Strategies to Help You Engage and Interact with Your … · Step 2 ... Strategies to Help You Engage and Interact with Your Child 5 FACULTY PRESENTERS ... Strategies to Help You Engage

Strategies to Help You Engage and Interact with Your Child

www.freetoolbox.org www.profectum.org

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www.freetoolbox.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 2 ......................................................................................................................................................................pg 14

Step 2: Webcast 10 ....................................................................................................................................... pg 15

Step 2: Webcast 11 ......................................................................................................................................... pg 18

Step 2: Webcast 12 ....................................................................................................................................... pg 26

Step 2: Webcast 13 ....................................................................................................................................... pg 38

Step 2: Webcast 14 ......................................................................................................................................pg 46

Step 2: Webcast 15 ....................................................................................................................................... pg 52

Step 2: Webcast 16 ...................................................................................................................................... pg 62

Step 2: Webcast 17 .......................................................................................................................................pg 69

Step 2: Webcast 18....................................................................................................................................... pg 78

Step 2: Webcast 19 ...................................................................................................................................... pg 87

Step 2: Webcast 20 .....................................................................................................................................pg 96

Acknowledgments ..........................................................................................................................................pg 100


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 sta!

...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 di! 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 e! 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 e! 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 e! 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 di! 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 Gleam6. Emotional Expression7. Nurture Intent8. Build Circles9. Persist10. Tailor to Individual Di! erences11. Match Rhythm and Timing12. Enhance Non- Verbal Communication13. Extend Circles14. Use Glitches15. 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 di! 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 di! 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 o! 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!

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www.profectum.org


INTRODUCTION1. Introduction to the Toolbox

2. Nuts and Bolts-How to use this Toolbox

3. Introduction to ‘Becomeyour child’s play partner’

10. Introduction to ‘Discover!"Individual Di# 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’sinterests

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

www.freetoolbox.org

www.profectum.org


Webcasts 10-20


Step 2: Webcast 10Discover Your Child’sIndividual Di! erences

Rosemary White, OTR


Webcast 10Discover Your Child’s Individual Di! erences

Goals of Step One• Discover Individual Di! erences…..

• Explore your child’s sensory and motor di! erences• Learn about the senses that your child, like you, responds to: vision, hearing, touch and the sense

of motion• Learn about your child’s, and your own, sensory preferences• Explore these sensory preferences to enjoy your interactions more and to support sensory challenges• Discover strategies that use your child’s sensory and motor strengths to support thinking,

relating and communicating

Link to PowerpointLink to Printable Version of this Webcast

Step 2 Toolbox Strategies• Tailor to Individual Di! erences

• Match Rhythm and Timing

• Enhance non- verbal communication

MeaningsIndividual Di! erences: Sensations and movement experiences that we like (prefer) or dislike (prefer to avoid)

• that make us feel good or bad• and that help us function in daily life or challenge our daily functioning

Individual Profi le: A summary of your child’s individual di! erences

Tailoring Interactions: Adjusting your interactions by using strategies that support your child’s sensory and motor di! erences. Tailoring interactions maximizes engagement and extends back and forth circles

Sensory Integration: The ability to organize what our senses tell us to use our bodies e! ectively in the environment and in our interactions with others.

Sensory Harmony: When sensory stimuli are perceived simultaneously throughout the body and brain, in such a way that the individual can make meaning of what is occurring in the body and in the environment.

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W10-Discover-Your-Childs-Individual-Differences-White.pdf


Step 2 Webcast Overview* In Step 2 we will explore your child’s sensory and motor systems and how they work together* We’ll also demonstrate strategies for tailoring your interactions to your child’s Individual Profi le

11. Explore Sensory Preferences and Challenges• Learn how your child takes in the world around him through his senses

12. Discover Your Child’s Sensory Responsivity-Too much? Too little? Just Right!• Explore your child’s responses to sensory input and learn Toolbox strategies to

help tailor your interactions to these responses

13. Touch- The First Sense• Explore how to maintain engagement and emotional connection with

your child through touch

14. Explore Using Sound to Nurture Engagement• Learn ways to use your voice, sounds and words to support back- and- forth

interactions

15. Discovering Your Child’s “Visual Box” of Attention• Learn ways to enter into your child’s world by joining and interacting with him in

his visual box

16. Movement - The Body in Motion• Discover which physical supports and movements you can bring to your

interactions to help your child feel connected to his body and to you

17. Ideas Become Plans, Then Actions• Learn how to tap into your child’s motor plan…

• to make his movement meaningful• to help him adapt and persist

18. The Dance of Play- Tapping into Your Child’sRhythm and Timing• Learn how you can match your child’s unique rhythm and timing “matching” to

help support your interactions

19. “Talking” Starts with Gestures• Learn ways to match your child’s communication cues through gestures,

vocalizations and words

20. Putting It All Together!• Use your “Toolbox” Strategies, tailored to your child’s Individual Profi le, at the

same time to support interactions

Let’s continue this exciting journey of discoveryUnderstanding your child’s and your own individual preferences

and challenges will help you explore more ways tointeract with one another


Step 2: Webcast 11Explore Sensory Preferences

and Challenges Rosemary White, OTR


Webcast 11 Explore Sensory Preferences and Challenges

Goals of Webcast 11• Learn about the senses that your child, like you, responds to: vision, hearing, touch and the sense of

motion

• Learn about your child’s, and your own, sensory preferences

• Explore these sensory preferences to enjoy your interactions more and to support sensory challenges


Webcast 11 Toolbox Strategies• Tailor to Individual Di! erences

Meanings* Senses: How our brains take in information from the world around us and from our bodies through what

we see, hear, taste, touch, smell and through our sense of movement

• Sensation: The physical and emotional feeling of what you detect through your senses

• Sensory Preferences: The sense, or senses that your child enjoys and helps him engage with you

• Sensory Challenges: The sensory experiences that your child fi nds hard to tolerate

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W11-Explore-Sensory-Preferences-and-Challenges-White.pdf


Pause and Refl ect Video 2- Nigel Sensory Preference What are Nigel’s sensory preferences?

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Is mom aware of them? How does she show this?

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Does Mom adjust activity? How?

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Pause and Refl ect Video 3- Nigel Sensory Challenge Again, what are Nigel’s sensory preferences and challenges?

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Is Dad aware of them? How does he show this?

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Does Dad adjust activity? How?

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Does he persist in trying to join Nigel? Where do you see this in the video?

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Questions to Consider? • Are my child’s sensory preferences and challenges clear to me?

• Do I understand my own sensory preferences and challenges?

• How do our sensory preferences and challenges infl uence our interactions?


Idea 1Explore which sensations your child prefers and avoids

Toolbox Strategies • Videotape yourself and your child as you play together for 3 to 5 minutes

• Observe what your child does and doesn’t respond to as he explores his surroundings

• What does your child look at and listen to?

• What does he touch?

• Does she move about or stay still in the room or while interacting with you?

• Is there anything your child particularly prefers?

• Is there anything that she avoids?

• How do your child’s sensory preferences or challenges infl uence your engagement with him/her?

Pause and Refl ect Video 4- DamienWhen did you get a sense of what Damien was more aware of and responded to (preferring or avoiding) as he …

Saw?

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Heard?

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Touched?

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Moved (or stayed still)?

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Pause and Refl ect Video 5&6- Yuval ExploresWhen did you get a sense of what Yuval was more aware of and responded to (preferring or avoiding) as she …

Saw?

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Heard?

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Touched?

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Pause and Refl ect Video 7- Sensory preferences and momWhen did you get a sense of what Ed was more aware of and responded to (preferring or avoiding) as he …

Saw?

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Heard?

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Touched?

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Idea 2Explore what sensations you prefer and avoid

Toolbox Strategies • Review again the video clip of you and your child as you play

• Lets look at your way of taking in the world and responding

• Observe how you respond to what is going on in the room as you play and interact with your child

• Discover your preferences. Are you more aware of and comfortable responding to, or do you prefer, whatyou…

• See?

• Hear?

• Touch?

• Feel physically as you move or stay still?

• How do your sensory preferences or challenges infl uence your engagement with your child?

• Do you react to some senses or sensations more or less than other people do?

Pause and Refl ect Video 8- Katie FEAS_ Sensory & MomWhen did you get a sense of what Mom prefers or avoids as she engages with her child? What she…

Sees?

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Hears?

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Touches?

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Feels physically as she moves or stays still?

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How do her sensory preferences or challenges infl uence her engagement with her child

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Now it’s Your Turn… to explore sensory preferences for you and your child

Are my child’s sensory preferences and challenges clear to me?

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Do I understand my own sensory preferences and challenges?

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How do our sensory preferences and challenges infl uence our interactions? Give examples...

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Individual Profi le- Link to GridIt’s your turn to record sensory preferences and challenges!

When It’s Not Working? Do I need to step back and observe again?

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As I observe my child’s actions, am I thinking about how he/she is responding to my touch, my voice, my visual appearance and movement, and other sensations from the world around him/her?

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Am I having di! culty understanding my child’s sensory preferences and challenges? Would a few more video clips help?

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• Individual Di! erencesRosemary White, OTR/LWebcasts- Understanding Individual Di! erences

Summary of Strategies for Explore Sensory Preferences and ChallengesWhat strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences

! Strategy NotesVideotape yourself and your child as you play together for 3 to 5 minutes

Observe what your child does and doesn’t respond to as he explores his surroundings

• What does your child look at and listento?

