Ground Discussions in Official Guidelines: Ensure group structure and interactions strictly adhere to the guidelines set on the Rules for Participation in Greenspan Discussion Groups page. Maintain a supportive, respectful, and focused environment for all attendees.
Leverage Office Hours & Group Structure Resources: Frequently draw from and refer participants to the operational details outlined on the Greenspan Office Hours & Discussion Groups page to keep sessions aligned with organizational goals and scheduling standards.
Drive Conceptual Explanations for Newcomers: Prompt group participants to articulate and break down core concepts from each assigned article as if they were explaining them directly to a caregiver or a professional brand-new to Greenspan Floortime.
Facilitator Prompt: “How would you explain Milestone 4 or ‘the continuous flow of interaction’ in simple, practical terms to a parent who has never heard of Floortime before?”
Facilitate Step-by-Step Descriptive Role-Play: Guide members through real-time, micro-level role plays where they describe exactly what they would do in a specific interaction.
Focus Area: Have participants specify exact language, posture, sensory adjustments, tone of voice, and incremental steps rather than speaking in general theoretical terms.
Facilitator Prompt: “Walk us through the exact 5 seconds after the child turns away—what is your physical positioning, what visual or auditory cue do you offer, and how do you wait for their response?”
Focus on Applied Greenspan Principles: Continually anchor discussions around practical Greenspan Floortime strategies—such as following the child’s lead, challenging them to build continuous circles of communication, and supporting regulation and sensory needs.
Encourage Reflective Peer Feedback: Foster an atmosphere where participants offer constructive observations on one another’s step-by-step role-play scenarios, reinforcing shared learning and clinical precision.
Study Questions
What is the Greenspan/DIR model?
An intervention that follows a chronological order to teach skills.
Something you do to mitigate affective experiences available to children.
Teaching a behavior to address a specific symptom a child displays.
A model used to identify a child’s social-emotional strengths and weaknesses.
Which is NOT a part of the Greenspan approach?
Relating within meaningful, positive relationships
Communication across all therapeutic curriculums
Teaching a child an outcome, what to say, and what to do
Encouraging a child to do the thinking
The Greenspan approach is a parent-_____ approach and a therapist-____ approach.
