Profectum Toolbox Workbook Intro and Step 1 v3 PDF

Strategies to Help You Engage and
Interact with Your Child
www.freetoolbox.org www.profectum.org
Dedicated to
All children, parents
and their families
May each day bring joy and shared moments
that deepen and enrich your relationship
2 Parent Toolbox® Workbook

Table of Contents
Our heartfelt Thanks ...........................................................................................................................................pg 4
Profectum Parent Toolbox Faculty Presenters ........................................................................................ pg 5
Welcome..................................................................................................................................................................pg 8
Introduction: Webcast 1 ................................................................................................................................... pg 14
Introduction: Webcast 2 .................................................................................................................................. pg 18
Step 1...................................................................................................................................................................... pg 24
Step 1: Webcast 3 ......................................................................................................................................... pg 25
Step 1: Webcast 4 ......................................................................................................................................... pg 28
Step 1: Webcast 5 ......................................................................................................................................... pg 36
Step 1: Webcast 6 ......................................................................................................................................... pg 43
Step 1: Webcast 7 ......................................................................................................................................... pg 52
Step 1: Webcast 8 .........................................................................................................................................pg 60
Step 1: Webcast 9 ......................................................................................................................................... pg 67
Acknowledgments ............................................................................................................................................ pg 76
Strategies to Help You Engage and Interact with Your Child 3

Our heartfelt Thanks...
This webcast series is based on the work of
Stanley I. Greenspan, MD and Serena Wieder, PhD

And, has been made possible by a Grant from the
John & Marcia Goldman Foundation
Special appreciation to...
Celebrate the Children School and Exceptional Minds Studio

for their contributions to this series
Laura Baldwin
for her support and editorial expertise
Profectum faculty and staff
...and to each and every family who allowed us to enter their lives,
join their journey and videotape their progress and who then went
the extra mile to allow us to share these moments with you.

FACULTY PRESENTERS
Sherri Cawn, MA, CCC-SLP

Clinical Director of Cawn-Krantz and Associates Developmental Therapies
Sherri Cawn,M.A.,CCC-SLP, clinical director of Cawn-Krantz and Associates
Developmental Therapies ( with locations in Chicago and Northbrook,Il) , has over 40
years of clinical pediatric experience specializing in the assessment and treatment of
infants, toddlers, and school-age children. She is a leading practitioner of the DIR/
Floortime® model in speech and language development and conducts trainings other
professionals throughout the US and overseas on the concepts of this model.
Sherri is the author of the self study DVD/Manual on the Assessment and Intervention
of DIR/Floortime produced by the American Speech and Hearing Association in 2011
and the self study DVD on the Assessment/Intervention of Developmental Language(2013). In addition, she is
a co-author of Language Disorders chapter in the Diagnostic Manual for Infancy and Early Childhood.
Sherri is a senior faculty member of the ICDL DIR FT; the Profectum(DIR/FT) Academy Online Training
Program and adjunct faculty at the Erikson Institute. She received her graduate and undergraduate degrees
from the University of Illinois.
Monica G. Osgood
Executive Director
Celebrate the Children’s founder, Monica G. Osgood, is an experienced behavioral
consultant and therapist who specializes in using developmental approaches to support
children with autism and other differences in relating and communicating. She is also
Founder and Director of the Developmental Center for Children and Families and
Executive Director and a founding member of the Profectum Foundation. Monica
has worked in homes, therapy centers, and private and public school settings for over
20 years. Some of her experience has included assessment and the development of
intervention programs, curriculum and IEP development, and parent and professional
training.
In 1998 Monica created the first public school program with the Developmental Individual Relationship-based
(DIR model) approach as the core philosophy. In 2000 she was the first educator to join the Senior Faculty
of the Interdisciplinary Council on Development and Learning(ICDL) to provide interdisciplinary training in
the DIR Model. During her time with ICDL Monica served as Faculty for all of their yearly training institutes,
spoke at many of their conferences and had the opportunity to work closely and collaborate with Drs.
Greenspan and Wieder to further develop the DIR Model in school settings. In 2004, she collaborated with
Lauren Blaszak to open a state-approved, DIR Model school for children ages 3-21 in Denville New Jersey now
serving over 70 school districts and 130 families.
Additional accomplishments include many speaking engagements at conferences and participation in

television, radio and newspaper interviews across the USA, Wales, Ireland and Amsterdam. Monica has
appeared on Welsh Channel 4 and BBC1 documentaries, sharing the DIR model approach with British parents
and professionals. Monica and the Celebrate the Children school were featured in a TIME Magazine cover
story in May of 2006. She serves on the Advisory Board for 3LPlace and the National Advisory Council for
The Centers for Exceptional Children. Monica also serves on the Economic Development Advisory Council
and the Sustainable Economic Development Plan Steering Committee for her local Town Council. Finally, she
collaborated with twice Grammy nominated children’s artists Dan Myers and Brady Rymer on an album and
music video celebrating diversity in children with all abilities released April 2011.

Ricki G. Robinson, M.D., M.P.H.
Ricki Robinson, M.D., M.P.H. is co-director of Descanso Medical Center for Development
and Learning in La Canada, California and a Clinical Professor of Pediatrics at the Keck
School Medicine of USC. She has been in private pediatric practice for nearly forty
years, specializing in children with autism and developmental delays for over twenty-
five years.
Dr. Robinson received her M.D. degree in 1973 from the University of Southern
California. She trained in pediatrics at Childrens Hospital Los Angeles, having served as
Chief Pediatric Resident for CHLA in 1976. She is Board Certified in Pediatrics. In 1988
she received her MPH from the University at Berkeley School of Public Health.
She has been actively involved in the field of autism since 1990, developing multidisciplinary educational
and medical programs for children with Autism Spectrum Disorders (ASD) and devoting endless hours in
education, legislation and research efforts on a national level. Dr. Robinson has been at the forefront of
leading grassroots Autism organizations. She was a founding board member of Cure Autism Now (now
Autism Speaks), The Floortime Foundation, and Profectum Foundation. She also co-chaired the annual
ICDL Conferences (Interdisciplinary Council on Developmental and Learning Disorders) and since 2013
has co-chaired the Profectum International Conference in Pasadena CA. She was a member of the Autism
Speaks Scientific Review Panel for over eight years. Dr. Robinson organized and chaired the first nationally
recognized task force to define the standard of care for clinical trials in autism. The results of this outstanding
effort were published in CNS Spectrums (January 2004, Vol. 9, #1).
“Dr. Ricki” (as her patients fondly call her) brings her extensive experience to Profectum Foundation serving
as Medical Director and devoting her efforts to providing multi-disciplinary education and training for
parents, families and professionals working with individuals with ASD and other developmental delays across
the lifespan.
A nationally sought-after expert, she has appeared on the Today Show, The Talk, Larry King Live and Good
Morning America Health in support of the needs of children and families with Autism Spectrum Disorders.
She is an internationally recognized speaker addressing the needs of children with autism and other
developmental delays to parent, professional and lay audiences worldwide for the past two decades. She is
also the author of the acclaimed book Autism Solutions – How to Create a Healthy and Meaningful Life for
Your Child (see www.DrRickiRobinson.com).
Rosemary White, OTR