• What does he touch?• Does she move about or stay still in the

room or while interacting with you?• Is there anything your child particularly

prefers?• Is there anything that she avoids?• How do your child’s sensory preferences

or challenges infl uence your engagementwith him/her?

Review again the video clip of you and your child as you play

• Look at your way of taking in the worldand responding

• Observe how you respond to what isgoing on in the room as you play andinteract with your child

Discover your preferences. Are you more aware of and comfortable responding to, or do you prefer, what you…

• See?• Hear?• Touch?• Feel physically as you move or stay still?

How do your sensory preferences or challenges infl uence your engagement with your child?

Do you react to some senses or sensations more or less than other people do?

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


Step 2: Webcast 12Discover Your Child’s Sensory

Response Patterns:Too Much? Too Little? Just Right!

Ricki G. Robinson MD,MPH


Webcast 12 Discover Your Child’s Sensory Response Patterns:

Too Much? Too Little? Just Right!

Goals of Webcast 12• Explore your child’s sensory response patterns

• Learn strategies based on your child’s sensory response profi le to help him stay calmly focused andengaged with you

• Experience the mutual feeling of connection and enjoyment when regulation is sustained in play


Webcast 12 Toolbox Strategies• Tailor to Individual Di! erences

Meanings• Sensory Response Pattern: How people respond when they are exposed to sensations from their

environment or their own bodies. (Types of sensory response patterns include: Typical, Over-responsive,Under-responsive, Sensory-craving and/or Mixed)

• Typical Sensory Response Pattern: Expected reaction that most people will experience when exposed tosensations - range of response can be wide

• Regulation: The ability to take in sensory information (and disregard irrelevant information) whilemaintaining the attention to engage with activities or other people

• Sensory Overload: When a child takes in “too much” sensory information and can’t focus on what isrelevant. May result in constant shifts of attention, “fl itting” from one thing to the next

• Dysregulation: When a child’s behavior becomes unregulated and no longer matches the expected rangeof responses for an interaction or activity.

• Dysregulation looks di! erent for every child, depending on his/her individual response patterns• Dysregulation due to sensory responses are often misinterpreted as untoward behaviors

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W12-Discover-Your-Childs-Sensory-Reponse-Patterns-Robinson.pdf


• Under-responsive: When response to a sensation is less than what is typical. These children often seemnot to be responding to the environment, as if unaware of what’s going on around them. Often their bodiesare also very low-toned.

Children who are under-responsive are often described as...• Passive, quiet, withdrawn• Self-absorbed• Lost in their own world• Hard to engage in interaction• Excessively slow to respond• Aimless• Aloof

Parents often question whether these children are even aware of others in the world around them

• Sensory-Craving Response: When children seek sensory input more than typical or expected, such as…

• Excessively touching, smelling or tasting things• Making excessive sounds• Constantly moving

Children with a sensory-craving response are often described as…• Hyperactive• Angry or explosive when asked to stop what they’re doing• Intense, demanding, hard to calm• Prone to create situations often perceived as “risky” or “dangerous”• Engaging in excessive activity but never experience the “reward” or “satisfaction”• Excessively a! ectionate

Children who have sensory-craving responses engage in excessive activity but never experience the “reward” or “satisfaction”

• Mixed Sensory Response Pattern: When the response to sensations varies from over-responsive to under-responsive to sensory-craving behaviors.

Questions to Consider? • What are my child’s sensory response patterns?

• Am I able to support those sensory responses that are challenging for my child?

• Am I able to help my child stay regulated so that he can join with me in interactions?

• Am I able to keep myself regulated when my child has sensory overload and breakdowns?

• When my child is regulated what happens to our interactions?

• Does he/she show more or less attention and engagement?

• Do we have more circles of interaction?

• How does it feel when he is regulated?

• Does your child notice too?


Idea 1Explore your child’s sensory response patterns

Toolbox Strategies • Observe your child’s sensory reactions and fi ll in the 3 Sensory Response Questionnaires in your Workbook

• Determine for each sense whether your child’s responses are• Typical,• Over-reactive,• Under-reactive and/or• Sensory-craving

• Record these observations to create your child’s Sensory Response Patterns in his/her Individual Profi le

Individual Profi le- Link to GridIt’s your turn to record your child’s sensory response patterns for each sense!

Idea 2Support your child’s sensory response patterns to help him stay regulated and engaged as you play

Toolbox Strategies • If your child is OVER-RESPONSIVE, think “S”

• SOOTHE - voice, tone, music, white noise, deep pressure• SOFTEN - voice• SLOW - movement, voice• SIMPLIFY - space with lights o! , sound down…

Pause and Refl ect Video 1- Nate Dad FootsiesWhich “S” strategies did Lissette use to support her interaction with Trent?

__________________________________________________________________________________________

__________________________________________________________________________________________


What happened when strategies tailored to Trent’s sensory response pattern was used during the interactions?

__________________________________________________________________________________________

__________________________________________________________________________________________

More attention? Engagement? Circles? Gleam?

_____________________________________________________________________________________

_____________________________________________________________________________________

What might have happened if Lissette had not used “S” strategies and become insistent that Trent needed to get going? If she had added “fuel to the fi re”?

__________________________________________________________________________________________

__________________________________________________________________________________________

Toolbox Strategies • If your child is UNDER-RESPONSIVE, think “G”

GEAR UP... • Become the actor on the stage• Show what you mean• Use drama• Use high a! ect cues: tone of voice, movements, facial expression

GET MOVING...Get his body GOING!• Swing, bounce, dance

GIVE A “NUDGE”

Pause and Refl ect Video 5- Baz 1-2-3 linked togetherWhich “G” strategies did Laura use to support her interaction with Baz?

__________________________________________________________________________________________

__________________________________________________________________________________________

What happened when strategies tailored to Baz’s sensory response pattern was used during the interactions?

__________________________________________________________________________________________

__________________________________________________________________________________________

More attention?

_____________________________________________________________________________________

_____________________________________________________________________________________


More engagement?

_____________________________________________________________________________________

_____________________________________________________________________________________

More circle?

_____________________________________________________________________________________

_____________________________________________________________________________________

More gleam?

_____________________________________________________________________________________

_____________________________________________________________________________________

Toolbox Strategies • If your child is SENSORY-CRAVING, think “D”

• DESIRE: Use your relationship making it bigger than the sensory attractions• DELETE: Eliminate o! enders from the environment (such as fans, lights, switches, water spigots)• DIVERT: Change your child’s attention from the sensory attraction to a functional goal-oriented

activity that is relationship-based

Pause and Refl ect Video 3- Dad Tyler ball big-smallWhich “D” strategies did Michelle use to support her interaction with Mitchell? What role did their relationship play?

__________________________________________________________________________________________

__________________________________________________________________________________________

What happened when strategies tailored to Baz’s sensory response pattern was used during the interactions?

__________________________________________________________________________________________

__________________________________________________________________________________________

More attention?

_____________________________________________________________________________________

_____________________________________________________________________________________

More engagement?

_____________________________________________________________________________________

_____________________________________________________________________________________


More circles?

_____________________________________________________________________________________

_____________________________________________________________________________________

More gleam?

_____________________________________________________________________________________

_____________________________________________________________________________________

More problem-solving?

_____________________________________________________________________________________

_____________________________________________________________________________________

Toolbox Strategies • If your child has a MIXED Response (any combination of over-reactive, under-reactive and sensory-craving

response), use.

• “S”• “G” and• “D” strategies as needed

Idea 3Help your child tolerate challenging sensations through your relationship

Toolbox Strategies • Relax - Stay regulated yourself

• Be confi dent that your relationship will help support your child during challenging sensory basedbehaviors and breakdowns

• Believe in your child and show through your a! ect that he can get through the situation

• Use your emotional expression to let your child know you understand he is having di" culty and to givemeaning to what is happening...

• “Oh, that alarm is so loud, it must hurt!”• Use the appropriate response strategies (S,G,and/or D) and then o! er options for next steps(such as,

“Should we stay or leave?” or “Do you want ear phones?”) that empower your child to help himself

• Take time to work through the “hard moments” and allow your child the opportunity to practicestrategies he can rely on and use when needed -even when you are not there to help!


Pause and Refl ect Video 7- Steel Ball What response strategies did Danielle use to help Steel stay calm enough to follow through with his new task even though he had not done this before?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was Danielle encouraging? How?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did she maintain her regulation? How was this demonstrated?

__________________________________________________________________________________________

__________________________________________________________________________________________

What message did this give to Steel?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do you think Steel would have thrown the ball without Danielle’s support? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to explore and support your child’s sensory response patternsWhat are my child’s sensory response patterns?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I able to support those sensory responses that are challenging for my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I able to help my child stay regulated so that he can join with me in interactions?

__________________________________________________________________________________________

__________________________________________________________________________________________


Am I able to keep myself regulated when my child has sensory overload and breakdowns?

__________________________________________________________________________________________

__________________________________________________________________________________________

When my child is regulated what happens to our interactions?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does he/she show more or less attention and engagement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do we have more circles of interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

How does it feel when he is regulated?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does your child notice too?

__________________________________________________________________________________________

__________________________________________________________________________________________

When It’s Not Working? Do I understand my child’s sensory response profi le?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did I miss (or not address all of) one of his sensory challenges?

__________________________________________________________________________________________

__________________________________________________________________________________________


Am I using the “S”, “G” or “D” strategies at the right times?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I keeping myself regulated in the moment?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is my reaction adding to my child’s dysregulation?

