Floor Time Model

The "Greenspan" Floor Time Model

9. Opening the Symbolic Door        get engaged at any level        get intentional - build on any intent, problem solving, corner or undoing        heighten affect - at every level, all emotions are equal                                                                                                     10. Follow the Child's Lead        have symbolic toys available        recognize and create opportunities        cue or model symbolic actions        be meaningful        make it easy        persist through - affect cues - affect pacing-wait/speed up        personalize        be a player - join in        expand and keep going        do not change the subject   11. Creating and Expanding Ideas        treat object or action as an idea!        you do not need permission to play        do not "read" or just describe        talk to child in role - as actor or with figure        take on a role and talk through the role        build on real experiences - bridge to what would happen next        wait for child to make the next move - then give choices or model next step        resist the temptation to take over        "Appreciate" child's need for control        try to build bridges between ideas        give reasons for your or child's actions        problem solve and assist in the finding of a solution        make ideas more complex and more elaborate   12. CONSTRUCTIVE OBSTRUCTION to Extend Problem Solving        The child will be surprised, amused or frustrated when faced with the changes and obstacles you create for them.        Approach child with a supportive attitude, sharing surprise, Oh no what happened?, What's the matter?        Help child solve the problem, but wait for child to recognize the problem first and then encourage the process.        Stretch the problem as long as possible by playing dumb        Offering wrong solutions so child can check out several alternatives        Asking questions and opinions about what they want, etc. Remember: goal is not to frustrate child but to mobilize child's thinking and acting in face of something which matters personally to the child. 13. Opportunities for Doing Floor Time with Child To assist child to solve problems and handle changes identify opportunities in the child's daily life which present a "stage" for problem solving and change accepting "dramas" Brainstorm how you could utilize the following opportunities:        all thing you routinely do for child        all the things child expects or waits for you to do        all the things child already expects to do for self        all the things child desires or expects to have or go to        daily challenges   14. Home Based Opportunities for Floor Time        dressing and undressing: giving child choices about what to wear or not or what to take off first, is following the child's lead.        mealtime: chose one meal a time with enough time - talk may focus around food preparation, different foods being served, which foods are particularly enjoyable or any topic relating to the child's life.        car time: engage child in a relaxed conversation in which child takes the lead, or sing-along for which child chooses songs        coming and going time: plan to have at least a little time to get child settled on arrival to a classroom or in switching and transitioning from one activity to another by reading a short story, visit pet in classroom or at home, or look at special toy in classroom or at home. Show child support through your interest and warm clear good-bye if leaving in classroom. On picking child up from classroom give the child a chance to tell you something important about the day while you are still in the school setting.        bath time: Bath toys are wonderful props as they float, get dunked, and come into contact with each other. The water is a great opportunity for play. The child will naturally relax in the water.        book time: Read the book with the child on your lap or next to you on a chair or bed. As you read, be aware of responses and questions that you can extend. (If the child is totally absorbed, however, it is best to continue reading and simply enjoy the sense of shared interest)        bedtime: Bedtime is often accompanied by a ritual, but is also a moment to feel close and loving. Children sometimes share important thoughts and feelings during the last moments before falling asleep. Although you will not want to rev-up the child up prior to sleeping, you can respond with empathy and stay close until the child is calm and feels safe enough to sleep.   15. Turning Every Day Activity into Problem Solving for Child        chair not close to table, in the child's spot, when meal time arrives        bottle not open when you are trying to pour juice        bathtub empty of water when you tell child it is time to take a bath        shoes hidden from usual resting place        changing the shelf locations of favorite books, tapes etc.        putting two socks on same foot        putting shirt on feet        give child adult shoes instead of their own        use rubber band to hold together a spoon and fork when giving child tool for eating        being sure cup is upside down when offering child a drink        put markers in a new container which child has not yet learned to open        mix puzzle pieces of two or three puzzles together   16. Strategies for Engagement and Two-way Communication        Give child seemingly random actions new meanings by responding to them as if they were purposeful.        Use sensory-motor play -- bouncing, tickling, swinging, and so on -- to elicit pleasure.        Use sensory toys in cause-and-effect ways: hide a toy, then make it magically reappear; drop a belled toy so that child will hear the jingle; bring a tickle feather closer, closer, closer until finally you tickle child with it.        Play infant games, such as peekaboo, I'm going to get you, and patty cake.        Play verbal Ping Pong with child, responding to every sound or word the child makes and continue the ping pong match to expand the number of circles closed.        Pursue pleasure over other behaviors and do not interrupt any pleasurable experience.        Use gestures, tone of voice, and body language to accentuate the emotion in what you say and do.        Try to be as accepting of child's anger and protests as you are of child's more positive emotions.        Help child deal with anxiety (separation, getting hurt, aggression, loss, fear, and so on) by using gestures and problem solving.   17. Strategies for Helping Child Build Symbolic World        Identify real-life experiences child knows and enjoys and have toys and props available to play out those experiences        Respond to child's real desires through pretend actions        Allow child to discover what is real and what is a toy (e.g., if child tries to go down a toy slide, encourage child to go on; if child tries to put on doll's clothes, do not tell it doesn't fit; if child puts foot in pretend pool, ask if is cold)        If child is thirsty, offer an empty cup or invite to tea party        If child is hungry, open cardboard-box refrigerator and offer some food, pretend to cook, or ask if the child will got to the pretend market with you to get things.        If child want to leave, give pretend keys or a toy car        If child lies down on floor or couch, get a blanket or pillow, turn off the lights, and sing a lullaby

