What cues did Jordan give that let us know we needed to do something diff erent?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Demond and Aretha have to adjust in the moment to hold Jordan’s attention?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2

Use the type of emotional expression that is comfortable and enticing for your child

Toolbox Strategies • Based on your child’s profi le…

• Consider how varying the emotional tone, frequency and melody of your voice draws your child in• Use pausing and pacing of your voice as needed

• Use the types of gesturing and facial expression that help your child gain meaning from the interaction

Pause and Refl ect Video 5- NickHow did Lori use her voice (tone) and pacing to engage Nick?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did her animated facial expressions and gestures give meaning to the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did this hold Nick in the interaction?

_____________________________________________________________________________________

_____________________________________________________________________________________


Pause and Refl ect Video 6- Katie DollhouseWhat emotional tone and pacing of voice was needed to support Katie to “stay in the moment”?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did she need the same emotional expression as Nick? Why or why not?

__________________________________________________________________________________________

__________________________________________________________________________________________

More and louder?

_____________________________________________________________________________________

_____________________________________________________________________________________

Less and quieter?

_____________________________________________________________________________________

_____________________________________________________________________________________

Idea 3Tailor your rhythm and timing to your child’s profi le

Toolbox Strategies • Consider how your the rhythm and timing bring the pieces together:

• How fast or slow you move, change your position and/or your proximity to your child• How to bring touch in and out of the interaction based on your child’s needs• How your emotional expression changes to match the moment, and how this is unique to your interactions with your child

Pause and Refl ect Video 7- Owen How did Laura’s position and proximity change, or not? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________


How did she bring touch in and out of the interaction? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Laura’s emotional expression, rhythm and timing change to match the moment? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to experiment with proximity, touch and emotional expression!Does my child feel more connected to me when I am very close, or does he need a little space while engaging?

__________________________________________________________________________________________

__________________________________________________________________________________________

What type of emotional expression works best for my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does it depend on the situation?

_____________________________________________________________________________________

_____________________________________________________________________________________

Am I using my voice, gestures and touch to help my child cue into me?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I using all these strategies together with a rhythm and timing that feels natural and extends our interactions?

__________________________________________________________________________________________

__________________________________________________________________________________________


When It’s Not Working? Am I feeling out of step with my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I need to experiment with diff erent positions, proximity and touch?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is my emotional expression too much? Too little?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I too loud or too soft? Too slow or too fast?

__________________________________________________________________________________________

__________________________________________________________________________________________

Summary of Strategies for How Big? How Loud? How Close? What strategies worked best for my child and I to expand the play?

3. Position

✔ Strategy NotesPosition yourself in front of your child

Think about your child’s visual preference and experiment with “getting in his face” - keeping a more natural distance or exaggerating the space between you (proximity)

Remember to stay in your child’s “visual box”!



✔ Strategy NotesRead your child’s cues and adjust your position and touch as necessary

Use the types of gesturing and facial expression that help your child gain meaning from the interaction


✔ Strategy NotesUse touch as a way of communicating without words

• A supportive touch can help your child attend to you

Based on your child’s profi le… • Consider how varying the emotional tone,

frequency and melody of your voice draws your child in• Use pausing and pacing of your voice as

needed


✔ Strategy NotesConsider how your the rhythm and timing bring the pieces together:

• How fast or slow you move, change your position and/or your proximity to your child

• How to bring touch in and out of the interaction based on your child’s needs

• How your emotional expression changes to match the moment, and how this is unique to your interactions with your child




8. Build Circles

13. Extend Circles




Step 3: Webcast 24Moment to Moment Sherri Cawn, MA, CCC-SLP


Webcast 24Moment to Moment

Goals of Webcast 24• Explore using diff erent Toolbox strategies at diff erent times, depending on your child’s moment- to-

moment needs

• Learn how to stay fl exible so that you can change strategies quickly to keep the interaction going

• Discover how awareness of your child’s Individual Profi le provides opportunities to change your behavior in the moment

• Learn ways to turn your child’s breakdowns into opportunities




• Build Circles

• Persist


• Extend Circles

• Use Glitches

Meanings

Parent Flexibility: During interactions the ability to change moment to moment based on the needs of your child to keep the interaction going

Breakdown: When your child gets upset or disconnects from the interaction


Questions to Consider? • Am I fl exible?• Am I using my understanding of my child’s Individual Profi le to keep our interaction going?• Am I changing my strategies as necessary in the moment?• Am I using my emotional expression to help my child stay engaged through breakdowns?

Idea 1Stay fl exible and “in the moment”!

Toolbox Strategies • Relax...stay in the moment...and be fl exible enough to change with your child as the interaction changes

• Ask yourself: Are we engaged? Is our interaction two-way? If not, stop and observe what your child is interested in now or what your child needs now

Pause and Refl ect Video 1- Harper Mom Bubbles, Cookies.movHow did Harper’s individual profi le (motor planning, slow processing) aff ect her interactions (e.g., bubbles, cookies)?

__________________________________________________________________________________________

__________________________________________________________________________________________

Were Mom and Harper engaged? How often did Mom have adjust her responses to Harper’s?

__________________________________________________________________________________________

__________________________________________________________________________________________

Toolbox Strategies • Keep your child’s Individual Profi le in mind and respond accordingly in the moment.

• For example, if your voice is too loud and upsetting for your child, switch to a softer, more soothing tone

• Adjust in the moment to do whatever it takes to keep the interaction going


Pause and Refl ect Video 2- Gavin mom ed trains.movHow did Mom adjust her voice, language and aff ect to support the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did you notice how slow Gavin’s comprehension was, especially as he was looking at pictures of the trains? Why is this important?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was Mom able to adjust her style to keep the interaction going? If so, how? If not, what happened?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Turn breakdowns into opportunities to stay in the moment

Toolbox Strategies • Ask yourself, “What is the problem?”