__________________________________________________________________________________________

__________________________________________________________________________________________

Summary of Strategies for Discover Your Child’s Sensory Response Patterns: Too Much? Too Little? Just Right!

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

10. Tailor to Individual Di! erences- Sensory Responsivity Patterns

! Strategy NotesObserve your child’s sensory reactions and fi ll in the 3 Sensory Response Questionnaires in your Workbook

Determine for each sense whether your child’s responses are

• Typical,• Over-reactive,• Under-reactive and/or• Sensory-craving

Record these observations to create your child’s Sensory Response Patterns in his/her Individual Profi le

If your child is OVER-RESPONSIVE, think “S”• SOOTHE - voice, tone, music, white noise,

deep pressure• SOFTEN - voice• SLOW - movement, voice• SIMPLIFY - space with lights o! , sound

down…


If your child is UNDER-RESPONSIVE, think “G”

• GEAR UP...• Become the actor on the stage• Show what you mean• Use drama• Use high a! ect cues: tone of voice, movements,

facial expression

• GET MOVING...Get his body GOING!• Swing, bounce, dance

• GIVE A “NUDGE”

If your child is SENSORY-CRAVING, think “D” • DESIRE: Use your relationship making it bigger

than the sensory attractions• DELETE: Eliminate o! enders from the

environment (such as fans, lights, switches,water spigots)

• DIVERT: Change your child’s attention from thesensory attraction to a functional goal-orientedactivity that is relationship-based

If your child has a MIXED Response (any combination of over-reactive, under-reactive and sensory-craving response), use..• “S”• “G” and• “D” strategies as needed

Use the appropriate response strategies (S,G,and/or D) and then o! er options for next steps(such as, “Should we stay or leave?” or “Do you want ear phones?”) that empower your child to help himself

Review/ Other Strategies

! Strategy NotesRelax - Stay regulated yourself

Be confi dent that your relationship will help support your child during challenging sensory based behaviors and breakdowns

Believe in your child and show through your a! ect that he can get through the situation

Use your emotional expression to let your child know you understand he is having di" culty and to give meaning to what is happening... “Oh, that alarm is so loud, it must hurt!”

Take time to work through the “hard moments” and allow your child the opportunity to practice strategies he can rely on and use when needed -even when you are not there to help!


• Individual Di! erencesRosemary White, OTR/LWebcasts- Understanding Individual Di! erences



Step 2: Webcast 13Touch… The First Sense!

Rosemary White, OTR


Webcast 13Touch… The First Sense!

Goals of Webcast 13• Learn how touch is a powerful sense as we interact and form relationships with one another

• Discover which kinds of touch are comfortable for your child and for you

• Explore how to maintain engagement and emotional connection with your child through touch


Toolbox Strategies• Tailor to Individual Di! erences

Meanings

Touch is:

• Stimulation to the skin that sends a message to the brain- ranging from light touch, such as tickles to fi rmtouch, such as hugs

• The fi rst type of message a newborn receives about his physical self, others and the surrounding world

• How we physically connect with one another

Touch gives us information about…• temperature• light touch• pain• deep pressure• textures• contours• forms• weight

• general contact with the skin

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W13-Touch-The-First-Sense.pdf


Touch can feel…• Warm and intimate…

• Tingly and exciting….

• Soft, soothing and calming…..

• Painful, intrusive, too strong…..

" Children learn to interpret di! erent types of touch in social interactions, linking emotion to touch that ispleasant, or unpleasant, comfortable, or uncomfortable or aversive

" A child’s response to touch can change through your interaction and emotional response

Questions to Consider? • Can I clue into my child’s response to touch?

• Which kinds of touch does my child prefer or avoid?

• Does my touch enable my child to connect with me in the moment?

• How does my touch along with my sounds, visual appearance and movement provide my child withopportunities to stay in interactions with me?

Idea 1Discover which kinds of touch are pleasurable for you and your child!

Toolbox Strategies • Observe your touch. What happens when you use di! erent types of touch with your child?

• Do some touches bring a warm smile?• Does your child settle into your touch?• Does your child lean into you, molding his body to yours?• Does your child prefer soft touch, or deep pressure?• Does she guide your hand to be touched?• Does she move away? (This may be just because your child hasn’t anticipated your touch)

• Experiment with your touch in your interactions and discover what helps the two of you stay engaged…

• Was it a light touch such as a gentle tickle?• Was it a fi rm, surrounding touch such as a hug?• Was it touch with movement such as a rub?• Was it on your child’s arm, back, top of the head?• What felt best for you and your child?


Pause and Refl ect Video 1- YonatonHow did Mom and/or Dad touch Jon?

__________________________________________________________________________________________

__________________________________________________________________________________________

What was Jon’s response to the touch

__________________________________________________________________________________________

__________________________________________________________________________________________

Was it pleasurable, supportive, conveying a desire to interact? How could you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did the touch lead to a continuation of the engagement between Jon and Mom or Dad? If so, when did you notice?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Explore touch preferences that support interactions

Toolbox Strategies • Move slowly enough that your child can predict and anticipate your touch

• Pair your touch with a sound that is pleasurable for your child, to help him predict and anticipate what’scoming

• Use the palm of your hand, rather than your fi ngers, to make physical and emotional contact

• Avoid a grab or a grasp

• Use your touch to help your child follow through on his intent

Pause and Refl ect Video 2- Keir_ anticipate touchHow did Kelly approach Keir so that he could anticipate the touch?

__________________________________________________________________________________________

__________________________________________________________________________________________


Did you notice Kelly use a touch with the palm of the hand in the interactions with Keir? Why did she do this?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did this help Keir to stay in the interaction and anticipate her touch?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 3Use your relationship to support your child’s sensory preferences and challenges

Toolbox Strategies • Use your relationship to allow your child to safely explore and fi nd meaning in di! erent kinds of touch

experiences

• Bring in your facial expression, tone of voice and actions (including emotional display) to add meaning

• When your child is hesitant, join in a touch and movement exploration that conveys “Let’s exploretogether!”

• When your child has strong preferences, respect them as if he is saying, “I know what is comfortable forme”

Pause and Refl ect Video 3 - James Touch Pleasurable Did Mom give meaning to the touch experience to help James be successful when the play materials lacked meaning or apparently produced an unfamiliar or uncomfortable sensation? How?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to use touch to support your engagement Can I clue into my child’s response to touch?

__________________________________________________________________________________________

__________________________________________________________________________________________


Which kinds of touch does my child prefer or avoid?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does my touch enable my child to connect with me in the moment?

__________________________________________________________________________________________

__________________________________________________________________________________________

How does my touch along with my sounds, visual appearance and movement provide my child with opportunities to stay in interactions with me?

__________________________________________________________________________________________

__________________________________________________________________________________________

Individual Profi le-Link to Grid• It’s your turn to record your child’s individual touch preferences and challenges!

When It’s Not Working? Do I understand his touch preferences and challenges and how touch feels for him?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I need to step back and observe?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is my touch surprising or unexpected to my child so that he doesn’t anticipate it?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I using my relationship to support my child’s exploration of touch to make it meaningful?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Touch… The First Sense!What strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences- Touch! Strategy Notes

Observe your touch. What happens when you use di! erent types of touch with your child?

• Do some touches bring a warm smile?• Does your child settle into your touch?• Does your child lean into you, molding his

body to yours?• Does your child prefer soft touch, or deep

pressure?• Does she guide your hand to be touched?• Does she move away? (This may be just

because your child hasn’t anticipated yourtouch)

Experiment with your touch in your interactions and discover what helps the two of you stay engaged… Pair your words with emotional expressions to show what they mean

• Was it a light touch such as a gentle tickle?• Was it a fi rm, surrounding touch such as a

hug?• Was it touch with movement such as a

rub?• Was it on your child’s arm, back, top of the

head?• What felt best for you and your child?

Move slowly enough that your child can predict and anticipate your touch

Pair your touch with a sound that is pleasurable for your child, to help him predict and anticipate what’s coming

Use the palm of your hand, rather than your fi ngers, to make physical and emotional contact

Avoid a grab or a grasp

Use your touch to help your child follow through on his intent.

Use your relationship to allow your child to safely explore and fi nd meaning in di! erent kinds of touch experiences

• Bring in your facial expression, tone of voiceand actions (including emotional display) toadd meaning

• When your child is hesitant, join in a touchand movement exploration that conveys“Let’s explore together!”

• When your child has strong preferences,respect them as if he is saying, “I know whatis comfortable for me”



• Individual Di! erencesRosemary White, OTR/LWebcasts: Under Individual Di! erences

• Sensory Processing and Neuroimaging Assessment: Case Presentations of Treatment that isInformed and Supported by the ResearchRosemary White, OTR/LWebcasts: Under Individual Di! erences


Step 2: Webcast 14Explore Using Sound to

Nurture EngagementSherri Cawn, MA, CCC-SLP


Webcast 14 Explore Using Sound to Nurture Engagement

Goals of Webcast 14• Discover how your child responds to sounds from the world around him

• Explore how your child responds to your spoken sounds and words

• Learn ways to use your voice, sounds and words to support back-and-forth interactions

Link to Powerpoint

Link to Printable Version of this Webcast


MeaningsSound Preferences: A person’s comfort or discomfort with certain sounds or vocalizations (such as preferring classical music to rock)Sound Volume: How loud or how soft a sound is

Auditory Processing: How our ears and brain make meaning out of what you and your child hear

Vocal Intonation (Prosody): The melody of speech, including volume, speed, pitch and emotional tone

Questions to Consider? • What are my child’s sound preferences?