       Encourage role playing with dress-up props, use puppets - child may prefer to be the actor before using symbolic figures

       Use specific set of figures/dolls to represent family members and identify other figures with familiar names

       Give symbolic meaning to objects as you play:

       When child climbs to top of the sofa, pretend child is climbing a tall mountain

       When child slides down the slide at the playground, pretend the child is sliding into the ocean and watch out for the fish

       Substitute one object for another when props are needed. Pretend that the ball is a cake or the spoon is a birthday candle.

       Resume use of gestures for props along with toy objects and substitutes

       As you play, help child elaborate on personal intentions.

       Ask who is driving the car,

       where the car is going,

       whether child has enough money,

       did child remember the keys to the car,

       why is child going there,

       why not somewhere else, etc.

       Expand as long as you can. (Use all of the Who, What, Where, Why, When questions, and keep them open ended)

       Make use of breakdowns.

       When a problem crops up during play, create symbolic solutions.

       Get the doctor kit when the doll falls so child can help the hurt doll, tool kit for broken car etc.

       Acknowledge child's disappointment and encourage empathy.

       Get involved in the drama.

       Be a player and take on a role with your figure.

       Talk directly to the dolls rather than questioning child about what is happening or narrating

       Both help the child and be your own player.

       Talk as an ally (perhaps whispering), but also have your figure oppose or challenge child's ideas.

       Insert obstacles into the play. (e.g.: make your bus block the road. Then speaking as a character, challenge child to respond. If necessary, get increasingly urgent (whispering to child to encourage to deal with the problem, offer help if needed by becoming an ally).

       Use symbolic figures child knows and loves, such as Barney, Disney or Sesame Street characters, to generate symbolic play. Reenact familiar scenes or songs, create new ideas, and notice characters and themes child may be avoiding or fear.

       Use play to help child understand and master ideas/themes which may have been frightening. Work on fantasy and reality.

       Let child be the director. Child's play need not be realistic (child may still be a magical thinker) but encourage logical thinking.

       Focus on process as you play; which character to be, what props are needed when ideas have changed, what the problem is, when to end the idea, etc. Identify the beginning, middle and end.

       As you play, match your tone of voice to the situation. Pretend to cry when character is hurt, cheer loudly when your character is happy, speak in rough or spooky tones when you are playing the bad guy. Remember, drama, drama, drama to give child affect cues.

       Reflect on the ideas and feelings in the story both while playing and later on as you would with other real life experiences

       Discuss child's abstract themes such as good guy/bad guy, separation/loss, and various emotions such as closeness, fear, jealousy, anger, bossy, competition, etc.

       Remember symbolic play and conversation is the safe way to practice, reenact, understand and master the full range of emotional ideas and experiences.