• Use what you know about your child’s profi le to get your child re-engaged.• For example, provide physical support or use predictability and anticipation

• Combine emotional expression with action to give meaning to a breakdown (“Oh, no! Are you stuck?”)

• Validate your child’s emotions

• Off er options for next steps• “Do you need help?” or • “Should we fi x it?”

• Sustain your engagement through a range of emotions

Pause and Refl ect Video 3- Gavin mom big bubbles stuckWhich of Gavin’s individual diff erences was disrupting the fl ow of the interaction? (hint: Did he understand what was happening?

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__________________________________________________________________________________________


How did Mom use her aff ect and gestures to support Gavin through the breakdown?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did you notice how many breakdowns there were until Gavin gave up? How many did you see?

__________________________________________________________________________________________

__________________________________________________________________________________________

Pause and Refl ect Video 4- Annie and Mom tire swingHow did Mom adjust her language and aff ect to keep the interaction going?

__________________________________________________________________________________________

__________________________________________________________________________________________

Which individual diff erences were interfering with Annie responding? (hint: language comprehension, motor planning, visual gaze)

__________________________________________________________________________________________

__________________________________________________________________________________________

Did you see a diff erence in Annie’s behavior when Mom changed her aff ect, language and gestures? Why do you think that happened?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to change as necessary moment to moment, to extend your interactions!Am I fl exible?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I using my understanding of my child’s Individual Profi le to keep our interaction going?

__________________________________________________________________________________________

__________________________________________________________________________________________


Am I changing my strategies as necessary in the moment?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I using my emotional expression to help my child stay engaged through breakdowns?

__________________________________________________________________________________________

__________________________________________________________________________________________

When It’s Not Working? Am I alert to when the play stops?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I notice when my child’s needs change?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I using enough emotional expression to support my child through moment-to-moment changes?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I really being fl exible enough?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I supportive of my child to help him get through breakdowns

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I providing choices or helping my child with the next step if he gets stuck?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Moment to MomentWhat strategies worked best for my child and I to expand the play?


✔ Strategy NotesRelax...stay in the moment...and be fl exible enough to change with your child as the interaction changes


✔ Strategy NotesCombine emotional expression with action to give meaning to a breakdown (“Oh, no! Are you stuck?”)

Validate your child’s emotions

8. Build Circles

✔ Strategy NotesAsk yourself: Are we engaged? Is our interaction two-way? If not, stop and observe what your child is interested in now or what your child needs now

Adjust in the moment to do whatever it takes to keep the interaction going

9. Persist

✔ Strategy NotesSustain your engagement through a range of emotions


✔ Strategy NotesKeep your child’s Individual Profi le in mind and respond accordingly in the moment.

• For example, if your voice is too loud and upsetting for your child, switch to a softer, more soothing tone

Ask yourself, “What is the problem?”

Use what you know about your child’s profi le to get your child re-engaged.

• For example, provide physical support or use predictability and anticipation


13. Extend Circles

✔ Strategy NotesOff er options for next steps

• “Do you need help?” or • “Should we fi x it?”



14. Use Glitches




Step 3: Webcast 25

Give Moments Meaning throughEmotional Expression

Rosemary White, OTR


Webcast 25 Give Moments Meaning through

Emotional Expression

Goals of Webcast 25• Learn how to to bring meaning to your child’s actions based on his Individual Profi le

• Discover how to use your emotional expression to encourage your child to persist, and to adapt and extend his motor plan

• Explore strategies to help your child act on his own ideas when he appears aimless or aloof, or doesn’t follow through




• Persist


• Extend Circles

• Use Glitches

Questions to Consider? • Do I understand my child’s idea and his motor plan to act on that idea?

• How can I support my child’s motor plan so he can persist, adapt and play successfully?

• What opportunities can I provide that will expand my child’s motor plan and play sequences as I join him in play?


Idea 1Nurture your child’s intent… Even when it’s not obvious

Toolbox Strategies • Treat everything your child does as purposeful, whether it really is or not

• Give your child’s seemingly random actions new meanings by responding to them as if they were done for a reason. This makes the action your child’s idea and supports his ability to make a motor plan

• Respond to your child’s subtle cues (such as where he is looking)

Pause and Refl ect Video 1- Zoe & JoeyHow did Zoe treat Joey’s actions as purposeful, giving them meaning?

__________________________________________________________________________________________

__________________________________________________________________________________________

Treat everything as purposeful?

_____________________________________________________________________________________

_____________________________________________________________________________________

Give random acts new meaning?

_____________________________________________________________________________________

_____________________________________________________________________________________

Respond to subtle cues?

_____________________________________________________________________________________

_____________________________________________________________________________________

How did Joey respond?

__________________________________________________________________________________________

__________________________________________________________________________________________


Toolbox Strategies • Help your child go in the direction he wants to by doing things to make his goal easier to achieve, such as

moving the desired ball closer

• If necessary, assist your child’s motor movements with non-guiding support such as stabilizing your child’s arm so he can grab a toy (especially important if your child has signifi cant motor challenges)

Pause and Refl ect Video 2- Ty Dad hide and seek What strategies did Dad use to help Charlotte who wanted to fi nd her Mom, achieve her goal?

__________________________________________________________________________________________

__________________________________________________________________________________________

Position?

_____________________________________________________________________________________

_____________________________________________________________________________________

Gesture?

_____________________________________________________________________________________

_____________________________________________________________________________________

Voice?

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

How did Charlotte respond?