Occupational Therapist
Rosemary White has been an Occupational Therapist since 1972 and brings a wealth of
clinical experience to every workshop she teaches throughout the United States and
internationally in Canada, Europe, South Africa, Uganda and Australia. Rosemary is a
true clinician’s clinician! Rosemary received her Neurodevelopmental Therapy training in
London with the Bobaths, her Sensory Integrative Therapy training in Los Angeles with
Dr. A Jean Ayres and her training in the DIR/Floortime model with Stanley Greenspan
and Serena Wieder, Ph.D. and the Faculty of ICDL. She currently owns and operates
Pediatric Physical and Occupational Therapy Services in Seattle, Washington. Rosemary
has her Certificate in the DIR model and has been Senior Faculty on the Interdisciplinary Council on
Developmental and Learning Disabilities (ICDL) chaired by Stanley Greenspan, M.D. and Serena Wieder, Ph.D.,
since 2002. Rosemary is on the Clinical Faculty at the University of Washington in the School of Nursing
Infant Mental Health Certificate Program. Rosemary is also Faculty in the ICDL Graduate School in the Ph.D.
in Infant and Early Childhood Mental Health and Developmental Disorders. This is an on-line Ph.D. program
providing education to professionals throughout the world. Rosemary is also Profectum Foundation Faculty.

Serena Wieder, PhD
Clinical Psychology
Dr. Serena Wieder is the Clinical Director, Profectum and Founder and past Associate
Chair, of the Interdisciplinary Council on Developmental and Learning Disorders (ICDL).
She founded and directed the DIR model Institute, a case based competency training
program for multidisciplinary professionals, from 1999-2010. Dr. Wieder also serves on
the Board of Zero to Three – the National Center for Infants, Toddlers and Families.
Currently she conducts a clinical and consulting practice in New York for infants,
children, adolescent and adults with complex developmental and mental health
challenges. Programs she consults to include the New York Center for Child
Development; Celebrate the Children; Treatment and Learning Center, Rockville, MD; Imagine Academy;
the former Bridges Program at Texas Children’s Hospital, Houston, TX and other clinical and educational
programs in the United States and abroad.
Dr. Wieder conducts national and international training on the DIR/Floortime model. She served on the
faculties of the Infant-Parent Study Center, the ICDL Graduate School and has just joined the faculty of the
Adelphi University Parent Child Institute. She also serves on the Scientific Advisory Boards of First Signs. Her
research has focused on diagnostic Classification and the long term follow up of children treated with the DIR
model. In addition to serving on the editorial boards of the Journal of Developmental Processes and the ICDL
Journal.
Dr. Wieder publishes numerous articles on the DIR model, diagnostic classification, emotional and symbolic
development and training. She also co-authored Engaging Autism, The Child with Special Needs, and Infant
and Early Childhood Mental Health, with Stanley Greenspan, Visual/Spatial Portals to Thinking, Feeling and
Movement with Harry Wachs, OD; co-chaired the ICDL Diagnostic Manual for Infants and Young Children and
the first edition of the Zero to Three Diagnostic Classification of Mental Health and Developmental Disorders
of Infancy.

Welcome to the Profectum Parent Toolbox™ (PPT) Workbook! The goal of the
PPT is to encourage and empower you to build a strong relationship with your
child while fostering his or her development. The PPT will guide you in your
discovery of your child’s unique sensory and motor differences that are the
foundation of how he or she experiences the world and ultimately interacts
with you. With a new understanding of your child’s individual strengths and
challenges the PPT will help you match Profectum Toolbox Strategies to your
child’s needs to support his or her engaging, playing and interacting, thinking
and communicating with you. Your Profectum Parent Toolbox™ authors have
been working together collaboratively for 20+ years and this program is a
culmination of their experiences with families they would like to share with you!
The PPT Workbook complements the PPT “How to” webcast series. It is designed
to enhance your experience by allowing you to record your observations, thoughts
and new knowledge throughout the program. In our PPT each webcast presents
simple ideas and strategies to support your child’s engagement, thinking and
communicating with you. Video demonstrations within the webcasts will show
how these strategies can be used during everyday interactions and play. As you
view the webcasts you will have the opportunity to use the Toolbox strategies
demonstrated in the videos. As you determine what works and what doesn’t
you will be designing your own Personal Toolbox in the workbook filled with
ideas and strategies to support your relationship with your child.

4 Steps
There are 4 steps in the Profectum Parent Toolbox™. Steps 1 and 2 introduce all key
strategies for interaction - one or two at a time. In Steps 3 and 4 all the strategies
are used together to help you keep your interactions going!
16 Key PPT Strategies

Throughout the series 16 Key PPT Strategies help you support your child’s relating,
communicating, thinking and creativity. These strategies are presented sequentially,
one or two at a time. You will see several strategies noted at the beginning of each
webcast following the goals of the webcast.
Your Profectum Parent Toolbox™ Strategies

1. Set the Stage
2. Be Present and Flexible
3. Position
4. Follow Your Child’s Interest
5. Go for the Gleam
6. Emotional Expression
7. Nurture Intent
8. Build Circles
9. Persist
10. Tailor to Individual Differences
11. Match Rhythm and Timing
12. Enhance Non- Verbal Communication
13. Extend Circles
14. Use Glitches
15. Encourage Problem Solving
16. Nurture Ideas

Icons
Each Webcast has a similar format and has a corresponding page identified in
the Workbook. Each PPT Workbook page is designed to match the content
and order of each Webcast. Whether you decide to download and print the
Workbook page or answer directly online you can let our Icons LEAD the way
and keep you oriented as you are watching the Webcast itself. The same Icons
will be used in the Workbook to help you follow along and document your
insights. The Icons are fully described in Webcast 2.
We encourage you to stop the webcasts as you watch and jot down notes,
especially as you think about questions presented for you to consider and/or
think about after video demonstrations are shown. Many ways to implement
each of the strategies are demonstrated so you can try different approaches
to determine what works best for your child. Some strategies will help, some
may not.
To get the most out of the PPT don’t forget to record your own observations and check off which
strategies work best to support and encourage your interactions with your child both at the end of
each Webcast and again in Your Personal Toolbox.
Your Personal Toolbox

Your Personal Toolbox has two components:
1. Your Master Strategy List of what works and what doesn’t to support your child’s engaging,
interacting, thinking and creating (Appendix 1)
2. Your child’s Individual Profile (Appendix 2)
Your Master Strategy List is the document that allows you to record what
strategies work best for you and your child. In Steps 1-4 you will have the
opportunity to record the strategies that work as you build your personal Toolbox.
As you view the webcasts moving through each Step your favorite Toolbox Master
Strategy list will grow.
In Step 2 of the PPT you will determine your child’s sensory and motor differences that
might be influencing his or her experience and understanding of the world, and ultimately
interactions and play with you. This information will build your child’s Individual Profile
that will further guide you in how best to nurture interactions. Specifically, you will learn
additional Toolbox strategies that help you support his or her unique sensory and motor
strengths and challenges. By the end of Step 2 you will have completed your child’s Individual Profile
that will give you a deeper understanding of how to think about and use your Toolbox strategies as
you continue through Steps 3 and 4.
+
Together your Master Strategy List and child’s Individual Profile make up your Personal Toolbox
tailored to your child providing you the roadmap for building a strong relationship with your child
while fostering his or her development.

