Introduction to Individual

Differences
ICDL SoCal 2009-2010 Institute
November 21, 2009
 It’s 1/3 of the model…
• Sensory
• Postural/ motor control
• Receptive Communication
• Expressive Communication
• Visual-Spatial Processing
• Executive Function/ ‘Praxis’
 What can one person do to
understand this?
• ‘Individual Differences’ covers so many areas
• No one can be expert in all of them
 You might not be a….

• Art therapist
• Educator
• Mental Health provider
• Music therapist
• Occupational therapist
• Paraprofessional interventionist
• Physical Therapist
• Physician
• Speech and language therapist

• Etc…(who did I miss?)

 How do we manage to use a
multidisciplinary model?
• We make friends
• We try to learn some basics from other fields
• We use guidelines
• We nurture humility
 We Make Friends
• With people from different specialties
• Who share our DIR® vision
• And others who do not
 We try to learn some basics
• Read books (e.g. for parents) from other fields
• Attend talks (see our spring schedule)
• Join tutoring groups with a variety of
specialties for reflective learning
 We use guidelines

• to give a rough sense of where we are

• We look at new sketches of possible versions
of the model
Feder simplifies and tracks over time
 Individual Differences – Charlie – Preschool 5/05

Sensory Postural Response to Intent to Visual Exploration Praxis -

Communication Communicate

Sensory Low tone; Trouble managing Dysarthric – Distractible. Easily

seeking, A bit clumsy - more than one thing Logical 1.focus on object frustrated
distractible impedes rapid at a time discourse is ---- 05/05---- Ideation
… reciprocity in the 1. Orient Difficult 2. Alternate gaze -- 05/05---
Auditory moment 2. key tones 1. Mirror 3. Follow another’s Planning
Visual 1 indicate desires vocalizations gaze to determine (including
Tactile 2. mirror gestures 3. key gestures 2.. Mirror intent. sensory
Vestibular 3. imitate gesture 4. key words gestures 3. Switch visual knowledge
Proprio- ---- 05/05---- ---- 05/05---- 3. gestures attention to do this)
ceptive 4. Imitate with 5. Switch auditory 4. sounds 4. visual figure
Taste purpose. attention back and 5.words ground Sequencing
Odor forth 6. two –word 5. search for object
5. Obtain desires 6. Follow directions ---- 05/05---- 6. search two areas Execution
6. interact: 7. Understand 7. Sentences of room
- exploration W ?’s Adaptation
- purposeful 8.abstract 8. logical flow. 7. assess space,
-self help conversation. shape and
-interactions materials.
-
 Individual Differences – Charley – through third grade
Sensory Postural Response to Intent to Visual Exploration Praxis -
Communication Communicate

Sensory Low tone; Trouble managing Dysarthric – Distractible. Easily

seeking, A bit clumsy - more than one thing Logical 1.focus on object frustrated
distractible impedes rapid at a time discourse is 2.----3/07---- Ideation
… reciprocity in the 1. Orient Difficult 2. Alternate gaze
Auditory moment 2. key tones 1. Mirror 3. Follow another’s Planning
Visual 1 indicate desires vocalizations gaze to determine (including
Tactile 2. mirror gestures 3. key gestures 2.. Mirror intent. sensory
Vestibular 3. imitate gesture 4. key words gestures 3. Switch visual knowledge
Proprio- 4. Imitate with ----3/07---- 3. gestures attention to do this)
ceptive purpose. 5. Switch auditory 4. sounds 4. visual figure ----3/07----
Taste ----3/07---- attention back and 5.words ground Sequencing
Odor 5. Obtain desires forth ----3/07---- 5. search for object
6. interact: 6. Follow directions 6. two –word 6. search two areas Execution
- exploration 7. Understand ----3/08---- of room ----3/08----
- purposeful W ?’s 7. Sentences ----3/08---- Adaptation
-self help ----3/08---- ----3/09---- 7. assess space, ----3/09----
----3/08---- 8.abstract 8. logical flow. shape and
-interactions conversation. materials.
----3/09---- ----3/09---- ----3/09----
Diane reworks to try to make it more
neurologically accurate
from the original six areas…
condenses executive/praxis into it’s source
in motor planning
Rosemary reworks and reblends to use
for parent guidance and insurance
billing
 Nurturing Humility

• This is a developing model

• And we are not the only model around