__________________________________________________________________________________________

__________________________________________________________________________________________


Toolbox Strategies • Resist “doing for” your child to encourage him to make a motor plan and show you his intentions

• Support initiative by challenging your child to do things to you - for example:• If your child’s preference is physical activity and roughhousing, get him to push you down rather than simply picking falling• When your child wants to be swung around, get him to climb up to your shoulders instead of picking him up

Pause and Refl ect Video 3-Manual Shaving Cream How did Mom encourage Manual to initiate and show his intentions?

__________________________________________________________________________________________

__________________________________________________________________________________________

By doing for him?

_____________________________________________________________________________________

_____________________________________________________________________________________

By letting him explore?

_____________________________________________________________________________________

_____________________________________________________________________________________

What strategies did Mom use to encourage Manual to persist and adapt to Mom’s responses?

__________________________________________________________________________________________

__________________________________________________________________________________________

Facial expression?

_____________________________________________________________________________________

_____________________________________________________________________________________

Tone of voice?

_____________________________________________________________________________________

_____________________________________________________________________________________

Movement?

_____________________________________________________________________________________

_____________________________________________________________________________________


Idea 2If your child seems aimless, make whatever he is doing purposefulAssume your child has an idea… and believe he can do it!

Toolbox Strategies • If your child uses items in a sensory way without purpose (such as juggling blocks or tapping sticks):

• Add a motor action to the play - for example, move your body to the rhythm of your child’s movement • Mirror your child’s actions at a speed that gives him time to shift attention to your action, so that he begins to predict and anticipate what you’re going to do

• Then WAIT…• Does your child shift visual attention to you?• Does your child persist and expand his actions, anticipating that you’re joining in?

• Keep it going for the back-- and- forth and have fun!

Pause and Refl ect Video 4-Keir Wooing & Pacing What strategies did Sandy use to help Keir predict and anticipate how she was going to join him and make his actions meaningful?

__________________________________________________________________________________________

__________________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

Rhythm and timing?

_____________________________________________________________________________________

_____________________________________________________________________________________

Movement?

_____________________________________________________________________________________

_____________________________________________________________________________________

Did Keir adapt and expand his motor plan in response to Sandy’s support? If not, what else happened? Gleam? Engagement?

__________________________________________________________________________________________

__________________________________________________________________________________________


Toolbox Strategies • If your child walks around aimlessly, seemingly without a purpose, encourage him to shift his attention to

you:• Join your child in his movements• Mirror your child’s actions at a speed that gives him time to shift attention to you • Match your child’s movement with sounds• Use rhythm and timing to help him predict and anticipate what you’re going to do • Provide playful obstructions• Give meaning to his actions and movements (“Are we going for a walk?” or “Jumping! Jumping” or counting steps or jumps, etc.)• Use your emotional expression to give meaning to his actions

Pause and Refl ect Video 5 -Will & Alexa What strategies did Alexa use to make Will’s actions purposeful and meaningful?

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__________________________________________________________________________________________

Join in his movements?

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_____________________________________________________________________________________

Gestures?

_____________________________________________________________________________________

_____________________________________________________________________________________

Rhythm and timing?

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

Did Will adapt and extend his interaction in response to Alexa’s support? When?

__________________________________________________________________________________________

__________________________________________________________________________________________


What strategy did Alexa rely on to give meaning to Will’s actions when he moved away?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 3If your child is repetitive, make the activity purposeful!

Toolbox Strategies • If your child’s play is characterized by repetitive movements often paired with favored visual and

vocalization behaviors (for example he is looking at a dinosaur toy, bringing it close to his eyes and making sounds) bring meaning to this and shift his attention to you:

• Add a sound that goes with what your child is looking at or• Add an action word that matches his action, such as “in” or “out”

• Have your own toy that mirrors your child’s actions so that he can predict and anticipate your actions (for example, bring in your own dinosaur and have it make a sound that responds to your child’s)

• Pace your sound and actions to give him time to respond to you and your dinosaur

• Use your emotional expression to help your child predict when you are entering his repetitive play, and adapt as you develop circles

Pause and Refl ect Video 6 -Edin and MomWhat strategies did Mom use to help Edin predict and anticipate as she joined his play repetitive actions?

__________________________________________________________________________________________

__________________________________________________________________________________________

Position?

_____________________________________________________________________________________

_____________________________________________________________________________________

Words and sounds that match his action?

_____________________________________________________________________________________

_____________________________________________________________________________________

Rhythm and timing?

_____________________________________________________________________________________

_____________________________________________________________________________________



_____________________________________________________________________________________

_____________________________________________________________________________________

Did Edin adapt and extend his motor plan? If not, what happened?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did you feel the gleam? At what point in the interaction did this happen?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to help your child do what he wants to do! Do I understand my child’s idea and his motor plan to act on that idea?

__________________________________________________________________________________________

__________________________________________________________________________________________

How can I support my child’s motor plan so he can persist, adapt and play successfully?

__________________________________________________________________________________________

__________________________________________________________________________________________

What opportunities can I provide that will expand my child’s motor plan and play sequences as I join him in play?

__________________________________________________________________________________________

__________________________________________________________________________________________

When It’s Not Working? Do I need to step back, observe and ask myself what are my child’s idea and motor plan?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I jumping in and completing the sequence for my child?

__________________________________________________________________________________________

__________________________________________________________________________________________


Am I using my emotional display so that my child can predict and anticipate as I join in?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I need to WAIT more, so we can re-engage around his plan and complete the sequence together?

__________________________________________________________________________________________

__________________________________________________________________________________________

Summary of Strategies for Give Moments Meaning through Emotional ExpressionWhat strategies worked best for my child and I to expand the play?


✔ Strategy NotesUse your emotional expression to help your child predict when you are entering his repetitive play, and adapt as you develop circles


✔ Strategy NotesIf necessary, assist your child’s motor movements with non-guiding support such as stabilizing your child’s arm so he can grab a toy (especially important if your child has signifi cant motor challenges)

13. Extend Circles

✔ Strategy NotesKeep it going for the back-- and- forth and have fun!