How to use this resource:
Start by creating your very own P rofectum P arent Toolbox™ account
Go to the website www.profectum.org

Don’t have a website account yet?
Click on “NEW PARENT?"
Follow the prompts to create an account
You’ll be taken to the PPT Introduction page
Already have a website account?

• Click o n “RETURNING P ARENT"
OR if you are logged in
• Click on the menu option “Parent Toolbox” at the top of the page.
You may decide to print out this workbook or use it on your computer
• From wherever you are, you can click on the workbooks for each step in the
“Downloads” section at the bottom of the page.
• Click on the workbook you want to view, a PDF file will open.
• To print: Click on the print option or icon
• To use on your computer: Click on the file and the workbook will download. Find
and open the downloaded file.
You m ay also decide to print out each W ebcast P owerPoint as an extra reference, but remember that m ost
of the information in the PowerPoints is already organized in the workbooks for you.
• Click on the link below the w ebcast
• Click on print or download to print or download the file to your computer
Finally, you m ay also choose to c reate y our P ersonal Toolbox (Toolbox Strategy Summary and Individual
Profile) online or p rint it o ut to fill in as you go. W hen you are done w ith this program, you w ill w ant to s hare
copies of your child’s P ersonal Toolbox w ith family and team m embers.
• In the “Downloads” section, click on the “Toolbox Strategy S ummary” or “Individual P rofile
Form”.
• Click on print or download to print or download the file to your computer.
You m ay w ant to v iew the W ebcasts individually, as a family and/or together w ith team m embers. We also
suggest you share the resource and your insights w ith other clinicians and educators.
Clinicians a nd E ducators can use the P PT as complimentary “homework” lessons for parents to support
and advance parent and child interactions. In addition, this series can also be an added training tool for
professionals w orking w ith families in the community, schools and clinics.

Now it’s your turn to get started!
Set up your play area and find the time. Prepare to tape your interactions. Review your tapes, perhaps
including family/team members. Remember that every door that confronts you presents a new opportunity.
Sometimes you can learn more when things don’t go as planned. Just try your best and observe what
happens! As you gain confidence continue to practice, practice, practice! Over time these Toolbox
strategies will become so natural they will happen automatically!
The main idea is this:

Keep your RELATIONSHIP central to your interactions. It’s all about the interaction! Experiment to find
what works and what doesn’t. Remember that when it comes to strategies, there is no “right” or “wrong”.
We can always learn from each interaction, wherever it takes us!
All of us at Profectum, especially the Profectum faculty, hope that the Profectum Parent Toolbox webcast
series will help you capture the “gleam” in your child’s eyes when connecting and interacting! We know that
you will be encouraged and inspired as you help your child reach his or her full potential!
www.freetoolbox.org
www.profectum.org

Profectum Parent Toolbox
Program at a Glance
INTRODUCTION
1. Introduction to the Toolbox
2. Nuts and Bolts-How to use this Toolbox
21. Introduction to ‘Build

29. Introduction to ‘Practice,
3. Introduction to ‘Become 10. Introduction to ‘Discover and Extend Circles of
Practice, Practice! Keep
your child’s play partner’ Individual Differences’ Interaction Moment to
Interactions Flowing’
Moment’
11. Explore Sensory 22. Tailor Your Interactions 30. Extend the
4. Be present...Be together Preferences and to Engage Your Child’s Conversation with
Challenges Attention Shared Problem Solving
5. Tune into my child’s 12. Explore Your Child’s 23. How Big? How Loud?
31. Discover Pretend Play
interests Sensory Responsivity How Close
6. The magic of emotional
13. Touch... The First Sense!! 24. Moment to Moment 32. Expand Pretend Play
expression
25. Give Movements 33. Pretend Play with
14. Explore Using Sound to
7. Build first circles meaning Through Adolescents (and Young
Nurture Engagement
Emotional Expression Adults)
34. Interact All Day Long:

15. Discover your Child’s
8. Persist 26. Regulate Emotions Daily Routines Set the
“Visual Box” Of Attention
Stage
35. Playing Outside with

9. Now that we’re 16. Movement: The Body In 27. Engaged, Happy and Your Child and Family:
connected...Let’s expand! Motion Flexible!!! Feeling, Moving and
Relating
36. Profectum Parent
17. Ideas Become Plans, 28. Let’s Solve This Toolbox Review and
Then Actions Problem- Together Inspiration from Parents
Like You
18. The Dance of Play...
Tapping Into Your Child’s
Rhythm and Timing
19. “Talking” Starts with
Gestures
20. Putting it All Together
www.freetoolbox.org www.profectum.org
Webcast 1
Serena Wieder, PhD

Welcome to the Profectum Parent Toolbox
Webcast Series!
It is with great pleasure that I welcome you to this exceptional series of webcasts to help you
understand how your child learns and interacts with you and the surrounding world!
This Series is for you if…

• You want to learn more ways to interact and have fun with your child
• You want to feel more engaged and related to your child who is at risk for developmental challenges, to
interact and play with him or her better and to bring your family closer
Your child has developmental challenges such as

• Autism
• Sensory processing concerns
• Attention deficit
• Motor, language, health, or emotional and mental health challenges and….
• You want to engage, relate and communicate more with him/her
We can help!
• In recent years science has gained a better understanding of the factors that contribute to developmental
challenges in some children
• Based on this understanding, we at Profectum and others have devised intervention strategies to help
these children, and now we want to share them with you!
• We also know all children are unique, with different ways of taking things in and relating to others and their
environments
• We will address these differences as we work together to build your child’s unique profile through our
Profectum Parent Toolbox webcast series
Let’s start!
Developmental milestones don’t hold all the answers...
• Over the years in our work with children, we realized we had to start thinking of the various categories of
development…
• Sensory
• Motor
• Cognitive
• Emotional
... as parts of a whole, and to identify the function that they serve together
• We grew to really appreciate that each person is unique and functions in his/her own way
• We realized more than ever that we do not develop alone but within human relationships that help us feel
secure and ready to learn
So, we reimagined development as an interactive process

What is Development?
Take a moment to think of how you function every day, using all your individual capacities:
* Keeping calm and self-disciplined so you can pay attention

* Staying engaged and related, no matter how you feel
* Being communicative and engaging in back-and-forth conversations
* Solving problems, on your own and with others
* Using common sense day in and day out
* Being imaginative and creating ideas and images that elevate your thoughts into abstract thinking
These are lifelong functions for all of us. This is development!

* Development isn’t something that can be taught like guitar or swimming
* It comes through experience and interactions
* Development builds on what you know and go on to discover through joy of learning
The Developmental Ladder

* The Profectum Parent Toolbox series of webcasts will help you learn to interact with your child in ways
that will help him or her climb the “developmental ladder”
* As you respond to your child’s individual differences your interactions will create the texture of a unique
relationship between you and your child, a relationship in which your child will grow and thrive
Play isn’t automatic!

