Rosemary White

DIR Consultations

Summary of Functional Emotional Developmental Levels:

Level 1: Shared attention & Regulation
Is he calm, organized & attentive & take in what is going on around him?
Is he aware of others?
Is he able to be regulated during interactions?
Level 2: Engagement (to woo & be wooed across a range of emotions)
Is he able to engage with others “woo”/invite them to interact?
Does he respond to others when they invite him?
Is he warm related does he have a “gleam in his eye” as he references the other person?
Does he have back & forth engagement?
What is his range of “affect.” For example, can he stay engaged when he is happy, upset, feeling competition, confused?
Level 3: Affect (gestures, emotion, tone of voice) to share his ideas intentions & reading your intent (responding & initiating joint attention)
Is he able to show his ideas intentions with actions, vocalizations /or words?
Does he respond to the other person’s actions/questions/ideas?
Is he purposeful intentional (takes initiative) in his interactions play?
Is he beginning to bring emotional expressions, sounds & actions to convey his intentions?
Level 4: Ability to stay in a long continuous flow of interaction
Does he have the ability to stay a long, continuous flow of interaction with gestures, vocalizations &/orwords & actions.
Does he engage in a number of purposeful, back forth interactions in a row (circles of communication)?
Level 4: Sense of Self (physical & emotional power)
Does he express a sense of physical & emotional power?
Is his sense of self evident, does he show pride in his accomplishments/sharing of ideas?
Level 4: Engage in Shared Social Problem Solving
Does he recognize that if he cannot manage to do something he will seek help?
Does he seek help directly to another person, or does he broadcast to the room?
Who is doing the leading when problem solving or deciding what comes next?
Level 4:Behavioral Organization (impulse control based on reading the cues of the social setting)
Is he aware of social cues to “put on the brakes” related to behavior?
Does he refrain from touching things, grabbing things, knocking things over?
Is he aware of social cue, such stopping if his parents has a frown, waiting with a group, pulling up pants before leaving the bathroom etc.?

Type ofAffect/Emotion/Cognition that supports the child is:

-Visual - facial expression, move your body so that you are below the child’s body (lie on the floor, sit so that you are in the child’s line of vision); remain still to create a visual anchor, position 4-6 feet from the child; use physical body actions for child to observe, use body actions that also convey emotional intent. simple drawings to convey sequence of events &/or emotion ; Other …
-Auditory - low frequency, high frequency, whisper, prosody & rhythm; Other ….
-Gesture - Body Movement – big movement, small movements, touch, point; Other ….
-Sensorimotor - Physical Movement in the Interaction – big movement, small movement, fast, slow, linear planes, side to side, rotation; Other …..
Touch – firm touch, light touch; Other - ;Support Surface– firm, soft, variable; Other ….
-Pacing- fast, slow, predictable or variable; Other - Climbing up pillows….
-Language – simple words highlighting action; tone expecting a response; expressing your desires “I want”, “I love”, “I wonder”; clarification; language to clarify context; language to support comprehension; back & forth dialogue; Other ….
-Emotional Tone - matched, down regulating, up regulating, playful; Other ….
-Emotional Range - happy, excited, confused, fear, sad, anger, jealousy, anxious, competition; Other ….
Support provided is - mild, moderate, maximum &/or ______% of support in the interaction

Created by Rosemary White OTR, Profectum DIR Faculty

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