14. Use Glitches

✔ Strategy NotesIf your child walks around aimlessly, seemingly without a purpose, encourage him to shift his attention to you:

• Join your child in his movements• Mirror your child’s actions at a speed that

gives him time to shift attention to you • Match your child’s movement with sounds• Use rhythm and timing to help him predict

and anticipate what you’re going to do • Provide playful obstructions• Give meaning to his actions and

movements (“Are we going for a walk?” or “Jumping! Jumping” or counting steps or jumps, etc.)

• Use your emotional expression to give meaning to his actions

If your child’s play is characterized by repetitive movements often paired with favored visual and vocalization behaviors (for example he is looking at a dinosaur toy, bringing it close to his eyes and making sounds) bring meaning to this and shift his attention to you:

• Add a sound that goes with what your child is looking at or

• Add an action word that matches his action, such as “in” or “out”




9. Persist

7. Nurture Intent

✔ Strategy NotesTreat everything your child does as purposeful, whether it really is or not

Give your child’s seemingly random actions new meanings by responding to them as if they were done for a reason. This makes the action your child’s idea and supports his ability to make a motor plan

Respond to your child’s subtle cues (such as where he is looking)




Help your child go in the direction he wants to by doing things to make his goal easier to achieve, such as moving the desired ball closer

Resist “doing for” your child to encourage him to make a motor plan and show you his intentions

Support initiative by challenging your child to do things to you - for example:

• If your child’s preference is physical activity and roughhousing, get him to push you down rather than simply picking falling

• When your child wants to be swung around, get him to climb up to your shoulders instead of picking him up

If your child uses items in a sensory way without purpose (such as juggling blocks or tapping sticks):

• Add a motor action to the play - for example, move your body to the rhythm of your child’s movement

• Mirror your child’s actions at a speed that gives him time to shift attention to your action, so that he begins to predict and anticipate what you’re going to d

11. Rhythm and Timing

✔ Strategy NotesThen WAIT…

• Does your child shift visual attention to you?

• Does your child persist and expand his actions, anticipating that you’re joining in?

• Pace your sound and actions to give him time to respond to you and your dinosaur

• Have your own toy that mirrors your child’s actions so that he can predict and anticipate your actions (for example, bring in your own dinosaur and have it make a sound that responds to your child’s


Step 3: Webcast 26Regulate Emotions

Serena Wieder, PhD


Webcast 26Regulate Emotions

Goals of Webcast 26• Learn ways to show your child that you understand how he feels and that you can help him

• Support your child’s ability to regulate his emotions

• Understand how you react to your child’s emotional responses and how your child reacts to yours

Link to Powerpoint

Link to Printable Version of this Webcast



• Nurture Intent

• Build Circles


• Extend Circles

• Use Glitches

• Nurture Ideas

MeaningsEmotional Regulation: Controlling (managing) strong emotions felt by the body

Self Regulation: Controlling one’s own feelings to meet the needs of the moment


Questions to Consider? • What emotional reactions do I observe in my child?

• What are the triggers?

• Does my child have a “short fuse” or a “long fuse” (do his emotional reactions come quickly or slowly)?

• Can my child calm down on his own?

• How do I show my child that I understand how he feels?

• How do I react to my child’s feelings?

• How does my child react to the way I manage my feelings?

• How do I support my child’s feelings to encourage more self-regulation?

Idea 1Discover your child’s emotional range…and anticipate his responses

Toolbox Strategies • Identify your child’s emotional responses to diff erent environments and situations- his comfort zone and

what is distressing. For example, • expectations• noisy or crowded places• unpredictability

Pause and Refl ect Video 1- Brian goldman pilot no counting, no take off What was Brad’s emotional response to the “airplane game”?

__________________________________________________________________________________________

__________________________________________________________________________________________

What emotional cues did Brad give his parents while in this situation?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do you think this might be Brad’s typical response or could something else be going on? Why do you think that ?

__________________________________________________________________________________________

__________________________________________________________________________________________

What confl ict is causing Brad’s emotional response?

_____________________________________________________________________________________

_____________________________________________________________________________________


Pause and Refl ect Video 2- Brian goldman fl ies himselfWhat do you now think Brad was anxious about?

__________________________________________________________________________________________

__________________________________________________________________________________________

Were the cues too challenging for him to tolerate?

__________________________________________________________________________________________

__________________________________________________________________________________________

What brought his stress down?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did his becoming the airplane help him regulate his anxiety?

__________________________________________________________________________________________

__________________________________________________________________________________________

Who came up with the emotional solution?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Support your child’s emotional regulation

Toolbox Strategies • Recognize your child’s cues. Is he hungry, tired, ready, self-absorbed or excitable?

• Help your child calm down or wait by co-regulating - using your tone of voice, gestures or words, to soothe his feelings and to show that you understand (empathy)

• Talk slowly and simply

• Back down if your child fi nds your co-regulating too stressful and reduce the number of transitions

• If your child seems excitable, ask yourself why. Is his excitability a positive reaction or is it because of anxiety?

• Rely on predictable patterns and prepare your child for changes and transitions

• Stay close and off er safe ways to express frustration, anger or fright

• Set appropriate boundaries (limits) if your child’s emotions lead to impulsive actions


Pause and Refl ect Video 3-Noah goldman bus to school Did Dad recognize Ned’s emotional response? When?

__________________________________________________________________________________________

__________________________________________________________________________________________

What strategies did Dad use to calm Ned down quickly? Co-regulation? Waiting? Back down and comply?

__________________________________________________________________________________________

__________________________________________________________________________________________

Can Ned cope with the unpredictable? How did this make him feel?