• What kinds of sounds or words draw my child into the interaction?

• What kinds of sounds or words cause my child to stop interacting?

• What sound and voice strategies can I use to ‘woo’ my child into interacting and keep him there?

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W14-Explore-Using-Sound-to-Nurture-Engagement-Cawn.pdf


Idea 1Pay attention to how your child responds to sound

Toolbox Strategies • Observe your child’s response to sounds in the environment

* What does he prefer, dislike or ignore?* Notice how your child responds to your voice

• Does your child respond di! erently depending on where you are in relation to him?

• Experiment with using di! erent sounds during your interactions

• Using a loud or soft voice• Speaking fast or slow• Using di! erent types of sounds with your voices, your child’s toys, etc.• Using di! erent melodies• Varying the tonal quality of your voice

Pause and Refl ect Video 1a and 1b- Scotty mom whistle/ cookies blahWhen did Scotty respond to his Mom’s voice when they were exploring toys?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Scotty’s a" ect change when she blew the whistle?

__________________________________________________________________________________________

__________________________________________________________________________________________

What was Scotty’s emotional expression (a" ect) when they played the cookie ‘blah’ game?

__________________________________________________________________________________________

__________________________________________________________________________________________

What did Mom do with her voice to keep the interaction going?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Use your voice and gestures to get your child’s attention and sustain the interaction


Toolbox Strategies • Capture your child’s attention by changing your volume, your emotional tone of voice and speed (probably

slowing it down) to match your child’s preferences

• Match your sounds and gestures to those of your child

• Use the emotional tone, rhythm and melody of your voice to help your child anticipate what comes next inplay (“Oh, oh!” “Oh no!” “Wow!”)

Pause and Refl ect Video 2- Ty Dad hide and seek Did Dad’s voice and use of hands bring Ty into the interaction or push him away? Why do you think that is?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Dad change his vocal responses to sustain the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

What kinds of a" ect cues did Ty give Dad that he wanted to continue hide n seek?

__________________________________________________________________________________________

__________________________________________________________________________________________

At what point did dad and Ty learn how to sustain the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to capture your child’s engagement by exploring and using his sound preferences

What are my child’s sound preferences?

__________________________________________________________________________________________

__________________________________________________________________________________________

What kinds of sounds or words draw my child into the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________


What kinds of sounds or words cause my child to stop interacting?

__________________________________________________________________________________________

__________________________________________________________________________________________

What sound and voice strategies can I use to ‘woo’ my child into interacting and keep him there?

__________________________________________________________________________________________

__________________________________________________________________________________________

Individual Profi le-Link to GridIt’s your turn to record your child’s individual sound preferences and challenges!

When It’s Not Working? Do I need to pair visuals with sounds (for example, be in front of him when talking)

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I talk too fast, too loud or too softly?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I help my child understand my vocalizations by using my emotional display, including my gestures?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I able to use my child’s sound preferences to “woo” her back to the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Explore Using Sound to Nurture Engagement What strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences- Sound! Strategy Notes

Observe your child’s response to sounds in the environment

• What does he prefer, dislike or ignore?• Notice how your child responds to your

voice• Does your child respond di! erently

depending on where you are in relationto him?

Experiment with using di! erent sounds during your interactions

• Using a loud or soft voice• Speaking fast or slow• Using di! erent types of sounds with your

voices, your child’s toys, etc.• Using di! erent melodies• Varying the tonal quality of your voice

Capture your child’s attention by changing your volume, your emotional tone of voice and speed (probably slowing it down) to match your child’s preferences

Match your sounds and gestures to those of your child

Use the emotional tone, rhythm and melody of your voice to help your child anticipate what comes next in play (“Oh, oh!” “Oh no!” “Wow!”)





Step 2: Webcast 15Discover Your Child’s

“Visual Box” of AttentionRicki G. Robinson, MD, MPH


Webcast 15Discover Your Child’s “Visual Box” of Attention

Goals of Webcast 15• Explore your child’s visual sense and discover the range of visual attention that he favors – known as the

visual box

• Learn ways to enter your child’s world by joining and interacting with him in this visual box

• Practice expanding your child’s visual box

Link to Powerpoint

Link to Printable Version of this Webcast


MeaningsVisual System: Eyes, optic nerve, brain + connections to other senses, movement and body

Sight: What our eyes see

Vision: What our mind understands about what we see (visual comprehension).

Visual Attention: Describes what attracts our visual focus and how long we sustain the interest.

Visual Distractibility: Tendency to be distracted by items in the environment that we see: inability to focus on a single item.

Visual Box of Attention: Describes the visual space where a person prefers to focus his attention - especially important to know when wooing your child to interact with you.

Visual Preferences: How we most commonly and comfortably use our visual system to take in the world around us

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W15-Discover-Your-Childs-22Visual-Box22-of-Attention-Robinson.pdf


Questions to Consider? • Does your child have di" culty visually following you as you interact and move around?

• Does he look up, down, or sideways to focus intently on an item?

• Does your child need to see you and what you’re doing to know what’s happening?

• When talking to your child, does he catch your eye? Avoid your gaze? Stare intently?

• Does your child look at you from the side of the eye rather than straight ahead?

• Is he visually distracted, looking from thing to thing?

• What are my child’s visual preferences and challenges?

• Where is my child’s attention generally focused?

• Does my child need to see me to be engaged with me?

• What happens when I enter my child’s visual box?

• More circles?• More joy?• Protest?• Avoidance?

• What strategies support and expand my child’s visual attention during our interactions?

Idea 1Explore your child’s visual box of attention

Toolbox Strategies • Try talking to your child when you hold his gaze and when you don’t, to see if he needs to see you to

engage with you. If so, then discovering your child’s visual box will help maintain your engagement!

• Observe where your child most enjoys looking and visually engaging with his favored objects of interest

• Position yourself inside your child’s visual box where you will catch his gaze (even if you have to lie on yourback!)

• Join and create circles of interaction while in your child’s visual box

Pause and Refl ect Video 1- Ryan and Dana engage from behindDid Ryan need to see Dana to engage with her? Why do you think that is?

__________________________________________________________________________________________

__________________________________________________________________________________________

What do you think will be the best position for Dana to have in order to interact with Ryan?

__________________________________________________________________________________________

__________________________________________________________________________________________


How can Dana use what she knows about Ryan’s visual preferences to help her discover his visual box?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do you suspect that Ryan has a wide or narrow visual box? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

Toolbox Strategies • Explore the range of your child’s visual box – sides, top, bottom

• Be mindful of how fast or slow you move in this space to best keep your child’s attention

• Show what you mean - “Be an actor on the stage”

• While holding your child’s visual attention, take care that what you do matches what you say

• To support longer, stronger circles of interaction, stimulate your child’s other senses at the same time and use emotional cues (voice, touch, gestures, movement) within his visual box

• Introduce playful surprises while in your child’s visual box

Pause and Refl ect Video 2 & 3- Ryan and Dana Shark Tickles& Ryan and Dana Push

What was the best visual space to support Ryan’s engagement with Dana and their circles of interaction? How did this inform which position was best for Dana to take to keep Ryan’s engagement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Could you feel the emotional connection when Dana was in Ryan’s visual box? Was it fun? How could you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did it feel like a long time? What strategies was Kelly using during this time?

__________________________________________________________________________________________

__________________________________________________________________________________________

What kinds of emotional cues did Dana use to maintain Ryan’s engagement? Voice? Facial expression? Gestures? Touch? Movement?

__________________________________________________________________________________________

__________________________________________________________________________________________


Pause and Refl ect Video 4- Dana Ryan Balloon What was the best visual space to support Ryan’s engagement with Dana and their circles of interaction? How did this inform which position was best for Dana to take to keep Ryan’s engagement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Could you feel the emotional connection when Dana was in Ryan’s visual box? Was it fun? How could you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

What kinds of emotional cues did Dana use to maintain Ryan’s engagement? Voice? Facial expression? Gestures? Touch? Movement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Why was Ryan able to respond to small, playful surprises during the play?

__________________________________________________________________________________________

__________________________________________________________________________________________

Toolbox Strategies • If it is di" cult to join your child in his/her visual box, then try to join them in their space of visual interest

staying engaged through other sensory and motor ways to promote engagement and interaction, suchas…

• Emotional expression• Movement• Voice• Touch

• Being in your child’s visual box may not mean sharing his/her gaze

Pause and Refl ect Video 5- Vivian and Joni Visual Box How did Joni use Vivi’s visual cues to connect in this video? Did she need Vivi’s eye contact to make this interaction work?

__________________________________________________________________________________________

__________________________________________________________________________________________


What other strategies did Joni use to woo and maintain Vivian’s attention? Emotional cues? Voice? Touch? Movement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Could you feel the moment when Vivi joined and continued the play by taking the “lead”? Why was this so powerful?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Use your child’s interests together with the emotional connection with you to expand his VISUAL BOX

Toolbox Strategies • Once the play is “cooking,” use small steps to gradually expand your child’s fi eld of play beyond his visual

box

• Move your child’s favorite items just outside the confi nes of his visual comfort zone and then increase thedistance little by little

• Use your emotional cues to entice interaction as you “sneak” out of the visual box

• If you go too far and lose your child’s attention, try smaller, slower moves to help keep him tracking you

Pause and Refl ect Video 6- Monica and Steel Which of Steel’s individual di" erences limited his ability to join the interaction and generate circles?