* Interaction and play must be learned
* We’re bringing you these webcasts to provide strategies for you to interact better and play better with
your child, so your child can reach his/her potential
* These strategies will consider the unique characteristics of your child and how to ensure he/she
understands and communicates with you
* Over the course of this series, you will learn to tap into your child’s strengths through play, movement,
games, fantasy and everyday tasks and functions
* Remember: It’s not about right or wrong...it’s development!
Thank you for joining us!

We don’t know the plot of our children’s lives ahead of time, but we can provide the foundation for them to
learn and enjoy the gift of your relationship to support them
This will be a journey of discovery with your child. Like all journeys there will be twists and turns. Just
remember development happens over a lifetime
So let’s get started together!

Part 2 of this Introduction will describe how this series is organized and
how to use the accompanying Workbook to reflect on how you play with
your child
To Learn More…
https://profectum.org/training-programs/parent-educational-program-2/
• Welcome to Profectum’s Parent Education Program
Serena Wieder, PhD, Gilbert Foley, Ed D, Cindy Harrison, MScReg, CASLPO, Rosemary White, OTR/L
Webcast- Under Introduction
• Introduction to the DIR - FCD Model
Serena Wieder, PhD
Webcast- Under Floortime
• Getting Back to the Joy- Parts 1 & 2
Beth Osten, MS, OTR/L; Diane Selinger, PhD
Webcast- Under Family

Webcast 2
Using the Webcasts
The “Nuts and Bolts”
Ricki G. Robinson, MD MPH

Goals of this Webcast
• In this webcast you will learn how to use the Profectum Parent Toolbox (PPT) webcast series to help you
engage and interact with your child
• You will get an idea of the organization of each webcast and how you can apply what you learn to your
own child and your own situation
• You will also learn how to record your observations and progress in your interactive PPT Workbook
Let’s explore how YOU can use the PPT to…

• Learn strategies to help you and your child interact
• Watch videos that show families learning these strategies
• Help you practice using these strategies
• Develop your own personalized Toolbox filled with ideas and strategies for you to use as you play and
interact with your child
Profectum Parent Toolbox: The Four Steps

The webcast series is divided into four “Steps”
• Step 1: Become Your Child’s Play Partner
• Step 2: Discover Individual Differences
• Step 3: Build and Extend Circles of Interaction Moment to
Moment
• Step 4: Practice, Practice, Practice! - Keep Your Interactions
“Flowing”
The Four Steps

• Each Step consists of 8 to 11 webcasts
• Each webcast is about 30 minutes long
• Steps 1 and 2 - Introduce all key strategies for interaction
• In Steps 3 and 4 you’ll learn how to use all the strategies together to keep your interactions going!
Profectum Parent Toolbox Webcasts

• These webcasts are hands-on -“how to” sessions
• Each webcast presents simple ideas and strategies to support play and interactions with your child
• Video demonstrations within the webcasts will show you how these strategies can be used during play
• Presenters will guide you through the videos to reflect on what works and what doesn’t
• When you watch the videos and practice with your child, you will then have the opportunity to record your
observations in the PPT Workbook
Webcast Format
• Each webcast follows a similar format
• He, she and he/she (he or she) are used during presentations to refer to your child
• Icons - will help you know where you are in each presentation
• Each webcast has a corresponding page identified in the Workbook
• Icons will also be used in the Workbook to help you follow along and document your insights

Webcast Format: ICONS
Link to Powerpoint
Link to Printable Version of this Chapter
Webcast Goals...
• These slides introduce the main goals of each webcast
• Will orient you as to what’s coming next in the webcast
Meanings…
• Here important terms used in each webcast are explained. You can find the same terms in the Workbook
glossary
Questions to Consider…
• These questions are presented twice in each webcast:
• Once to start you thinking about how you can use the ideas in that webcast and
• Again near the end of the webcast so you can review what you’ve learned
Idea…
• Each webcast contains two or three key ideas to help you and your child…
• Engage
• Connect
• Mobilize
• Expand play and interactions
...all related to the theme of that webcast
Toolbox Strategies...
• The strategies presented during each webcast are the tools you will take away from the presentations that
help support your interactions
• You’ll find these strategies presented again in the Strategy Summary in the Workbook
• There are 16 strategy categories:

1. Set the Stage 9. Persist
2. Be Present and Flexible 10. Tailor to Individual Differences
3. Position 11. Match Rhythm and Timing
4. Follow Your Child’s Interest 12. Enhance Non- Verbal Communication
5. Go for the Gleam 13. Extend Circles
6. Emotional Expression 14. Use Glitches
7. Nurture Intent 15. Encourage Problem Solving
8. Build Circles 16. Nurture Ideas

Your Personal Toolbox
• We’ll show you many ways to implement each of the strategies so that you can select the best approach
for your child
• Some strategies will help, some may not. You will note those that work for you in the Strategy Summary in
your Workbook
• As you go through the entire webcast series you will build your own personalized Toolbox of preferred
strategies that best supports your child
Record Your Child’s Individual Differences…

Step 2 Individual Profile...
• This icon is your cue to fill out the Individual Profile pages in the Workbook
• Use these profiles to record what you’ve learned about your own child’s sensory and motor preferences
and challenges and the strategies that support his/her interactions
+
Together these provide your roadmap for engaging and interacting with
your child that is tailored to your child’s individual differences
Video…
• Short videos included in the webcasts show children interacting with parent(s), teachers, aides and
clinicians in various settings (home, clinic, school, outside)
• The videos demonstrate how each strategy can be used
• The videos present a range of ages, but the strategies demonstrated will apply to all ages and abilities
Pause and Reflect Video...

• A chance to stop and think about the video you’ve just seen. Key questions will guide your thinking
• You may wish to stop the webcast and rewind to view the video again
• This is also a good time to record your thoughts in your Workbook
• The presenter will review the video with you during the webcast
It’s Your Turn…

• Your cue to try the strategies out with your child!

Workbook…
• An opportunity for you to record your experiences with your child
• You have the option to either download forms or use them online
When It’s Not Working…

• More suggestions to consider when you’re having difficulty using strategies
Summary of Strategies…
• A checklist of the strategies you’ll find in each webcast and the corresponding portion of the Workbook.
You can personalize them in the Strategy Summary for your child/family and share them
Learn More!
• More Profectum resources on the webcast topic
Watching and Learning from the PPT Webcasts!

• You can view the webcasts on your computer, tablet or mobile device
• It’s best to view the webcasts from the beginning and then watch them in the order in which they’re
presented
• Use the Webcast Menu to select your webcast. You may decide to watch more than one webcast in a
sitting
• Watch alone, or watch with your family or team, or even as you interact with your child starting and
stopping as necessary
• Use the webcasts as a reference to return to again and again as your child progresses
Putting the Strategies into Practice

• Set up your play area and find the time
• Prepare to tape your interactions
• Review your tapes, perhaps including family/team members
• Remember that every door that confronts you presents a new opportunity. Sometimes you can learn more
when things don’t go as planned. Just try your best and observe what happens!
• Practice, practice, practice!
• If you wish to hear from the real experts - parents like you who who have used the Toolbox strategies
shown in these webcasts who have experienced challenges, but have kept practicing with their child and
have achieved meaningful interactions
• We suggest you view Webcast 37 to be inspired and encouraged by their stories and insights!