__________________________________________________________________________________________

__________________________________________________________________________________________

Pause and Refl ect Video 4-Noah goldman neg train Is Ned more regulated? How do you know? Does he seem calmer? More interactive? More able to act on his and others ideas?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is Dad able to share his ideas in a way that helps Ned stay regulated?

__________________________________________________________________________________________

__________________________________________________________________________________________

Are they now both enjoying being together? How can you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 3Regulate your child’s and your emotions

Toolbox Strategies • Mirror your child’s feelings through gestures, cues, tone of voice, and simple words when he is frustrated,

angry or fearful, to soothe and reassure him

• Praise happy, curious, persistent, kind and other positive reactions

• Gently woo your child back using your emotional expression to help him tolerate the strong emotion


Pause and Refl ect Video 5- Blake goldman sad baby

How did Benny show his distress when he identifi ed the sad baby doll? Looked sad, barked, yawned, added numbers, spoke slowly, delayed responding

_____________________________________________________________________________________

_____________________________________________________________________________________

What was Mom’s response? Did she feel his sadness and want to quickly reassure or soothe?

__________________________________________________________________________________________

__________________________________________________________________________________________

What strategies helped Benny tolerate the sadness until he could express his worry? MIrror his feelings? Probing? Wooing? Tone of voice?

__________________________________________________________________________________________

__________________________________________________________________________________________

Toolbox Strategies • When your child is distressed or unable to self-regulate, refl ect on the intensity of your own emotional

reactions

• Put yourself in “his shoes” to empathize with your child’s experience and stress

• Examine your feelings. You may be angry, frustrated or scared. Does this alarm you?

• Talk to someone...get support...get some rest or more sleep

• Let your hopes soar when you see growth

• New learning needs to be practiced...again and again

Pause and Refl ect Video 6- Gabe 3 break the lawHow would you feel if your child said this to you?

__________________________________________________________________________________________

__________________________________________________________________________________________

What do you imagine Mom felt hearing Gary’s distress?

__________________________________________________________________________________________

__________________________________________________________________________________________


How would you manage your emotions? Examine and refl ect on the intensity of your feeling?

__________________________________________________________________________________________

__________________________________________________________________________________________

Put yourself in your child’s shoes?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do you think you might need help and can you think of someone to talk to if necessary?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to understand your child’s emotions and your own

What emotional reactions do I observe in my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

What are the triggers?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does my child have a “short fuse” or a “long fuse” (do his emotional reactions come quickly or slowly)?

__________________________________________________________________________________________

__________________________________________________________________________________________

Can my child calm down on his own?

_____________________________________________________________________________________

_____________________________________________________________________________________

How do I show my child that I understand how he feels?

_____________________________________________________________________________________

_____________________________________________________________________________________


How do I react to my child’s feelings?

__________________________________________________________________________________________

__________________________________________________________________________________________

How does my child react to the way I manage my feelings?

__________________________________________________________________________________________

__________________________________________________________________________________________

How do I support my child’s feelings to encourage more self-regulation?

__________________________________________________________________________________________

__________________________________________________________________________________________

When It’s Not Working? Am I staying calm, soothing and reassuring and gently fi rm?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I recognize the triggers and take actions to support my child’s self-regulation?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I need to reduce stress and prepare my child for change?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Regulate Emotions What strategies worked best for my child and I to expand the play?


✔ Strategy NotesBack down if your child fi nds your co-regulating too stressful and reduce the number of transitions

Stay close and off er safe ways to express frustration, anger or fright

When your child is distressed or unable to self-regulate, refl ect on the intensity of your own emotional reactions

Put yourself in “his shoes” to empathize with your child’s experience and stress

Examine your feelings. You may be angry, frustrated or scared. Does this alarm you?

Talk to someone...get support...get some rest or more sleep

Let your hopes soar when you see growth


✔ Strategy NotesHelp your child calm down or wait by co-regulating - using your tone of voice, gestures or words, to soothe his feelings and to show that you understand (empathy)

Talk slowly and simply

Praise happy, curious, persistent, kind and other positive reactions

Praise happy, curious, persistent, kind and other positive reactions

7. Nurture Intent

✔ Strategy NotesRecognize your child’s cues. Is he hungry, tired, ready, self-absorbed or excitable?

Mirror your child’s feelings through gestures, cues, tone of voice, and simple words when he is frustrated, angry or fearful, to soothe and reassure him



✔ Strategy NotesIdentify your child’s emotional responses to diff erent environments and situations - his comfort zone and what is distressing. For example,

• expectations• noisy or crowded places• unpredictability

14. Use Glitches

✔ Strategy NotesIf your child seems excitable, ask yourself why. Is his excitability a positive reaction or is it because of anxiety?

Set appropriate boundaries (limits) if your child’s emotions lead to impulsive actions

16. Nurture Ideas

✔ Strategy NotesNew learning needs to be practiced...again and again

13. Extend Circles

✔ Strategy NotesRely on predictable patterns and prepare your child for changes and transitions



8. Build Circles





Step 3: Webcast 27Engaged, Happy and Flexible!

Monica G. Osgood


Webcast 27Engaged, Happy and Flexible!

Goals of Webcast 27 • Discover how to sustain the “gleam” in your child’s eye while adding new ideas to the play

• Explore how to use repetition, anticipation and predictability as a frame for changing things up!





• Extend Circles

• Use Glitches


• Nurture Ideas

MeaningsFlexibility: Ability to accept and join someone else’s ideas

New Ideas: Ideas and actions that vary from your routine play

Playful Challenges: Something new that may be hard for your child but presented in a playful way

Play Scenario: The story behind a child’s play


Questions to Consider? • How am I using my child’s interests and our relationship as a safe frame for introducing new ideas?

• Do I feel that my child and I are both contributing ideas to our play?

• Is my child able to accept my ideas and stay connected?

