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You searched for subject:(DIR Floortime). Showing records 1 – 3 of 3 total matches.

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Temple University

1. Pilarz, Kathleen Marie. Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum.

Degree: PhD, 2008, Temple University

Educational Psychology

The purpose of this study was to investigate the effectiveness of a seven week DIR/Floortime parent training on (1) the quality of the parent-child dyad and (2) the child's developmental level. The results of this study provide support for the notion that short term parent training significantly increases the quality of the parent/child interaction and also significantly increases the developmental level of the child with Autism Spectrum Disorder. These significant results were evidenced on the first two levels and the total scores on both the Functional Emotional Assessment Scale - Child (FEAS) and the Neuro-Developmental Disorders of Relating and Communication Functional Emotional Developmental Levels (NDRC-FEDL).

Temple University – Theses

Advisors/Committee Members: Fullard, William, Wieder, Serena, DuCette, Joseph P., Farley, Frank, Stahler, Gerald.

Subjects/Keywords: Education; Social Sciences; Autism; Parent Training; DIR/Floortime

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pilarz, K. M. (2008). Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,16870

Chicago Manual of Style (16th Edition):

Pilarz, Kathleen Marie. “Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum.” 2008. Doctoral Dissertation, Temple University. Accessed October 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,16870.

MLA Handbook (7th Edition):

Pilarz, Kathleen Marie. “Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum.” 2008. Web. 20 Oct 2019.

Vancouver:

Pilarz KM. Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2019 Oct 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,16870.

Council of Science Editors:

Pilarz KM. Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,16870


Temple University

2. Carpente, John Albert. Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases.

Degree: PhD, 2009, Temple University

Music Therapy

This study was concerned with the effectiveness of Nordoff-Robbins Music Therapy (NRMT) carried out within a Developmental, Individual-Difference, Relationship-based (DIR®)/Floortime Framework in addressing the individual needs of children with autism. In NRMT, the child is an active participant in the music making process, playing various instruments that require no formal training. The therapist's task is to improvise music built around the child's musical responses, reactions, responses, and/or movements to engage him or her in a musical experience that will facilitate musical relatedness, communication, socialization, and awareness. The DIR® model provides a comprehensive framework for assessing, understanding, and treating the child. It centers on helping the child master the building blocks of relating, communicating, and thinking through the formulation of relationships via interactive play, using Floortime (a systematic way of working with the children to help them reach their developmental potential). This study sought to determine the effectiveness of NRMT in meeting musical goals specifically established for each individual child, and to conclude if progress in musical goals paralleled progress in non-musical (DIR®) goals.

Temple University – Theses

Advisors/Committee Members: Bruscia, Kenneth E., Dileo, Cheryl, Folio, Cynthia, Flanagan, Edward.

Subjects/Keywords: Education, Social Sciences; Education, Music; Autism; Developmental, Individual-Differences; Relationship-Based Model; DIR/Floortime; Improvisation; Music Therapy; Nordoff-Robbins Music Therapy

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APA (6th Edition):

Carpente, J. A. (2009). Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,42498

Chicago Manual of Style (16th Edition):

Carpente, John Albert. “Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases.” 2009. Doctoral Dissertation, Temple University. Accessed October 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,42498.

MLA Handbook (7th Edition):

Carpente, John Albert. “Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases.” 2009. Web. 20 Oct 2019.

Vancouver:

Carpente JA. Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Oct 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,42498.

Council of Science Editors:

Carpente JA. Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,42498


Universidade de Lisboa

3. Camacho, Bernardo Nuno Fernandes. Perturbação do espectro do autismo : revisão das metodologias de intervenção.

Degree: 2016, Universidade de Lisboa

Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2016

A Perturbação do Espetro do Autismo (PEA) é uma perturbação do neurodesenvolvimento crónica e multifactorial que se carateriza por défices a nível da comunicação e interação sociais, associada a padrões restritos e repetitivos de comportamento, interesses e atividades. As primeiras manifestações surgem numa fase muito precoce da vida de uma criança e vão se tornando mais evidentes com o desenvolvimento da criança. A prevalência desta perturbação tem vindo a aumentar, pelo que os dados mais atuais apontam para uma prevalência internacional de 1 em cada 68 crianças em idade escolar sofrer desta perturbação. Um diagnóstico precoce é de extrema importância, visto que quanto mais cedo é iniciada a intervenção nestas crianças, melhor se torna o prognóstico. Existem várias estratégias de intervenção, que se dividem fundamentalmente em duas áreas. Intervenções que atuam a nível do comportamento, como por exemplo a Applied Behavior Analysis (ABA) e a Early Intensive Behavioral Intervention (EIBI), e a nível desenvolvimental e assente no princípio do ensino estruturado, como a Treatment and Education of Autistic and Communication Handicapped Children (TEACCH). O trabalho tem como objetivo sintetizar e descrever o atual conhecimento científico acerca das principais medidas de intervenção existentes para crianças com Perturbação do Espectro do Autismo descritas na literatura, recorrendo a investigações efetuadas sobre a temática.

Autism Spectrum Disorder (ASD) is a chronic and multifactorial neurodevelopmental disorder that is characterized by deficits in terms of communication and social interaction, associated with restricted and repetitive patterns of behavior, interests and activities. The first manifestations appear at a very early stage in the life of a child and becomes more evident with the development of the child. The prevalence of this disorder has been increasing, as the most current data point to an international prevalence of 1 in 68 school-age children suffering from this disorder. Early diagnosis is extremely important, because the sooner the intervention start in these children, the better the prognosis becomes. There are several strategies for intervention in ASD that are fundamentally divided into two areas. Behavioral interventions such as Applied Behavior Analysis (ABA) and Early Intensive Behavioral Intervention (EIBI) and developmental interventions such as Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) that relies on the principles of structured teaching. This paper aims to summarize and describe the current scientific knowledge about the main existing intervention to children with Autism Spectrum Disorder described in the literature, using research done on the subject.

Advisors/Committee Members: Martins, Susana.

Subjects/Keywords: Perturbação do espectro do autismo; Intervenção; DIR-Floortime; TEACCH; ABA; EIBI; Domínio/Área Científica::Ciências Médicas

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Camacho, B. N. F. (2016). Perturbação do espectro do autismo : revisão das metodologias de intervenção. (Thesis). Universidade de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/26259

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Camacho, Bernardo Nuno Fernandes. “Perturbação do espectro do autismo : revisão das metodologias de intervenção.” 2016. Thesis, Universidade de Lisboa. Accessed October 20, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/26259.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Camacho, Bernardo Nuno Fernandes. “Perturbação do espectro do autismo : revisão das metodologias de intervenção.” 2016. Web. 20 Oct 2019.

Vancouver:

Camacho BNF. Perturbação do espectro do autismo : revisão das metodologias de intervenção. [Internet] [Thesis]. Universidade de Lisboa; 2016. [cited 2019 Oct 20]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/26259.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Camacho BNF. Perturbação do espectro do autismo : revisão das metodologias de intervenção. [Thesis]. Universidade de Lisboa; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/26259

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.