Now it’s your turn to get started!
The main idea is this:
• Keep your RELATIONSHIP central to your interactions. It’s all about the interaction!
• Experiment to find what works and what doesn’t. Remember that when it comes to strategies, there is no
“right” or “wrong”
• We can always learn from each interaction, wherever it takes us
Most of all…
We hope the Profectum Parent Toolbox webcast series
will help you capture the “gleam” in your child’s eyes when
connecting and interacting!

Webcasts 3-9

Step 1: Webcast 3
Become Your Child’s Play Partner:
Explore ways to mobilize attention,
engagement and circles of interaction
Ricki G. Robinson, MD MPH

Webcast 3
Become Your Child’s Play Partner: Explore ways to mobilize attention,
engagement and circles of interaction
Goals of Step One

• Discover yourself as a player
• Tune into your child’s interests
• Learn to use and read emotional expressions to connect and engage with your child
• Feel enabled to help your child
• Capture your child’s attention and engagement
• Explore building circles of interaction
• Stay tuned in, pursue and persist
• Experience the joy of your relationship
Link to Powerpoint
Link to Printable Version of this Chapter
Meanings
• Profectum Parent Toolbox Strategies: Ways to support your child’s development through emotionally-
based interactions that build Attention, Engagement, Back-and-forth circles, Problem-solving, Thinking
and Creativity
Step 1 Toolbox Strategies

• Set the Stage
• Be Present and Flexible
• Position
• Follow Your Child’s Interest
• Go for the Gleam
• Emotional Expression
• Nurture Intent
• Build Circles
• Persist

Step 1 Webcast Overview
4. Being Present… Being Together

• Set the stage for play
• Learn to be playful and in the moment
• Use the power of position
5. Tuning Into My Child’s Interests!

• Discover and Join your child in his interests to go for the “gleam”
6. The Magic of Emotional Expression

• Learn to use and read emotional cues to engage with your child
7. Building First Circles

• Practice engaging in back- and- forth interactions based on your child’s
interests
8. Persist!
• Learn to re- engage even when your child appears aimless, becomes
distracted or protests
9. Now that we’re connected, Let’s Expand!

• Support your child to become more intentional and to experience pride in
his new accomplishments

Step 1: Webcast 4
Get your play cooking in Step 1
Be Present… Be Together
Serena Wieder, PHD

Webcast 4
Be Present… Be Together
Goals of Webcast 4
• Discover yourself as a player
• Discover your child in his play
• Learn to be present when you play
• Discover the best position for interactions
• Feel enabled to help your child
• Experience the intimacy of your relationship
• Explore ways to set up for play
Link to Powerpoint
Link to Printable Version of this Webcast
Webcast 4 Toolbox Strategies

• Set the Stage
• Be Present and Flexible
• Position
Meanings
• Discover your child: Learn what your child’s interests and behaviors mean to him
• Discover yourself: Reflect on your feelings while playing with your child not only when it “works” but also
when it doesn’t
• Shared Attention: Your child’s ability to stay calm and focused with you when interacting
Questions to Consider?
• What do I need to learn about my child?
• What gets in my way of being present?
• worries, guilt, anxiety, fear, anger?
• How long will this take?
• How do I set priorities?
• Who will help?
• What is the best play space for us?
• What position best captures my child’s attention?

Idea 1
• Let’s set the stage for play!
Toolbox Strategies
• Get started today – it’s never too late!
• Select the best times to be one-on-one with your child
• Set up an area that helps your child attend and be responsive
• Try different settings for different kinds of play
• Place items that may interest your child throughout the play area
• Find the best position to capture your child’s attention
• Consider recording a video to review later
Pause and Reflect Video 1- Peek A Boo

Did it seem like they were in a good location for interacting? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did you see and hear the “magic” of “peek-a-boo”? When?
__________________________________________________________________________________________
__________________________________________________________________________________________
What was interesting to the baby? Handkerchief? Mom?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Mom and baby stay engaged for so long?
__________________________________________________________________________________________
__________________________________________________________________________________________
At what point in the interaction did you feel the joy between Mom and the baby?
__________________________________________________________________________________________
__________________________________________________________________________________________

Idea 2
• Be present for your child, physically and emotionally… and enjoy!
Toolbox Strategies
• Select times you can set aside everything else (no phones, texting, magazines, etc.)
• Relax - there is no wrong way to play with your child
• Be playful … Connect with your own “inner child” - remember what you enjoyed
• Pay attention to your feelings
• Don’t teach – Let your child explore and discover
• Keep focused on the interaction
• Be confident - this grows as you connect!
• Convey confidence in your child – “You can do this. You are amazing. Now I understand you.”
• Find joyful moments you can share
• Relationships Matter- Feel Connected - Feel close
Pause and Reflect Video 2- Peter Hats

Were both parents “present for their child” in this interaction? Can you give examples?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did they seem relaxed? How could you tell?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Peter respond to Mom and Dad?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Peter’s response energize his parents?
__________________________________________________________________________________________
__________________________________________________________________________________________
Were his parents teaching or being playful with Peter? What is the difference?
__________________________________________________________________________________________
__________________________________________________________________________________________
Though he could not be vocal, how does Peter show his excitement?
_____________________________________________________________________________________
_____________________________________________________________________________________

Idea 3
Find the best position to hold your child’s attention
Toolbox Strategies
• Get down on the floor
• Position yourself in front of your child, so the two of you can easily see each other
• Join in and enjoy what your child loves to do
• Follow your child’s interest - the activity isn’t important
• Match your child’s level of play
• Monitor your attention to one another
• Get in touch with how you feel as you play
Pause and Reflect Video 3- Graham Connection

What role did position play in allowing Graham and his Dad to re-discover their relationship?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did the element of surprise create the connection between Graham and his father?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did the joyful interaction enhance the relationship?
__________________________________________________________________________________________
__________________________________________________________________________________________
Now it’s Your Turn

… To know yourself and be close to your child
What do I need to learn about my child?
__________________________________________________________________________________________
__________________________________________________________________________________________
What gets in my way of being present?

• worries, guilt, anxiety, fear, anger?
__________________________________________________________________________________________
____________________________________________________________________________________

How long will this take?
__________________________________________________________________________________________
__________________________________________________________________________________________
How do I set priorities?
__________________________________________________________________________________________
__________________________________________________________________________________________
Who will help?
__________________________________________________________________________________________
__________________________________________________________________________________________
What is my most important role?
__________________________________________________________________________________________
__________________________________________________________________________________________
What is the best play space for us?
__________________________________________________________________________________________
__________________________________________________________________________________________
What position best captures my child’s attention?
__________________________________________________________________________________________
__________________________________________________________________________________________
When It’s Not Working?