• If my child fi nds “give and take” challenging, am I able to support him to stay engaged?

• How I am using the “Push-Pull” strategy to stay engaged?

• As I begin to provide new opportunities, how does this expand our play in new directions?

• Do I feel my child is more fl exible and using more ideas in play?

Idea 1Use your child’s interests to build familiar play scenarios

Toolbox Strategies • Use your child’s interests to join her in play

• Explore actions and themes in the play that have meaning for your child

• Repeat these actions and themes in a natural way that provides predictability and anticipation for your child

Pause and Refl ect Video 2- Steel 1st days What motivated Steel in this play?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was the play meaningful? How could you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did the repetition allow Steel to be intentional?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Steel seem to know what was going to happen next?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did this empower him?

_____________________________________________________________________________________

_____________________________________________________________________________________


Idea 2Use the success of these play scenarios & Your relationship to introduce new ideas and opportunities!

Toolbox Strategies • Go slow!• New ideas should be...

• Slight variations in your play• Meaningful to the play• Opportunities for your child to join and take a turn

• “Push-Pull”- Alternate between the familiar routine and new ideas and opportunities

Pause and Refl ect Video 3-Last days Was Steel happy about the new idea at fi rst? How could you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

Why did he stick with it?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was the new idea connected to the play theme? Which strategies or strategy did this demonstrate?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did this new idea provide just the right level of opportunity for Steel? How?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did alternating between the new idea and the old routine support Steel to stay calm and connected?

__________________________________________________________________________________________

__________________________________________________________________________________________


Idea 3Tailor your interaction to support your child to rise to the challenge!

Toolbox Strategies • Add emotional expression to your actions to support the meaning of your new idea

• Exaggerate your emotions in play to show that you are passionate about your idea

• Use “Push-Pull”- Alternate between the familiar routine and new ideas and opportunities

• Support your child’s sensory and motor diff erences as necessary to keep the interaction going

• Validate your child’s emotions• Use big/loud or low/soft emotional expression to hold your child in the moment

• Say “You can do it!” with your facial expression, voice, gestures, posture and

Pause and Refl ect Video 6-Fancy DivesHow did I use my emotional expression in this interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did I use “push and pull” in my encouragement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did I support Steel’s Individual Profi le? How?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did I validate and support his emotions?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Steel show more fl exibility in the end? How?

__________________________________________________________________________________________

__________________________________________________________________________________________

How do you think that made him feel?

__________________________________________________________________________________________

_____________________________________________________________________________________


… to provide new opportunities in play! How am I using my child’s interests and our relationship as a safe frame for introducing new ideas?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I feel that my child and I are both contributing ideas to our play?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is my child able to accept my ideas and stay connected?

__________________________________________________________________________________________

__________________________________________________________________________________________

If my child fi nds “give and take” challenging, am I able to support him to stay engaged?

__________________________________________________________________________________________

__________________________________________________________________________________________

How I am using the “Push-Pull” strategy to stay engaged?

__________________________________________________________________________________________

__________________________________________________________________________________________

As I begin to provide new opportunities, how does this expand our play in new directions?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I feel my child is more fl exible and using more ideas in play?

__________________________________________________________________________________________

__________________________________________________________________________________________


When It’s Not Working? Do I need to step back and observe or make a video to watch?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I changing the play too much?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I being too directive or demanding?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I need to slow down?

__________________________________________________________________________________________

__________________________________________________________________________________________

Should I vary my emotional expression more?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I displaying confi dence in both myself and my child?

__________________________________________________________________________________________

__________________________________________________________________________________________



✔ Strategy NotesValidate your child’s emotions

• Use big/loud or low/soft emotional expression to hold your child in the moment

Say “You can do it!” with your facial expression, voice, gestures, posture and proximity

Summary of Strategies for Engaged, Happy and Flexible!What strategies worked best for my child and I to expand the play?


✔ Strategy NotesSupport your child’s sensory and motor diff erences as necessary to keep the interaction going

13. Extend Circles

✔ Strategy Notes“Push-Pull”- Alternate between the familiar routine and new ideas and opportunities

Add emotional expression to your actions to support the meaning of your new idea

Exaggerate your emotions in play to show that you are passionate about your idea

14. Use Glitches (Infl exibility)

✔ Strategy NotesUse scripts

15. Encourage Problem Solving

✔ Strategy NotesUse new ideas that are…

• Slight variations in your play• Meaningful to the play• Opportunities for your child to join and

take a turn


16. Nurture Ideas


4. Follow Your Child’s Interest

✔ Strategy NotesUse your child’s interests to join her in play

Explore actions and themes in the play that have meaning for your child



2. Be Flexible and Present


✔ Strategy NotesRepeat these actions and themes in a natural way that provides predictability and anticipation for your child

Go slow!




Step 3: Webcast 28Let’s Solve This Problem- Together!

Monica G. Osgood


Webcast 28Let’s Solve This Problem- Together!

Goals of Webcast 28 • Learn how to engage your child in shared problem-solving

• Discover how working together in this way extends your interactions and broadens your child’s abilities even more

• Observe a new sense of self in your child as the two of you experience new success together




• Build Circles

• Persist


• Extend Circles

• Use Glitches


• Nurture Ideas

MeaningsShared Problem Solving: You and your child work together to solve a meaningful problem

Sense of Self: How one feels about oneself. A child may feel powerful after realizing that he has an impact on the play partner, overcomes a challenge, etc.

Spontaneous Opportunities: Unplanned moments that you can take advantage of to extend an interaction with your child

Semi-Structured Interactions: An interaction that is ‘set up’ or planned with the purpose of providing an opportunity for your child to solve a problem, share a new idea, etc. (for example, you move the chairs away from the dinner table and say “It’s time for dinner!”)