__________________________________________________________________________________________

__________________________________________________________________________________________

What strategies worked to expand Steel’s visual box of attention? Emotional expression? Voice? Movement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Could you feel Steel’s emotional connection with Monica? How important was this to keeping him engaged?

__________________________________________________________________________________________

__________________________________________________________________________________________


… to explore, join and expand your child’s visual box of attention Does your child have di! culty visually following you as you interact and move around?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does your child need to see you and what you’re doing to know what’s happening?

__________________________________________________________________________________________

__________________________________________________________________________________________

When talking to your child, does he catch your eye? Avoid your gaze? Stare intently?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does your child look at you from the side of the eye rather than straight ahead?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is he visually distracted, looking from thing to thing?

__________________________________________________________________________________________

__________________________________________________________________________________________

What are my child’s visual preferences and challenges?

__________________________________________________________________________________________

__________________________________________________________________________________________

Where is my child’s attention generally focused?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does my child need to see me to be engaged with me?

__________________________________________________________________________________________

__________________________________________________________________________________________


What happens when I enter my child’s visual box?

__________________________________________________________________________________________

__________________________________________________________________________________________

More circles?

_____________________________________________________________________________________

_____________________________________________________________________________________

More joy?

_____________________________________________________________________________________

_____________________________________________________________________________________

Protest?

_____________________________________________________________________________________

_____________________________________________________________________________________

Avoidance?

_____________________________________________________________________________________

_____________________________________________________________________________________

What strategies support and expand my child’s visual attention during our interactions?

__________________________________________________________________________________________

__________________________________________________________________________________________

Individual Profi le-Link to GridIt’s your turn to record your child’s individual visual preferences and challenges!

When It’s Not Working? Will a video review of our play help me determine my child’s visual box?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Discover Your Child’s “Visual Box” of Attention What strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences- Vision! Strategy Notes

Try talking to your child when you hold his gaze and when you don’t, to see if he needs to see you to engage with you. If so, then discovering your child’s visual box will help maintain your engagement!

Observe where your child most enjoys looking and visually engaging with his favored objects of interest

Position yourself inside your child’s visual box where you will catch his gaze (even if you have to lie on your back!)

Join and create circles of interaction while in your child’s visual box

Explore the range of your child’s visual box – sides, top, bottom

Be mindful of how fast or slow you move in this space to best keep your child’s attention

Show what you mean - “Be an actor on the stage”

While holding your child’s visual attention, take care that what you do matches what you say

Is my child distracted, making it hard to keep his/her attention?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I having di! culty staying within my child’s visual box?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I expand the play outside the box too quickly?

__________________________________________________________________________________________

__________________________________________________________________________________________


To support longer, stronger circles of interaction, stimulate your child’s other senses at the same time and use emotional cues (voice, touch, gestures, movement) within his visual box

Introduce playful surprises while in your child’s visual box

If it is di" cult to join your child in his/her visual box, then try to join them in their space of visual interest staying engaged through other sensory and motor ways to promote engagement and interaction, such as…

• Emotional expression• Movement• Voice• Touch

Being in your child’s visual box may not mean sharing his/her gaze

Once the play is “cooking,” use small steps to gradually expand your child’s fi eld of play beyond his visual box

Move your child’s favorite items just outside the confi nes of his visual comfort zone and then increase the distance little by little

Use your emotional cues to entice interaction as you “sneak” out of the visual box

If you go too far and lose your child’s attention, try smaller, slower moves to help keep him tracking yo




• Visual Spatial Portals to Thinking, Feeling and Movement/Barriers to Progress: Revise and ReviveInterventionsThe Role of Visual Spatial and Related Processing Challenges to Emotional RegulationSerena Wieder, PhDWebcasts: Under Individual Di! erences


Step 2: Webcast 16Movement: The Body in Motion

Rosemary White, OTR


Webcast 16Movement: The Body in Motion

Goals of Webcast 16 • Learn about your child’s movement

• Explore how your child’s body responds to you and the environment

• Discover which physical supports and movements you can bring to your interactions to help your childfeel connected to his body and to you



MeaningsMovement: Includes moving body parts, such as arms, fi ngers or legs, as well as moving the whole body

Motor Control: The ability to use your muscles to move as directed

Base of Support: Point or points of contact of your body with the ground or another surface - for example• feet on the ground• elbow resting on desk

Moving Base of Support: Changing points of contact of your body with the ground or other surfaces as you move - for example, as you

• stand up• sit down

Body map: The changing mental picture you have at any moment as you move or are still, of where your body parts are and how they relate to one another

Spatial Awareness: Awareness of your body relative to the space and objects around you which makes safe movement possible

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W16-Movement-The-Body-in-Motion-White.pdf


Questions to Consider? • Do I understand how my child moves?

• Can I fi nd a way to join my child in his movement so that our interaction is fun and purposeful?

• How are these ways of joining my child providing new opportunities for increasing his movement andexperiences?

Idea 1Discover how your child moves!

Toolbox Strategies • Observe how your child moves as he gets up from the ground, moves about the room, climbs on the

furniture, sits in a chair, gets into a car, gets into bed, etc.• Do his movements seem unsure or confi dent and secure?• Does he move fast or slow?• Is he clumsy or coordinated?• Does he bump into things or easily navigate within the environment?

• Imagine yourself moving in space…• Do you have a picture of your body?

• Imagine how your muscles are working• Do you know where you are in space?

• Imagine yourself in your child’s body and try to feel what it may feel like for him…..• Do you have a picture of your child’s body?• Can you imagine how his muscles are working?• Does your child have a sense of where he is in space?

Pause and Refl ect Video 1-Leila Did Lee seem unsure or confi dent and secure in her movement? Can you give an example?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did she move fast or slow? What was the response?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was she clumsy or coordinated?

__________________________________________________________________________________________

__________________________________________________________________________________________


Did she bump into things or easily navigate through her environment?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Lee start her movements with her head, or her body?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Mom guide Lee’s body using her hand?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Lee know where her body was in relation to the fl oor or the furniture?

___________________________________________________________________________________

___________________________________________________________________________________

Idea 2Support your child’s movement to sustain your engagement

Toolbox Strategies • Try using gentle physical support with your hands to assist your child’s movements so he can act on his

intent. Support his or her:• Hips to connect the top half of his body with the bottom half• Shoulders or hands to help him stay still or to be steady while moving• Feet to give him a point to push o! from when climbing

• Help your child do what he wants to do - don’t control the movement

• Experiment with how your movement a! ects your interaction• Try moving up and down, side to side, or in big swings• Try slow movement that gives your child time to anticipate and prepare her body for the movement• Try fast movement that wakes up your child’s body

Pause and Refl ect Video 2- Jake Up Slide How did Mom physically support Jake?

__________________________________________________________________________________________

__________________________________________________________________________________________


Did Mom support at the hips, shoulders, hands, feet or somewhere else? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did the support help Jake to move better? Give an example.

__________________________________________________________________________________________

__________________________________________________________________________________________

Pause and Refl ect Video 3- Cedric movementWhat was the movement that Sid responded to?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was it fast or slow?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was it up and down, side to side or in a swinging motion?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Sid respond by moving and/or engaging? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to observe and to think about your child’s movement and your physical connections as you interact

Do I understand how my child moves?

__________________________________________________________________________________________

__________________________________________________________________________________________

Can I fi nd a way to join my child in his movement so that our interaction is fun and purposeful?

__________________________________________________________________________________________

__________________________________________________________________________________________


How are these ways of joining my child providing new opportunities for increasing his movement and experiences?

__________________________________________________________________________________________

__________________________________________________________________________________________

Individual Profi le-Link to GridIt’s your turn to record your child’s individual movement preferences and challenges!

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

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I need to reconsider the types of support I am providing and try other things?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I following and joining my child’s movement or trying to control it?

__________________________________________________________________________________________

__________________________________________________________________________________________

Summary of Strategies for Movement: The Body in MotionWhat strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences- Movement! Strategy Notes

Observe how your child moves as he gets up from the ground, moves about the room, climbs on the furniture, sits in a chair, gets into a car, gets into bed, etc.

• Do his movements seem unsure orconfi dent and secure?

• Does he move fast or slow?• Is he clumsy or coordinated?• Does he bump into things or easily

navigate within the environment?





Try using gentle physical support with your hands to assist your child’s movements so he can act on his intent. Support his or her:

• Hips to connect the top half of his bodywith the bottom half

• Shoulders or hands to help him stay still orto be steady while moving

• Feet to give him a point to push o! fromwhen climbing

Help your child do what he wants to do - don’t control the movement

Experiment with how your movement a! ects your interaction

• Try moving up and down, side to side, or inbig swings

• Try slow movement that gives your childtime to anticipate and prepare her bodyfor the movement

• Try fast movement that wakes up yourchild’s body


Step 2: Webcast 17Ideas Become Plans, Then Actions

Rosemary White, OTR


Webcast 17Ideas Become Plans, Then Actions

Goals of Webcast 17 • Learn how ideas come alive with a motor plan and action

• Explore your child’s motor plan and action in your play

• Learn how to tap into your child’s motor plan...

• to make his movement meaningful• to help him to adapt and persist



MeaningsMotor Planning: What happens when you have an idea or an intent, before you even move, and you plan the sequence of movements necessary to make that idea become an action.

Motor Execution (Action): You perform the sequence of the motor plan.

Adaptation: Occurs when there is a change during motor execution (action.) Feedback from your body, vision and hearing help you register changes so you can alter your motor plan and successfully complete your idea or intention.