Do I need to step back and observe?
__________________________________________________________________________________________
__________________________________________________________________________________________
Is the play area/environment too distracting?
__________________________________________________________________________________________
__________________________________________________________________________________________
Could something else be distracting (for example, “Is my child hungry or tired”)?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I in the right position and right frame of mind to hold my child’s attention?
__________________________________________________________________________________________
____________________________________________________________________________________

Am I too worried and not present?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I trying to “teach” or “direct” too much rather than allowing myself to simply enjoy the engagement?
__________________________________________________________________________________________
__________________________________________________________________________________________
Is the interaction joyful? If not, what else can I try?
__________________________________________________________________________________________
__________________________________________________________________________________________
Summary of Strategies for Be Present… Be Together

What strategies worked best for my child and I to expand the play?
See Appendix 1 for even more tools to implement Strategies 1, 2 & 3
1. Set the Stage
✔ Strategy Notes
Get started today… it’s never too late!
Select the best times to be one-on-one with

your child
Set up an area that helps your child attend and
be responsive
Try different settings for different kinds of play
Place items that may interest your child

throughout the play area
Be playful… connect with your own”inner child”-
remember what you enjoyed
Consider recording a video to review later
2. Be Present and Flexible
✔ Strategy Notes
Select times you can set aside everything else
(no phones, texting, magazines, etc.)
Relax- there is no wrong way to play with your
child

Join in and enjoy what your child loves to do
Follow your child’s interest - the activity isn’t

important
Match your child’s level of play
Pay attention to your feelings
Don’t teach – Let your child explore and

discover
Keep focused on the interaction
Be confident - this grows as you connect!
Convey confidence in your child – “You can do

this. You are amazing. Now I understand you.”
Find joyful moments you can share
Relationships Matter- Feel Connected - Feel

close
Monitor your attention to one another
Get in touch with how you feel as you play
3. Position
✔ Strategy Notes
Find the best position to capture your child’s
attention
Get down on the floor
Position yourself in front of your child, so the

two of you can easily see each other
To Learn More…
• Get Back to the Joy- Parts 1 & 2
• Introduction to the DIR model- FCD Model
Serena Wieder, PhD
• Floortime: All day long and all life long
Ruby Salazar, LCSW

Step 1: Webcast 5
Tune in to My Child’s Interests!

Webcast 5
Tune in to My Child’s Interests!
Goals of Webcast 5
• Learn how to tune into your child’s interests
• Discover how using these interests help you connect with your child in play
Link to Powerpoint
Webcast 5 Toolbox Strategies

• Follow Your Child’s Interest
• Go for the Gleam
Meanings
• Following your child’s “lead”: Being sensitive to where your child’s interest takes him, so you can join in the
play.
• “Gleam in the Eye”: A look and feeling of shared pleasure, emotion or excitement.
• What is my child most interested in?
• Do I join my child?
• Do I follow my child’s interests or do I change the play?
• Do I feel the joy when my child connects with me in play?
• Does my child get that “gleam in the eye”?

Idea 1
• Explore and discover what interests your child
Toolbox Strategies
• Observe your child - What is it she likes to do?
• Don’t worry about the activity - This is your child’s interest not yours!!
• Begin the interaction: Go where your child goes
• Find the best position to share your child’s interest
• Be present and be playful!
• Read subtle cues
• Treat everything your child does as intentional and make it purposeful
• Take that first step and join your child in what she is doing
Pause and Reflect Video 1- Nate Dad Footsies

Did you notice what interests Nathan had? What were these interests?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Dad know that Nathan likes this game?
__________________________________________________________________________________________
__________________________________________________________________________________________
At one point Dad was going to change the interaction - Do you remember what the clinician said to him?
What did the clinician say?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did you notice how Dad followed Nathan’s interest? What did Dad do?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did he use his body, voice or words? Why is this important?
__________________________________________________________________________________________
__________________________________________________________________________________________

Idea 2
Go for the “Gleam”!
Toolbox Strategies
• Use the toys your child “loves” - or be the “toy” yourself
• Help your child do what she wants to do
• Stick with your child’s interest
* If your child is motivated...don’t change the activity
Pause and Reflect Video 2- Mark Mom Hats

Did you see the gleam in the eye in Mom and Mark? When?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Mom follow that interest?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Mark’s emotional expression let her know that he wanted her to go on? How?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Mark share his interest with his mom- a smile, a gesture, words?
__________________________________________________________________________________________
__________________________________________________________________________________________
Pause and Reflect Video 3- Dad Tyler ball big-small

In the beginning was Dad successful in tuning in to his son’s interests? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________

How did he get the gleam in his eye?
__________________________________________________________________________________________
__________________________________________________________________________________________
What happened when he didn’t stick to his child’s interests?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did he get the interaction going again?
__________________________________________________________________________________________
__________________________________________________________________________________________
… to explore and join your child’s interests!

What is my child most interested in?
__________________________________________________________________________________________
__________________________________________________________________________________________
Do I join my child?
__________________________________________________________________________________________
__________________________________________________________________________________________
Do I follow my child’s interests or do I change the play?
__________________________________________________________________________________________
__________________________________________________________________________________________
Do I feel the joy when my child connects with me in play?
__________________________________________________________________________________________
__________________________________________________________________________________________
Does my child get that “gleam in the eye”?
__________________________________________________________________________________________
__________________________________________________________________________________________

When my child doesn’t seem interested in anything, is there something subtle I’m missing that could be a
clue (such as movement patterns)?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I trying to find my child’s interests in a range of activities and environments?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I really putting my own agenda aside and following my child’s lead? Or am I trying to change the play?
__________________________________________________________________________________________
__________________________________________________________________________________________
Summary of Strategies for Tune into My Child’s Interests!

4. Follow Your Child’s Interest

✔ Strategy Notes
Observe your child - What is it she likes to do?
Don’t worry about the activity - This is your

child’s interest not yours!!
Begin the interaction: Go where your child goes
Take that first step and join your child in what

she is doing
Help your child do what she wants to do
Stick with your child’s interest

5. Go for the Gleam
✔ Strategy Notes
Use the toys your child “loves” - or be the “toy”
yourself
If your child is motivated...don’t change the
activity
Review/ Other Strategies

✔ Strategy Notes
Find the best position to share your child’s
interest
Be present and be playful!
Read subtle cues
Treat everything your child does as intentional

and make it purposeful
To Learn More…
Serena Wieder, PhD
Ruby Salazar, LCSW
• DIR-FCD/Floortime Model Principles of Interaction
Monica G. Osgood, Rosemary White, OTR/L

Step 1: Webcast 6
The Magic of Emotional Expression
Attend, Engage & Relate
Serena Wieder, PhD

Webcast 6
The Magic of Emotional Expression
Attend, Engage & Relate
Goals of Webcast 6
• Discover how to use your emotional expressions to attract your child’s attention and keep him engaged
• Learn to “read” your child’s subtle emotional cues
• Explore the joy of mutual emotional connection
Link to Powerpoint
Toolbox Strategies
• Emotional Expression
• Nurture Intent
Meanings
• Interaction: The back-and-forth actions, gestures and words that people communicate with
• Emotional Expression (affect): Expression of emotions in various ways, including mutual gaze, facial
expressions, vocalizations and tone of voice, and coordinated head, hand and other body movements.
• Emotional Cues (affect cues): Hints or gestures you use - such as “uh, oh” or “uh uh uh”; smiles, frowns,
opening your arms, waving your finger - to alert your child to your feelings of pleasure, anticipation,
approval, pride, etc.
• Connecting through emotional cues (affect cues): Stirring another’s emotions to experience the ties that
build relationships.
• Engagement: The feelings of warmth, trust, and intimacy gained through positive experiences and kept
going even through negative emotions.
• Relating: Using awareness of emotions to engage and stay connected and interactive.