Questions to Consider? • Am I using spontaneous opportunities to extend our circles of interaction?

• Am I using semi-structured interactions that feel natural, but provide the opportunity for my child to engage in more complex circles of interaction?

• Am I considering my child’s Individual Profi le when providing opportunities to set him up for success?

• Am I allowing my child to take the lead?

• Am I allowing my child to use his own ideas?

• Am I celebrating my child’s ideas, even if they are not what I expected?

• What type of emotional expression works best to support my child in the moment of challenge?

• How am I validating my child’s emotions while encouraging him to “keep trying?”

• How are we celebrating together?

Idea 1Take advantage of spontaneous opportunities to extend your interactions

Toolbox Strategies • With your “Toolbox” strategies in mind, adjust in the moment to do whatever it takes to keep the

interaction going

• Extend circles of interaction by introducing a playful challenge and creating interesting obstacles to your child’s goals

• Ensure that the experience is positive, even if it’s challenging

• Provide support as necessary to help your child succeed without your taking over

• Make it a shared problem-solving experience

• Work up to a continuous fl ow of circles• Some children will gradually go from three circles to fi ve and then to ten, and so on• Others will get into a continuous fl ow of thirty plus circles quickly

Pause and Refl ect Video 2- Tal swing 1st daysHow did we use a spontaneous opportunity to extend the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

What “Toolbox” strategies did we use?

__________________________________________________________________________________________

__________________________________________________________________________________________


How did we use playfulness to support the challenge?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did we provide support without taking over?

__________________________________________________________________________________________

__________________________________________________________________________________________

Would this interaction have lasted as long if we hadn’t provided shared problem-solving opportunities? Why or why not?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Don’t make it too easy!Your child may need extra practice with problem-solving!Mix it up! Move out of your comfortable routines!

Toolbox Strategies • Expand on the theme by creating extra steps. For example,

• If your child wants a cookie, open the cabinet and hand him some pasta. Play dumb and keep giving him the wrong item to keep the circles fl owing

• Challenge your child to close every circle of communication

• Don’t take no for an answer!

• “Do this ALL DAY LONG!”

• Combine emotional expression with action and interaction• Always be animated when creating problems

• Provide problem-solving opportunities

• Use these opportunities to woo your child out of comfortable routines, to feel powerful and successful about new experiences

• Be alert to when the fl ow of the play stops• When that happens, go back to what works to keep your child engaged• Then persist with more challenging interactions


Pause and Refl ect Video 4- Mia and Lisa problem solve How did Lisa extend the interaction by adding extra steps?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did she persist when necessary to close every circle?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Lisa use emotional expression to support the challenge? When and how?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was Mia able to move out of her comfort zone? How could you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

Once she did, how did she feel?

_____________________________________________________________________________________

_____________________________________________________________________________________

Was there a time when Lisa had to back down from the challenge and re-engage?

__________________________________________________________________________________________

__________________________________________________________________________________________

What did she do?

_____________________________________________________________________________________

_____________________________________________________________________________________

Was she then able to get back to the problem? How did she go about this?

_____________________________________________________________________________________

_____________________________________________________________________________________


Idea 3Use natural semi-structured activities to promote problem-solving

Toolbox Strategies • It’s OK to set up challenges for your child to solve

• When giving your child extra practice at problem solving, some activities may be planned• Just make sure the problems are meaningful and in a natural setting!

Pause and Refl ect Video 5- Manav problem solveWas the activity/interaction meaningful, motivating and in a natural setting? How was this benefi cial?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Geri use her relationship with Manav to extend the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

Why do you think Manav needed a prompt to get off the swing to help?

__________________________________________________________________________________________

__________________________________________________________________________________________

What Toolbox strategies did Geri use?

__________________________________________________________________________________________

__________________________________________________________________________________________

Why was Manav’s emotional expression so diff erent when he was challenged?

__________________________________________________________________________________________

__________________________________________________________________________________________


… to experiment with shared problem solving! Am I using spontaneous opportunities to extend our circles of interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I using semi-structured interactions that feel natural, but provide the opportunity for my child to engage in more complex circles of interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I considering my child’s Individual Profi le when providing opportunities to set him up for success?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I allowing my child to take the lead?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I allowing my child to use his own ideas?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I celebrating my child’s ideas, even if they are not what I expected?

__________________________________________________________________________________________

__________________________________________________________________________________________

What type of emotional expression works best to support my child in the moment of challenge?

__________________________________________________________________________________________

__________________________________________________________________________________________

How am I validating my child’s emotions while encouraging him to “keep trying?”

__________________________________________________________________________________________

__________________________________________________________________________________________

How are we celebrating together?

__________________________________________________________________________________________

____________________________________________________________________________________


When It’s Not Working? Is my challenge at the right level for my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is my challenge meaningful and connected to the interaction or play?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is my emotional expression supportive and optimistic?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I reading my child’s cues if he needs help?

__________________________________________________________________________________________

__________________________________________________________________________________________

I am staying playful and positive?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I backing down when necessary?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I taking over too much?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I celebrating all my child’s ideas?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Let’s Solve This Problem- Together!What strategies worked best for my child and I to expand the play?


✔ Strategy NotesCombine emotional expression with action and interaction

• Always be animated when creating problems

9. Persist

✔ Strategy NotesChallenge your child to close every circle of communication

Don’t take no for an answer!

“Do this ALL DAY LONG!”