Body map: The changing mental picture you have at any moment as you move or are still, of where your body parts are and how they relate to one another

Spatial Awareness: Awareness of your body relative to the space and objects around you which makes safe movement possible. Spatial awareness is developed and maintained by the senses:

• Sight• Hearing• Touch• Sense of movement in the environment (people and objects)

(This awareness is what you tap into when you develop and adapt a motor plan)

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W17-Ideas-Become-Plans-Then-Actions-White.pdf


Questions to Consider? • Do I understand my child’s idea or intent?

• Does he seem to have a motor plan to act on his intent?

• Do I need to help him become more purposeful so he can complete his action?

• How can I join my child in his motor plan so that he can adapt, persist and be successful?

• Do my a! ect cues help him do what he wants to do?

Idea 1Your child has a plan. Discover it and join in!

Toolbox Strategies • Try to predict what your child wants to do:

• Observe your child as she picks up a toy, goes to a particular toy or to the cupboard..what isher intent?

• Read your child’s subtle cues• Treat what your child does as purposeful - pretend he meant to do that• Invest in whatever your child initiates or imitates

• If you still can’t predict what what your child wants to do, watch her eyes, turns of her body, or listen for asound or word that gives you a hint

Pause and Refl ect Video 1- Viv Praxis 1Were you able to see and predict Viv’s motor plan? What did this look like?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did mom respond to Viv’s subtle cues such as, where she looked or where she moved?

__________________________________________________________________________________________

__________________________________________________________________________________________

Which strategies did Mom use to join Viv? Gesture? Facial expression? Words? Emotional tone? Anticipation?

__________________________________________________________________________________________

__________________________________________________________________________________________

What happened when Mom joined and supported Viv’s intentions?

__________________________________________________________________________________________

__________________________________________________________________________________________


Toolbox Strategies • Join your child by using your emotional display to help her do what she wants to do

• Use a gesture (such as a point or a sweep of your hand), a facial expression, or a comment that says“Oh, I know what is coming next.”

• Resist “doing” for your child to encourage her to motor plan and to show you her intentions

• Wait, hold back and use pauses in your interaction to give your child time to organize a plan

Pause and Refl ect Video 2- Viv praxis 2How did Mom respond to Viv’s subtle cues such as eyes, or posture to help her do what she wants to do?

__________________________________________________________________________________________

__________________________________________________________________________________________

What happened when mom held back and paused?

__________________________________________________________________________________________

__________________________________________________________________________________________

Which strategies did Mom use to join Viv? Visual box? Gesture? Facial expression? Words? Emotional tone? Anticipation?

__________________________________________________________________________________________

__________________________________________________________________________________________

What happened when Mom joined and supported Viv’s intentions?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Help your child do what he or she wants to do

Toolbox Strategies • Treat everything your child does as purposeful even if it seems random to you

• Help your child be purposeful by creating a goal where none may appear to exist

• Help your child go in the direction he wants by doing things to make goals easier to achieve, such asmoving the desired ball closer

• Provide motor support as needed

• However, avoid hand over hand assistance so that you do not take over your child’s motor plan


Pause and Refl ect Video 3- Brooklyn, anticipation, intentHow did Angie help Brooklyn become purposeful?

__________________________________________________________________________________________

__________________________________________________________________________________________

What goal did Angie help Brooklyn accomplish?

__________________________________________________________________________________________

__________________________________________________________________________________________

What strategies did Angie use to help Brooklyn do what she wanted to do? Wait? Motor support? Slowing down? Hand over hand (hint: the answer is NO!)?

__________________________________________________________________________________________

__________________________________________________________________________________________

Toolbox Strategies • Support initiative by challenging your child to do things to you for example, when rough-housing, rather

than simply picking your child up and swinging him :• get him to jump on you• push you down• or climb up to your shoulders

Pause and Refl ect Video 4- Keir get your feet How did John treat everything Keir did as purposeful?

__________________________________________________________________________________________

__________________________________________________________________________________________

What strategies did John use to keep the interaction going? Touch? Motor support? Emotional expression?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did John support Keir’s initiative?

__________________________________________________________________________________________

__________________________________________________________________________________________


Idea 3Use your emotional expression to help your child persist when his motor plan is disrupted

Toolbox Strategies • Use your emotional expression (a! ect) to bring your child’s attention back to what he began

• Use your actions, facial expressions and voice to let your child see and join you in the next step

• If your child shifts to another plan - give closure to the fi rst plan.

• Wait and observe to be certain about his intentions, then re-engage to help him complete the sequence

Pause and Refl ect Video 5- Yuval MHow did Dad link Yuval’s actions to organize her motor plan?

__________________________________________________________________________________________

__________________________________________________________________________________________

What strategies did Dad use to draw Yuval’s attention to the next step? Vision? Voice? Emotional expression? Touch? Motor support? Wait?

__________________________________________________________________________________________

__________________________________________________________________________________________

What strategies allowed Dad to support Yuval’s initiative? Wait? Observe? Circles?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to help your child do what he wants to do! Do I understand my child’s idea or intent?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does he seem to have a motor plan to act on his intent?

__________________________________________________________________________________________

__________________________________________________________________________________________


Do I need to help him become more purposeful so he can complete his action?

__________________________________________________________________________________________

__________________________________________________________________________________________

How can I join my child in his motor plan so that he can adapt, persist and be successful?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do my a" ect cues help him do what he wants to do?

__________________________________________________________________________________________

__________________________________________________________________________________________

Individual Profi le-Link to GridIt’s your turn to record your child’s individual motor planning preferences and challenges!

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

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I jumping in and completing the sequence when my child is not attending so that he misses all the steps of the sequence?

__________________________________________________________________________________________

__________________________________________________________________________________________

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

__________________________________________________________________________________________

__________________________________________________________________________________________

Does it seem like my child has no intent or appears aimless?

__________________________________________________________________________________________

__________________________________________________________________________________________


Summary of Strategies for Ideas Become Plans, Then ActionsWhat strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences- Motor Planning/ 7. Nurture Intent! Strategy Notes

Try to predict what your child wants to do:• Observe your child as she picks up a toy,

goes to a particular toy or to the cupboard..what is her intent?

• Read your child’s subtle cues• Treat what your child does as purposeful -

pretend he meant to do that• Invest in whatever your child initiates or

imitates• If you still can’t predict what what your

child wants to do, watch her eyes, turns ofher body, or listen for a sound or word thatgives you a hint

Join your child by using your emotional display to help her do what she wants to do

• Use a gesture (such as a point or a sweepof your hand), a facial expression, or acomment that says “Oh, I know what iscoming next.”

Resist “doing” for your child to encourage her to motor plan and to show you her intentions

Wait, hold back and use pauses in your interaction to give your child time to organize a plan

Treat everything your child does as purposeful even if it seems random to you

Help your child be purposeful by creating a goal where none may appear to exist

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

Provide motor support as needed • However, avoid hand over hand assistance

so that you do not take over your child’smotor plan

Support initiative by challenging your child to do things to you

Use your actions, facial expressions and voice to let your child see and join you in the next step

If your child shifts to another plan - give closure to the fi rst plan

Wait and observe to be certain about his intentions, then re-engage to help him complete the sequence


Review/ Other Strategies! Strategy Notes

Use your emotional expression (a! ect) to bring your child’s attention back to what he began





Step 2: Webcast 18The Dance of Play…

Tapping into Your Child’s Rhythm and TimingRicki G. Robinson, MD, MPH


Webcast 18The Dance of Play…

Tapping into Your Child’s Rhythm and Timing

Goals of Webcast 18 • Discover your child’s rhythm and timing

• Learn strategies to match your child’s rhythm and timing patterns

• Explore how to support your child’s pace to keep interactions going

Link to PowerpointLink to Printable Version of this Chapter


• Match Rhythm and Timing

MeaningsRhythm: When you’re in “the dance of play” a back- and-forth pattern develops that feels quite natural and keeps the interaction going

Timing: This refers to how long it takes for your child to respond. It is also a measurement of the “pace” of an interaction (how fast or slow it is) as a whole

When your rhythm and timing is in synchrony between you and your child:• Mutual connection is the strongest• The “back-and-forth” fl ow is best supported• You experience the joy of being together

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W18-The-Dance-of-Play-Tapping-Into-Your-Childs-Rhythm-and-Timing-Robinson..pdf


Idea 1Discover your child’s individual rhythm and timing

Toolbox Strategies• Be present… in your child’s moment

• Slow yourself down

• Stay calm (especially if the pause is very long)

• Use your body and facial expressions to convey expectations

• Use your gestures, sounds and language to encourage your child to stay with you

• Wait, wait, wait!

• Silently count how many seconds it takes for your child to respond. This gives you an estimate for the nexttime

Pause and Refl ect Video 3Did you count as you waited for Nathan’s response?

__________________________________________________________________________________________

__________________________________________________________________________________________

How long did it take him to respond?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Caroline use her voice and gestures to sustain his attention and engagement?

__________________________________________________________________________________________

__________________________________________________________________________________________

Were you surprised at how long it took for him to respond?

__________________________________________________________________________________________

__________________________________________________________________________________________

What would have happened if Caroline had moved away from his visual space? Or, if she had helped him jump in? OR if she had given up?

__________________________________________________________________________________________

__________________________________________________________________________________________


Was it exciting to watch Nathan act on his intent? How do you think Nathan felt?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 2Match your child’s rhythm and timing- to get things cooking!