18. Strategies to Develop Abstract Thinking

       Follow child's lead, build on child's ideas

       Challenge child to create new ideas in pretend play

       Heighten affect and engagement

       Practice and expand rapid back and forth interactions and conversations (gesturally and verbally)

       Carry on logical conversations all the time (e.g.: while driving, at meals, during baths etc.) Content does not have to be realistic

       Encourage understanding of fantasy-reality:

       child will use toys as real objects for self as if real (e.g.: puts feet in play pool, tries to go down toy slide, tries on doll clothes, etc.)

       child may prefer to start with role play and puppets

       child will use toys in pretend fashion

       child will use symbolic solutions for problems and fears

       child will find safety to experiment with themes of aggression and power

       Recognize fears and avoidance of certain feelings, themes and characters.

       During play and conversations get beginning, middle and end of story or idea - identify problem to be solved, motives and feelings - accept all feelings and encourage empathy

       Select books to read that have themes, motives and problems to solve - discuss alternative outcomes, feelings

       Encourage abstract thinking:

       ask why questions

       ask for opinions

       compare and contrast different points of view

       reflect on feelings - come back to experiences again later

       don't ask questions you know the answer to

       don't tell child which dimensions to use

       Use visualization - picture yourself

       avoid rote, fragmented, academic questions

       Be creative

       if child puts foot in pretend pool, ask if it's cold.

       if child is thirsty, offer an empty cup or invite child to a tea party

       if child is hungry, open toy refrigerator and offer some food, pretend to cook, or ask if child will go to pretend market with you to get things to eat.

       if child want to leave, give pretend keys or a toy car

       if child lies down on the floor or couch, get a blanket or pillow, turn off the lights, and sing a lullaby.

       Encourage role playing with dress-up props, use puppets - child may prefer to be the actor before the child uses symbolic figures.

       Use a specific set of figures/dolls to represent family members and identify other figures with familiar names.

       Get involved in the drama. Be a player and take on a role with your own figure. Talk directly to the dolls rather than questioning child about what is happening or narrating.

19. Strategies to Develop Motor Planning Abilities

       Encourage "undoing"

       move object in line

       cover desired object

       put puzzle piece in wrong place

       bury desired object(s) under other toys and very different objects

       hide desired object from the place where child last put it etc.

       Provide destinations for actions - treat as intentional and symbolic

       child throws - catch it in basket

       child holds figure (little person, animal) -bring over toy slide, school bus, food (if child does not use spontaneously, ask if the figure would like to... give choices if needed...ask figure directly...try not to direct)

       child taps - bring over drums (can be plate, plastic toy, sticks etc)

       child rolls car - bring over garage, crash into it, block with figure

       child reaches for hand - play give me five, variations, dance

       Create problems to solve - require multiple steps

       put desired objects in boxes to open, untie, remove tape or rubber band

       pretend object needs to be fixed using tools, tape, rubber bands, Band-Aids (symbolic)

       create obstacles to child getting around or mor or restore to correct position

       hold book to read upside down and/or backwards

       offer pens/markers which do not work

       sit in child's special place

       get to where the child is running first

       hide object child desires in one hand or the other so that the child can choose

       when child seeks your hand instead of using own hand, put your hands on your head or in your pocket

       put socks on child's hands instead of feet

       give child your shoes to put on

       make desired toy/object a moving target (move from place to place)

Change environment frequently to encourage flexibility, create problems and expand discussion

       move expected objects (change drawer content, change content in baskets)

       rearrange furniture and create problems (child find chair upside down, or is told to sit down when chair is across the room)

       hang up pictures from magazines at eye level and change frequently

       Encourage child to initiate/continue action

       Ready, set, Go!

       put toy which child was using back in child's hand. (Oh, you dropped, forgot)

       provide cues - uh oh, knock, knock, help

       use indirect prompts (call the figures to come, where are you?)

       bring over next step (puppet to eat pretend food, mirror to see the hat etc.)

       trade objects, positions etc.

       Deal with consequences of actions symbolically

       baby doll fall (is dropped) - Uh oh! He's crying. Are you hurt? Get a bandage. Go to the doctor. Call an ambulance...

       car crashes - Oh no, it's broken! Can you fix it mechanic?

       Basket is dropped - What a mess! What do we do now?