13. Extend Circles

✔ Strategy NotesWith your “Toolbox” strategies in mind, adjust in the moment to do whatever it takes to keep the interaction going

Extend circles of interaction by introducing a playful challenge and creating interesting obstacles to your child’s goals

Ensure that the experience is positive, even if it’s challenging

Provide support as necessary to help your child succeed without your taking over

Work up to a continuous fl ow of circles • Some children will gradually go from three

circles to fi ve and then to ten, and so on• Others will get into a continuous fl ow of

thirty plus circles quickly

Be alert to when the fl ow of the play stops • When that happens, go back to what works

to keep your child engaged• Then persist with more challenging

interactions


15. Encourage Problem Solving

✔ Strategy Notes

Make it a shared problem-solving experience

Expand on the theme by creating extra steps. For example,

• If your child wants a cookie, open the cabinet and hand him some pasta. Play dumb and keep giving him the wrong item to keep the circles fl owing

Provide problem-solving opportunities • Use these opportunities to woo your child

out of comfortable routines, to feel powerful and successful about new experiences

It’s OK to set up challenges for your child to solve

• When giving your child extra practice at problem solving, some activities may be planned

• Just make sure the problems are meaningful and in a natural setting!

16. Nurture Ideas




2. Be Flexible and Present

8. Build Circles10. Tailor to Individual Diff erences14. Use Glitches (Diffi culty expanding on Intent and Ideas




Step 3 Conclusion• In this Step you’ve learned how to tailor your “Toolbox” strategies to your child’s Individual Profi le and how

to adapt them in the moment

• You’ve learned more about how to support your child’s intent and motor planning

• You’ve discovered how to expand interactions by responding to your child’s feelings, encouraging fl exibility and problem-solving

• In Step 4, you will get more practice expanding your Toolbox

• You’ll learn more problem-solving strategies, how to initiate pretend play and how to bring all your strategies into your daily life inside and outside the home!


Congratulations! You have made it to the end of Step 3! We hope you enjoyed the time you spent with us and that our

Toolbox strategies enriched many special moments with your child. We would also like to sincerely thank you for embarking on, and sharing this important journey with us. Now it’s time to move onto Step 4 and

continue up the ladder of development with your child! We’ll be right there with you!

Ricki, Monica, Serena, Sherri, Rosemary and all your Profectum Faculty

AcknowledgementsBased on the work of

Stanley Greenspan, MD and Serena Wieder, PhD Profectum Foundation Faculty and Staff

Written by

Ricki G. Robinson MD, MPH, Medical DirectorMonica G. Osgood, Executive Director

Sherri Cawn, MA, CCC-SLP, Senior FacultySerena Wieder, PhD, Clinical Director

Rosemary White, OTR/L, Senior Faculty

Produced by


Directed by


John & Marcia Goldman Foundation

for generous grant support

Editorial Team

Making Words Work/Martin TownsendCarole Swemline

Laura Baldwin, Lead Paraprofessional, Celebrate the Children

Michele Parkins, MS, OTR

Profectum Foundation Administration

Beth Arena, Foundation Administrator

Technology Team

Harry Howarth, Technology Educator, Celebrate the Children

Liza Marshall Kali, MSHS, BS OTR/LDan Myers, Grammy Nominee,

Music Director, Celebrate the Children

Voiceovers

Dan Myers, Grammy Nominee, Music Director,

Celebrate the Children

Music

from the albumLove Me for Who I am

Songs Celebrating Children of All AbilitiesStep 1: “Bein’ with You”

Step 2: “Squish Me, Squeeze Me”Step 3: “So Many Ideas”

Step 4: “Love Me for Who I Am”Written and Performed by Brady Rymer

Courtesy of Bumblin’ Bee Recordswww.bradyrymer.com

Professional Consultants

Michele Parkins, MS, OTRLucy Miller, PhD, OTR/L and the STAR Center

Exceptional MindsEditorial Supervisor

Jon Clark, Instructor

Editorial Leads

Laura Robinson, InstructorEddie Sotomayor, InstructorJessica Jerome, Instructor

Miguel ChamochumbiQuinn George

Editors

Alex Knight • Lauren Kato • Steven AsidillaJacob Olsen • Carter Capps

Madeleine Petti • Matthew de Lorimier Anthony Saturno • Annie Leff e Chase Shirley • Liam McClure

Kenny Valdivia • Andrew Dugan Adam Schuering • Jacob Fenster Michael Yochim • Chad Robinson

Creative Director

Ernie Merlan, Program Director

Icon Animation Supervisor

Josh Dagg, Instructor

Icon Animation Lead

Matthew de Lorimier

Icon Animators

Steven Asidilla • Annie Leff eLiam McClure • Michael Shiu

3D Modeling, Rendering & Animation

Randi Derakhshani, InstructorJessica Jerome, Instructor

Celebrate the Children School Faculty

Monica G. Osgood, Executive Director/Co-Founder

Immy Moustafa, MS, OTR/LMichele Parkins, MS, OTR

Danielle Dieckmann, PT, DPTLisa Bruno, OTD, OTR;

Related Service CoordinatorJanean Mancini, TeacherTiff any Martino, Teacher

Andrew Reynolds, TeacherKaren McDowell, BA, Lead Teacher

Laura Baldwin, Lead ParaprofessionalDemond Lloyd, L3 Paraprofessional

Aretha Hurt, L3 ParaprofessionalAntoinette Price, L3 Paraprofessional

Crystal Farr, L3 ParaprofessionalKelly Harin, L2 Paraprofessional

Mary Kourtz, L3 ParaprofessionalLissette Gray, L2 ParaprofessionalLisa Hodgins, L2 Paraprofessional

Catherine Castelli, ParaprofessionalMaggie Avallone, Paraprofessional

Dana Smith, ParaprofessionalJennie Grube, Paraprofessional

Debbie Lowenstein, ParaprofessionalBrett Garrison, Paraprofessional

Geraldine Olson, ParaprofessionalMelissa Callahan, Paraprofessional

Dedicated to each and every family who allowed us to enter their lives, join their journey, videotape their progress and then went the extra mile to allow us to share these moments with you

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