• How am I using my eyes, facial expressions, tone of voice, and movements to interact with my child?
• How can I use these emotional cues even more to communicate with my child?
• Can I “read” my child’s emotional cues - even the subtle ones?
• Do I need to pay more attention to these so I can respond appropriately?
• When I do, what happens to my child’s attention and engagement?
Idea 1
• Explore using your emotional expression to engage with your child
Toolbox Strategies
• Show you understand or share what your child is feeling in these ways:
• Physical closeness and affectionate touch - your position is key!
• Looks and mutual gaze
• Vocalizations and tone of voice
• Gestures and other body movements
• Display of heightened interest and emotions
• Use your emotional expression – gestures, tone of voice, and body language - to highlight the meaning and
emotion in what you say and do...
• Pair your words with emotional expressions to show what they mean
• Use your tone of voice and words to provide context (“Uh-oh”)
• Use your vocalizations and body movements to create anticipation or to predict the next step
• Observe how your emotional expression sustains your child’s attention and engagement with you
Pause and Reflect Video 1- Blake coming for kisses

What emotional expressions did Benny’s mother use in this vignette?
__________________________________________________________________________________________
__________________________________________________________________________________________
Facial expressions?
___________________________________________________________________________________
___________________________________________________________________________________
Tone of her voice?
___________________________________________________________________________________
___________________________________________________________________________________

Her gaze?
___________________________________________________________________________________
___________________________________________________________________________________
Movements?
___________________________________________________________________________________
___________________________________________________________________________________
Did these emotional cues help Benny stay focused on Mom? How?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did they prolong his engagement with her? How could you tell?
__________________________________________________________________________________________
__________________________________________________________________________________________
What might have happened if Mom hadn’t used these cues?
__________________________________________________________________________________________
__________________________________________________________________________________________
Idea 2
• Learn to read your child’s (often) subtle emotional expression
Toolbox Strategies
• Watch your child’s gaze and his facial expressions to get a sense of what he is thinking
• Listen for any words or sounds that open a door to a response from you
• Follow your child’s movements - anything he may be expressing, even unintentionally, provides an
opportunity to follow his “lead”
• Give meaning to everything your child does through your response!
• Catch the Moment – Use what you know about your child’s interests to keep him attentive and engaged

Pause and Reflect Video 2- Noah Train and Book
How did Mom and Dad use Ned’s emotional expression to get a sense of what he was thinking?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Dad use Ned’s interests to playfully engage?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Dad catch the moment to keep him attentive and engaged?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did we see how Dad used emotional expression to get the “gleam in Ned’s eyes”? What did Dad do?
__________________________________________________________________________________________
__________________________________________________________________________________________
Pause and Reflect Video 3- Noah 2nd Session- Bus

Was there a difference in their interaction? If so, why?
__________________________________________________________________________________________
__________________________________________________________________________________________
Which emotional signals and cues did they gave each other as they shared attention and interacted?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did their emotional expressions heighten their joy and connection?
__________________________________________________________________________________________
__________________________________________________________________________________________

Pause and Reflect Video 4- 2BG First Fight
Did mom stay in the moment with Benny letting him act out his interest? If so, how did mom support Benny?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Mom use her emotional expression to allow Benny to work through his feelings about fighting?
Gaze? Tone of voice? Pauses? Movement?
__________________________________________________________________________________________
__________________________________________________________________________________________
Was Mom able to reassure Benny that it was “ok” to explore his impulse
__________________________________________________________________________________________
__________________________________________________________________________________________
… to discover the magic of emotional expressions!

How am I using my eyes, facial expressions, tone of voice, and movements to interact with my child?
__________________________________________________________________________________________
__________________________________________________________________________________________
How can I use these emotional cues even more to communicate with my child?
__________________________________________________________________________________________
__________________________________________________________________________________________
Can I “read” my child’s emotional cues - even the subtle ones?
__________________________________________________________________________________________
__________________________________________________________________________________________
Do I need to pay more attention to these so I can respond appropriately?
__________________________________________________________________________________________
__________________________________________________________________________________________
When I do, what happens to my child’s attention and engagement?
__________________________________________________________________________________________
__________________________________________________________________________________________

Am I missing some of my child’s subtle emotional displays? Would more observation help?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I giving clear cues to my child?
__________________________________________________________________________________________
__________________________________________________________________________________________
Do I need to get back in touch with my own playfulness?
__________________________________________________________________________________________
__________________________________________________________________________________________
Have I given myself time to experiment with different emotional cues?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I overwhelming my child with too many cues?
__________________________________________________________________________________________
__________________________________________________________________________________________
Should I relax some?
__________________________________________________________________________________________
__________________________________________________________________________________________
Are my cues too subtle? Do I need to be more of an “actor on the stage to convey what I mean?
__________________________________________________________________________________________
__________________________________________________________________________________________

Summary of Strategies for The Magic of Emotional Expression
6. Emotional Expression
✔ Strategy Notes
Show you understand or share what your child
is feeling in these ways:
• Physical closeness and affectionate touch
- your position is key!
• Looks and mutual gaze
• Vocalizations and tone of voice
• Gestures and other body movements
• Display of heightened interest and
emotions
Use your emotional expression – gestures, tone
of voice, and body language - to highlight the
meaning and emotion in what you say and do...
• Pair your words with emotional
expressions to show what they mean
• Use your tone of voice and words to
provide context (“Uh-oh”)
• Use your vocalizations and body
movements to create anticipation or to
predict the next step
Observe how your emotional expression
sustains your child’s attention and engagement
with you
7. Nurture Intent
✔ Strategy Notes
Watch your child’s gaze and his facial
expressions to get a sense of what he is thinking
Listen for any words or sounds that open a door
to a response from you
Give meaning to everything your child does
through your response!
Follow your child’s movements - anything
he may be expressing, even unintentionally,
provides an opportunity to follow his “lead”

Review / Other Strategies
✔ Strategy Notes
Catch the Moment – Use what you know about
your child’s interests to keep him attentive and
engaged
To Learn More…
Serena Wieder, PhD
Ruby Salazar, LCSW

Step 1: Webcast 7
Build First Circles

Webcast 7
Build First Circles
Goals of Webcast 7
• Learn to open and close circles of interaction with your child
• Explore using your child’s interests and your emotional expression (affect display and cues) to keep the
interaction going
• Support your child’s intent through play
Link to Powerpoint
Toolbox Strategies
• Nurture Intent
• Build Circles
Meanings
• Circles of communication: The back-and-forth interactions through which you and your child respond to
each other
• Opening and closing circles of communication: Starting and finishing an interaction. For instance, you
build on your child’s interest to inspire your child (opening the circle), and your child responds to what
you’ve done or said (closing the circle)
• Emotional tone: Our way of sharing meaning by using our affect cues (expressions, gestures, gaze, voice,
posture, nearness, movement)
• Your child’s intent: Your child’s thoughts about what he wants or is trying to communicate
• Playing Dumb: Pretending you don’t know what your child wants
• Am I able to stay playful and follow my child’s interest?
• Am I finding ways to sustain my child’s engagement?
• Am I picking up on my child’s intent and building circles from it?
• Am I providing opportunities for my child to respond to me?