Toolbox Strategies• When your child initiates or responds then join in, matching your pace to his

• Use trial and error to fi nd the “just right” rhythm

• Go slow. Go fast. See what works to keep the circles of interaction going

• Find your “sweet spot” where the two of you are in sync

• Stay on topic

• Don’t change as long as the interactions continue

• Use sensory play (sound, movement, touch) that provides a rhythm for your child to join with

• Keep it going as long as you can

Pause and Refl ect Video 4Was Betty and Emanuel’s “dance” on? How could you tell?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Betty match Emanuel’s pace? How?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did she stay on topic? What would happen if she changed it before he was ready to stop?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did you feel the joy? What was that feeling like?

__________________________________________________________________________________________

__________________________________________________________________________________________


Idea 3Support your child’s rhythm and timing

Toolbox Strategies• Always position yourself so you have your child’s attention and watch for his/her intent

• Continue to match your child’s pace

• Keep tapping into your a! ect

• Show what you mean using your child’s pace• Amplify your gestures (be an actor on a stage)• Pair words with gestures to illustrate what you say

• Wait for your child to initiate and respond

• Use your child’s favorite sensory and motor play to create a comfortable rhythm

• Stay on topic

• Repetition is OK - It’s practice!• Improves response time• Creates motor memory• Keeps the fl ow going

• Allow your child to experience the joy of the interaction instead of having to think about the movementeach time

Pause and Refl ect Video 5How long did it take for Cosmo to respond?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did the demonstration help him determine the next step?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did the waiting match Cosmo’s rhythm and timing and allow him to become the director of the play?

__________________________________________________________________________________________

__________________________________________________________________________________________

Once Cosmo took the lead, how do you think he felt? Was he empowered?

__________________________________________________________________________________________

__________________________________________________________________________________________


How did the repetition support Cosmo’s motor movements and initiation?

__________________________________________________________________________________________

__________________________________________________________________________________________

What do you think happened next?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do you think Cosmo would have continued this again and again to get back to the joy? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

To tap into your child’s rhythm and timing!How long does my child take to respond?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is it hard for me to wait?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I start to feel tense and want to fi ll the gap?

__________________________________________________________________________________________

__________________________________________________________________________________________

What technique can I use to calm myself and stay in the moment?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I able to match my child’s rhythm?

__________________________________________________________________________________________

__________________________________________________________________________________________

What works best to continue supporting the back-and-forth fl ow?

__________________________________________________________________________________________

__________________________________________________________________________________________


When I wait and show my child what is happening, how does he respond?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does my child enjoy sensory and motor based rhythm?

__________________________________________________________________________________________

__________________________________________________________________________________________

Does repetition help improve my child’s response time?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do we both feel the joy of “dancing” together?

__________________________________________________________________________________________

__________________________________________________________________________________________

Individual Profi le-Link to GridIt’s your turn to document your child’s rhythm and timing preferences and challenges

When It’s Not Working?Am I not waiting long enough?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I outside my child’s visual box – so he misses most of what is happening?

__________________________________________________________________________________________

__________________________________________________________________________________________

Are my cues out of sync (e.g., am I too loud or too soft?)

__________________________________________________________________________________________

__________________________________________________________________________________________


Do I change the topic by introducing something new or repeating what I said?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I not clearly demonstrate what I mean?

__________________________________________________________________________________________

__________________________________________________________________________________________

Is the play interesting to my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

Summary of Strategies for The Dance of Play…What strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences/11. Match Rhythm and Timing! Strategy Notes

Slow yourself down

Stay calm (especially if the pause is very long)

Wait, wait, wait • Silently count how many seconds it takes

for your child to respond to get an estimatefor the next time

When your child initiates or responds then join in, matching your pace to his

Use trial and error to fi nd the “just right” rhythm

Go slow. Go fast. See what works to keep the circles of interaction going

Find your “sweet spot” where the two of you are in sync

Use sensory play (sound, movement, touch) that provides a rhythm for your child to join with

Continue to match your child’s pace

Show what you mean using your child’s pace • Amplify your gestures (be an actor on a

stage)• Pair words with gestures to illustrate what

you say


Wait for your child to initiate and respond

Use your child’s favorite sensory and motor play to create a comfortable rhythm

Stay on topic

Repetition is OK - It’s practice! • Improves response time• Creates motor memory

• Allow your child to experience the joy ofthe interaction instead of having to thinkabout the movement each time

• Keeps the fl ow going

Review/ Other Strategies! Strategy Notes

Be present… in your child’s moment

Stay on topic

Don’t change as long as the interactions continue

Keep it going as long as you can

Always position yourself so you have your child’s attention and watch for his/her intent

Keep tapping into your emotional expression (a! ect)

Use your body and facial expressions to convey expectations

Use your gestures, sounds and language to encourage your child to stay with you





Step 2: Webcast 19“Talking” Starts with Gestures

Sherri Cawn, MA, CCC-SLP


Webcast 19“Talking” Starts with Gestures

Goals of Webcast 19 • Discover how your child communicates with you

• Learn ways to match your child’s communication cues through gestures, vocalizations and words

• Explore how to nurture your child’s communication by using language that is simple, clear and age-appropriate



• Enhance non-verbal communication

Meanings“Talking”: Occurs both verbally (through words) and non-verbally (without words)

Non-Verbal communication: The use of gestures, facial expressions, and body positions to convey meaning.

Verbal communication: Typically starting after non-verbal communication, this is the way your child shares his thoughts and ideas using expressive language (or through augmentative communication using a communication device).

Receptive Language: A child’s understanding of verbal and non-verbal language.

Expressive Language: A child’s active use of verbal and non-verbal language.

Emerging Language: The beginning of verbal/nonverbal cues (signals) or vocal turn-taking. It could even be echolalia/scripting (imitating words or sounds from songs, books or movies)

Emotional tone: How one uses their voice to communicate emotional meaning

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W19-22Talking22-Starts-with-Gestures-Cawn.pdf


Questions to Consider? • Is my child responding to cues, vocalizations and verbal turn-taking?

• What are my child’s verbal/non-verbal communication cues?

• Do I reinforce my child’s communication attempts (for example, using my emotional display, gestures and voice in response to him)?

• Do I keep my language simple and clear?

• Do my cues and language help my child understand?

• Am I able to initiate a rhythmic back-and-forth of communication with my child?

• Am I reinforcing the power of communication?

Idea 1Discover how your child communicates with you

Toolbox Strategies • Observe your child’s body language and emotional display

• Take his vocalizations as ways of letting you know what he wants, likes or rejects

• Enhance non-verbal communication

• Tailor to Individual Di! erences

• Wait, Wait and Wait• Allow time for your child to understand and respond in the moment• This may take time• Silence is ok!

• “The eyes have it”

• Look for subtle eye gaze attempts (sometimes from the corner of your child’s eye)

• Use eye gaze as a clue to what your child’s intent may be...then make it purposeful!

Pause and Refl ect Video 1- JB “I can’t Reach It”What cues did Mom use to communicate with JB?

__________________________________________________________________________________________

__________________________________________________________________________________________

When JB kept repeating the same sentence how did Mom react?

__________________________________________________________________________________________

__________________________________________________________________________________________


How did Mom..

__________________________________________________________________________________________

__________________________________________________________________________________________

Use wait time?

_____________________________________________________________________________________

_____________________________________________________________________________________

Treat JB’s actions as purposeful?

_____________________________________________________________________________________

_____________________________________________________________________________________

Use emotional display and actions to reinforce what JB wanted?

_____________________________________________________________________________________

_____________________________________________________________________________________

Idea 2Explore using gestures and words in a rhythm that works best for your child

Toolbox Strategies • Experiment with the best rhythm and timing to support a back-and-forth exchange between you and your

child

• The exchange can be nonverbal, gestural or verbal

• Use long expectant pauses if your child needs time to respond

• Build o! your child’s communication

• Encourage turn-taking, especially if your child dominates the conversation

Pause and Refl ect Video 2- Nate Monkeys How did Mom use rhythm and timing to sustain the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________


How did Nate respond to... expectant pauses, non-verbal communication?

__________________________________________________________________________________________

__________________________________________________________________________________________

What did his Mom do to get sustained eye gaze with Nate?

__________________________________________________________________________________________

__________________________________________________________________________________________

Idea 3Match your response to your child’s to expand the “conversation”

Toolbox Strategies • Match your language (nonverbal and verbal) to your child’s using appropriate gestures (smaller or bigger)

as needed

• Model gestures (let your child see you use them)

• Pair gestures with sounds or words to show how they communicate meaning

• Encourage your child to follow your gesture with his gaze. Start within the “visual box” so that your childalso “sees” what he hears

Pause and Refl ect Video 3- Fonchio Mom marching mattress How did Mom match Fonchio’s verbal and non-verbal communication?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Fonchio and Mom share visual gaze? When was this displayed?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did Mom pair gestures with her words when they were getting ready to fall down?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did that impact the interaction?

__________________________________________________________________________________________

__________________________________________________________________________________________


Idea 4Make communication POWERFUL!

Toolbox Strategies • Reinforce communication attempts, no matter how subtle

• Exaggerate your emotional display, actions and language to respond to your child’s communication

• Imitate your child’s communication to show your child how powerful and meaningful it is (for example,verbal turn-taking even if the turns are just random sounds)

• Give meaning to your child’s gestures, vocalizations and words with your response

Pause and Refl ect Video 4- Ky Sam cookie achooHow did his Caretaker reinforce Kyle’s communication attempts?