       Plan your idea - discuss what child will need for their idea

       get toys/props child will need

       identify setting and destinations

       while playing identify problems and sequence of solutions

       identify beginning, middle and end

       challenge, reason, negotiate

       Play interactive song-hand games

       Itsy bitsy spider

       one potato two potato

       slap my hand

       sailor went to sea, sea, sea etc.

       Play Treasure Hunt and use maps (use visual and verbal cues)

       Play games

       social playground/party games

       board games (cognitively challenging)

       cooking

       drama

       arts and craft activities

       Encourage athletic activities

       individual sports e.g. tennis, roller skating, shooting baskets, ice skating etc

       group sports e.g. soccer, baseball, basketball etc

       gymnastics

       Tae Kwon Do

20. Strategies to Address Processing Difficulties

21. Developmental Stages of Greenspan's Functional Emotional Assessment Scale (FEAS)

       Regulation and Interest in the World (by 3 months)

       Forming Relationships and Attachments (by 5 months)

       Intentional Two-Way Communication (by 9 months)

       Complex sense of Self I: Behavioral Organization (by 13 months)

       Complex sense of Self II: Behavioral Elaboration (by 18 months)

       Emotional Ideas I: Representational Capacity (by 24 months)

       Emotional Ideas II: Representational Elaboration (by 30 months)

       Emotional Thinking I: (by 36 months)

       Emotional Thinking II: (by 42-48 months) 

22. Structural and Thematic Characteristics of Greenspan's FEAS Developmental Stages

23. Greenspan's FEAS Levels of Functioning and Corresponding Floor Time Strategy

24. READING LIST and ONLINE RESOURCES on Floor Time

ONLINE RESOURCES:

For more information about Floor Time and other Greenspan Early Intervention concepts contact:

       Stanley Greenspan's Homepage: http://www.stanleygreenspan.com/

       The Interdisciplinary Council on Developmental and Learning Disorders at http://www.icdl.com or contact them at: The Interdisciplinary Council on Developmental & Learning Disorders, 4938 Hampden Lane, Suite 800, Bethesda, Maryland 20814, or call 301-656-2667

Greenspan's Floor Time Related Books:

THE CHILD WITH SPECIAL NEEDS: ENCOURAGING INTELLECTUAL AND EMOTIONAL GROWTH. Stanley I. Greenspan, M.D. and Serena Wieder, Ph.D., Addison Wesley: (1998, Reading, MA). The most recent, comprehensive, and parent oriented discussion of the use of floor time with children with special needs.

INFANCY AND EARLY CHILDHOOD - THE PRACTICE OF CLINICAL ASSESSMENT AND INTERVENTION WITH EMOTIONAL AND DEVELOPMENTAL CHALLENGES, Stanley I. Greenspan, M.D., International Universities Press, Inc.(1997, 3rd Printing Madison, WI). The comprehensive coverage of the whole range of Behavioral, Sensory Spectrum Disorders which is addressed to clinicians. The FEAS scales used in this program were developed from material contained in this book.

Other books by Stanley I. Greenspan, M.D.:

THE CHALLENGING CHILD - UNDERSTANDING, RAISING, AND ENJOYING THE FIVE "DIFFICULT" TYPES OF CHILDREN. Addison Wesley (1995, Reading, MA).

THE CLINICAL INTERVIEW OF THE CHILD. Co-authored with: Nancy Thorndike Greenspan, American Psychiatric Press, Inc. (1991, Washington).

DEVELOPMENTALLY BASED PSYCHOTHERAPY. International Universities Press, Inc. (1997, Madison, WI)

FIRST FEELINGS - MILESTONES IN THE EMOTIONAL DEVELOPMENT OF YOUR BABY AND CHILD. Co-authored with Nancy Thorndike Greenspan, Penguin Books, (1985, NY).

THE GROWTH OF THE MIND - AND THE ENDANGERED ORIGINS Of INTELLIGENCE. Addison Wesley (1997, Reading, MA).

Floor time film with Greenspan:

FLOOR TIME - TUNING IN TO EACH CHILD. Scholastic Inc, NY, 1990. Contact at Toll Free Number: 1.800.325.6149

If you want to get copies of the above material please contact Dr. Stanley Greenspan through www.stanleygreenspan.com only, please do not contact this site.

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