TGFA certificate videos- assessment measurements
When assessing Greenspan Floortime® Certificate Training Videos we analyze the main components of Greenspan Floortime®:
- Fulfilling the Need (Counter-Regulation) and Following the Lead,
- Challenging to “Relate, Communicate, and Think” Up the Ladder,
- Expanding the Interaction, and
- Co and Counter Regulation (Pacing and Rhythm)
Emerging / Low Fidelity: Not Passing- Each instance of something from the left column will count against you. Each video gets 3 strikes. (For the temporary certificate you get 4 strikes.)
Mastery / High Fidelity: Passing– The right column lists elements that must be seen 80% of the time in the video.
| Low Fidelity: Not Passing Adult ignores the child’s arousal level (e.g., talks fast or loud to an overstimulated child) or matches a passive child with passivity. Adult allows the child to focus (engage) more on the toy than on the person Adult simply does what the child is doing without any specific use of “challenge” techniques. Adult is not being playful Adult is only involved verbally or only physically Adult watches/narrates from a distance (“sportscasting”), follows the child, or waits passively for the child to initiate. Adult quizzes the child on facts or “yes/no” questions (e.g., “What color is this?”). Adult creates challenges that are too hard (causing reaction/shutdown/avoidance). Adult dominates with a rigid agenda and/or focuses on teaching skills/compliance. They try to educate or teach, prompt, or direct the play (“Put the block here”). Adult quizzes the child asking question after question. Adult accepts short interactions (1-2 turns) and lets the child retreat to independent play or be distracted, avoidant, or aimless. |
| High Fidelity: Passing Counter-Regulation: Adult uses affect and sensory input to balance the child (e.g., soothing voice for high arousal; energetic affect with sensory input for low arousal.) Adult both physically and verbally joins the child’s activity. Adult interprets the need behind the behavior (e.g., joining a child under a table rather than asking them to come out). Adult becomes the “most interesting ‘thing’ in the room”. Adult uses “Playful Obstruction” and/or “Playing Dumb” at the correct moments within the play. The challenge compels the child to do to the adult (e.g., direct, push, pull, ask) rather than the adult doing to the child. Adult pushes the boundaries of the child’s comfort zone without leaving it (e.g., adding new challenges like a new element, character, or logical question to the child’s existing play). Adult maintains a Co-Regulated interaction Adult waits for the child’s response (honoring the child’s processing time). Adult promotes initiation in addition to responsiveness (encouraging the child to “open the circle”). Adult creates opportunities for the child to do the ‘Thinking” |