__________________________________________________________________________________________

__________________________________________________________________________________________

Did the Caretaker exaggerate her non-verbal communication? When?

__________________________________________________________________________________________

__________________________________________________________________________________________

Was Kyle imitating ? When? How?

__________________________________________________________________________________________

__________________________________________________________________________________________

How did Kyle show his Caretaker that he had di" erent ideas for the game?

__________________________________________________________________________________________

__________________________________________________________________________________________

… to communicate with gestures, sounds and words!Is my child responding to cues, vocalizations and verbal turn-taking?

__________________________________________________________________________________________

__________________________________________________________________________________________


What are my child’s verbal/non-verbal communication cues?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I reinforce my child’s communication attempts (for example, using my emotional display, gestures and voice in response to him)?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do I keep my language simple and clear?

__________________________________________________________________________________________

__________________________________________________________________________________________

Do my cues and language help my child understand?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I able to initiate a rhythmic back-and-forth of communication with my child?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I reinforcing the power of communication?

__________________________________________________________________________________________

__________________________________________________________________________________________

Individual Profi le-Link to GridIt’s your turn to document your child’s language preferences and challenges

When It’s Not Working? Am I waiting long enough for my child to initiate or respond? Is my pacing too fast?

__________________________________________________________________________________________

__________________________________________________________________________________________


Am I talking and doing too much?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I reading and responding to my child’s subtle communication cues (emotional display, gestures, vocalizations) or am I missing or misreading them?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I matching my gestures and vocalizations to my child’s?

__________________________________________________________________________________________

__________________________________________________________________________________________

Am I responding with enough emotional display to let my child know his communication has reached me?

__________________________________________________________________________________________

__________________________________________________________________________________________

Summary of Strategies for “Talking” Starts with GesturesWhat strategies worked best for my child and I to expand the play?

10. Tailor to Individual Di! erences/12. Enhance non- verbal communication

! Strategy NotesObserve your child’s body language and emotional display

Take his vocalizations as ways of letting you know what he wants, likes or rejects

Enhance non-verbal communication

Wait, wait, wait • Allow time for your child to understand and

respond in the moment• This may take time• Silence is ok!

“The eyes have it”

Look for subtle eye gaze attempts (sometimes from the corner of your child’s eye)

Use eye gaze as a clue to what your child’s intent may be...then make it purposeful!


Experiment with the best rhythm and timing to support a back-and-forth exchange between you and your child

• The exchange can be nonverbal, gestural orverbal

Use long expectant pauses if your child needs time to respond

Build o! your child’s communication

Encourage turn-taking, especially if your child dominates the conversation

Match your language (nonverbal and verbal) to your child’s using appropriate gestures (smaller or bigger) as needed

Model gestures (let your child see you use them)

Pair gestures with sounds or words to show how they communicate meaning

Encourage your child to follow your gesture with his gaze. Start within the “visual box” so that your child also “sees” what he hears

Reinforce communication attempts, no matter how subtle

Exaggerate your emotional display, actions and language to respond to your child’s communication

Imitate your child’s communication to show your child how powerful and meaningful it is (for example, verbal turn-taking even if the turns are just random sounds)

Give meaning to your child’s gestures, vocalizations and words with your response





Step 2: Webcast 20Putting It all Together:

Step 2 SummaryRosemary White, OTR


Webcast 20Putting It all Together:

Step 2 Summary



In Step 2, You’ve Discovered...• Your child’s and your sensory preferences and challenges

• How touch helps you connect to your child

• The power of using sound to help your child predict and anticipate what comes next

• How to interact with your child within his visual box

• Ways to support your child’s movement and motor plan to build a continuous fl ow of interaction

• How to match your child’s rhythm and timing as you create circles of interaction

• Using gestures, sounds, and words to communicate and extend interactions with your child

Now It’s Time to Use Your “Toolbox” Strategies,Tailored to Your Child’s Individual Profi le

• This will allow you to support and extend your child’s…• Attention• Engagement• Back-and-forth circles of interaction

• Remember to go for the “gleam”

• Have fun and joy!

• Empower your child

https://profectum.org/wp-content/uploads/2016/04/Handout-S2W20-Putting-It-All-Together-Step-2-Summary-White.pdf


3 Toolbox Strategies to Help “Put It All Together”• Follow your child’s interests

• Use his sensory and motor preferences to open the door to interaction

• Then use all of your Toolbox strategies tailored to your child’s sensory and motor challenges to keep theinteraction going

MeaningsThe “Leading” Sense” Preference: When your child is more attentive to one sense over another

Pause and Refl ect Video 1- Damian putting it all together/Individual Profi le

Which strategies did Mom and Dad use tailored to Damien’s Individual Profi le to get the circles going?

# Position?

# Visual box?

# Voice?

# Gesture?

# Motor support?

# Rhythm and timing?

# Emotional expression?

# Other ______________________________________________________________________________

What happened when Mom and Dad used these strategies?

# More circles?

# Initiative?

# Anticipation?

# Gleam in the eye?

# Other ______________________________________________________________________________

Pause and Refl ect Video 2- Alexander / Individual Profi leWhich strategies did Mom use tailored to Enzo’s Individual Profi le to get the circles going?

# Position?

# Visual box?

# Voice?

# Gesture?

# Motor support?

# Rhythm and timing?

# Emotional expression?

# Other ______________________________________________________________________________


What happened when Mom and Dad used these strategies?

# More circles?

# Initiative?

# Anticipation?

# Gleam in the eye?

# Other ______________________________________________________________________________

Your Child’s Individual Profi le• You have viewed each webcast and applied what you’ve learned to understand your child better.

You have…

• Considered your child’s sensory and motor preferences and challenges• Recorded your observations in the Individual Profi le during each webcast in Step 2• Practiced and recorded “Toolbox” strategies that support your child’s engagement and circles

of interaction

Individual Profi le-Link to GridIt’s your turn to review your child’s complete Individual Profi le

Step 2 Take Away Strategies• As you join your child…

• Notice sensory preferences and challenges• Explore which types of touch, sound, tone and frequency of voice, visual environment and movement

support your interactions• Try setting your rhythm & timing so that he can predict, anticipate, and respond• Try to make every action connected and meaningful• Match your language to your child’s language

In Step 3 You Will…• Continue using your child’s Individual Profi le and Toolbox strategies.

• Build on these skills by gaining a better understanding of how to tailor the strategies from Steps 1 and 2moment to moment

• Learn even more ways to encourage interaction,• communication and playing together

• Explore supportive ways to respond to your child’s emotional response

• Learn how to engage in shared problem-solving with your child





Congratulations! You have made it to the end of Step 2! 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 3 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 Sta!

Written byRicki G. Robinson MD, MPH, Medical Director

Monica G. Osgood, Executive DirectorSherri Cawn, MA, CCC-SLP, Senior Faculty

Serena Wieder, PhD, Clinical DirectorRosemary White, OTR/L, Senior Faculty

Produced byRicki G. Robinson MD, MPH, Medical Director

Monica G. Osgood, Executive Director

Directed byRicki G. Robinson MD, MPH, Medical Director

Monica G. Osgood, Executive Director

John & Marcia Goldman Foundation for generous grant support

Editorial TeamMaking Words Work$Martin Townsend

Carole SwemlineLaura Baldwin, Lead Paraprofessional,

Celebrate the ChildrenMichele Parkins, MS, OTR

Profectum Foundation AdministrationBeth Arena, Foundation Administrator

Technology TeamHarry Howarth, Technology Educator,

Celebrate the ChildrenLiza Marshall Kali, MSHS, BS OTR/L

Dan Myers, Grammy Nominee, Music Director,

Celebrate the Children

VoiceoversDan Myers, Grammy Nominee,

Music Director, Celebrate the Children

Musicfrom the album

Love Me for Who I amSongs Celebrating Children of All Abilities

Step 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 RymerCourtesy of Bumblin’ Bee Records

www.bradyrymer.com

Professional ConsultantsMichele Parkins, MS, OTR

Lucy Miller, PhD, OTR/L and the STAR Center

Exceptional MindsEditorial SupervisorJon Clark, Instructor

Editorial LeadsLaura Robinson, Instructor

Eddie Sotomayor, InstructorJessica Jerome, Instructor

Miguel Chamochumbi%uinn George

EditorsAlex Knight • Lauren Kato • Steven Asidilla

Jacob Olsen • Carter CappsMadeleine Petti • Matthew de Lorimier

Anthony Saturno • Annie Le# e Chase Shirley • Liam McClure

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

Creative DirectorErnie Merlan, Program Director

Icon Animation SupervisorJosh Dagg, Instructor

Icon Animation LeadMatthew de Lorimier

Icon AnimatorsSteven Asidilla • Annie Le# eLiam McClure • Michael Shiu

3D Modeling, Rendering & AnimationRandi Derakhshani, Instructor

Jessica Jerome, Instructor

Celebrate the Children School FacultyMonica G. Osgood,

Executive Director/Co-FounderImmy Moustafa, MS, OTR/LMichele Parkins, MS, OTR

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

Related Service CoordinatorJanean Mancini, TeacherTi# 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

www.freetoolbox.org

http://www.celebratethechildren.org/

http://www.exceptionalmindsstudio.org/

http://jmgoldmanfoundation.org/

https://profectum.org/

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Strategies to Help You Engage and Interact with Your … · Step 2 ... Strategies to Help You Engage and Interact with Your Child 5 FACULTY PRESENTERS ... Strategies to Help You Engage