Idea 1
• Let’s open and close circles of communication
Toolbox Strategies
• Be present, positioned, playful
• Join your child’s interest
• Use emotional cues to woo and engage your child
• Become the “toy”
• Find opportunities for your child to respond to you in play
• Use simple actions to entice your child
• Change the play in a small way to help your child respond
• Do the unexpected - use novelty or surprise
• Play dumb
Pause and Reflect Video 1- JB Scarf

How did Mom use her body to help the interaction continue?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did JB convey that he was having fun?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did you notice how Mom used her voice, movements and a prop to keep the interaction going? What did
that do for the interaction?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did she bring JB back into the interaction when he got distracted?
__________________________________________________________________________________________
__________________________________________________________________________________________

Toolbox Strategies
• Respond to your child’s actions
• Make your child’s random actions purposeful
• Follow your child’s eyes, small gestures or vocalizations
• Help your child do what she wants to do
• Go for the Gleam in the Eye!
Pause and Reflect Video 2-Ryan Balloon

How did Dana try to get Ryan to interact with her?
__________________________________________________________________________________________
__________________________________________________________________________________________
Was Ryan able to open and close circles of communication? How?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Dana persist in keeping the interaction going?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did you know when Ryan was connected to Dana?
__________________________________________________________________________________________
__________________________________________________________________________________________
Pause and Reflect Video 3-Kyle mom laughing bubbles

How did Mom try to get Kyle to interact with her?
__________________________________________________________________________________________
__________________________________________________________________________________________
Was Kyle able to open and close circles of communication? How?
__________________________________________________________________________________________
__________________________________________________________________________________________

How did Mom persist in keeping the interaction going?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did you know when Kyle was connected to his Mom?
__________________________________________________________________________________________
__________________________________________________________________________________________
… to open and close circles with your child

Am I able to stay playful and follow my child’s interest?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I finding ways to sustain my child’s engagement?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I picking up on my child’s intent and building circles from it?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I providing opportunities for my child to respond to me?
__________________________________________________________________________________________
__________________________________________________________________________________________

Did I wait long enough for my child to respond to me?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I talking too much?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I moving too fast?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I using my emotional display and gestural cues to support engagement?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did I understand and use my child’s subtle cues to build circles of interaction?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did I really follow up on my child’s interests?
__________________________________________________________________________________________
__________________________________________________________________________________________

Summary of Strategies for Build First Circles
7. Nurture Intent
✔ Strategy Notes
Make your child’s random actions purposeful
Follow your child’s eyes, small gestures or

vocalizations
Help your child do what she wants to do
8. Build Circles
✔ Strategy Notes
Find opportunities for your child to respond to
you in play
Use simple actions to entice your child
Change the play in a small way to help your

child respond
Do the unexpected - use novelty or surprise
Play dumb
Respond to your child’s actions

✔ Strategy Notes
Be present, positioned, playful
Join your child’s interest
Use emotional cues to woo and engage your

child
Become the “toy”
Go for the Gleam in the Eye!

To Learn More…
• Functional Emotional Developmental Levels (FEDL’S) Part 1 Early Levels (1-4)
Lisa deFaria, LCSW, Griff Doyle, PhD, Monica G. Osgood
• Where to begin? How Language Develops and How to Decide Where to Start with your Child?
Sima Gerber, PhD, CCC– SLP
Webcast- Under Intervention

Step 1: Webcast 8
Persist
Monica G. Osgood

Webcast 8
Persist
Goals of Webcast 8
• Understand that if your child disengages from you, it doesn’t always mean that she doesn’t want to interact
• Learn to re-engage your child to keep the interaction going
• Become comfortable with a wider range of emotions in play
Link to Powerpoint
Toolbox Strategies
• Persist
Meanings
• Close every circle of communication: If you think your child is still interested in the play, even though he
has moved away or isn’t responding, persist in your pursuit until you get a response!
• Subtle Action: Eye gaze, slight gesture or movement towards you, a place, a toy, or a slight facial
expression
• Anxiety: Distress that children sometimes feel when they are encouraged to interact in new ways (or when
we enter their world)
• How do I feel when my child isn’t responding to me, and what am I thinking?
• Is it me? Is it the activity?
• Is he distracted? over-excited? overwhelmed?
• Or is it simply that my child doesn’t know what to do?
• How can I persist using what I know my child likes?
• Am I OK with my child’s range of emotions in our interactions?
• Am I able to close most circles?
• Is it a lot of work?

Idea 1
• When your child disengages from you, it doesn’t always mean he doesn’t want to play!
Toolbox Strategies
• Position yourself in front of your child
• Follow your child’s interest (the activity isn’t important)
• Use your emotional expression to draw your child in
• Treat subtle cues as intentional and build on them!
Pause and Reflect Video 1- Ryan and Dana Balloon Persist

Why do you think Ryan moved away from the interaction?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Dana read this as “being all done” or as a rejection of the activity? How could you tell the difference?
__________________________________________________________________________________________
__________________________________________________________________________________________
What strategies did she use to re-engage and keep the interaction going?
__________________________________________________________________________________________
__________________________________________________________________________________________
Idea 2
• Persist and use what you know to re-engage and keep the interaction going
Toolbox Strategies
• Use your child’s interests and passions
• Watch for subtle cues - is he really done?
• Stick with it! Be persistent
• Don’t give up!
• Be playful!
• Don’t change the idea or the play!

Pause and Reflect Video 2- Rahul toss hard to engage
How did Kelly know to keep trying?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did her positioning, playfulness and emotional expression help Rahul?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did it feel like a long time? What strategies was Kelly using during this time?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Kelly’s patience and persistence pay off ? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
Idea 3
• Stay playful even when your child isn’t happy at first! “Don’t take NO for an answer!”
Toolbox Strategies
• Be accepting of your child’s range of emotions
• Don’t let your child use negative emotions to shut you out or control the play
• Stay calm, playful and positive
• Your position and facial expressions should say “You can do it!”
• Minimize your language and maximize your emotional expression!
• Use repetition to help your child anticipate what comes next and find success
Pause and Reflect Video 3- Zach and JZ Blocks, Zach accepting ideas
Did Zach initially welcome Mary into his play? What was Zach trying to do?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Mary provide support while not accepting Zach’s protest? How?
__________________________________________________________________________________________
__________________________________________________________________________________________

How did the repetition of the activity help Zach calm down and anticipate what would come next?
__________________________________________________________________________________________
__________________________________________________________________________________________
Once Zach’s anxiety calmed down, did he enjoy the play? How could you tell?
__________________________________________________________________________________________
__________________________________________________________________________________________
What would have happened if Mary had accepted “No” in the beginning?
__________________________________________________________________________________________
__________________________________________________________________________________________
… to persist!
How do I feel when my child isn’t responding to me, and what am I thinking?
__________________________________________________________________________________________
__________________________________________________________________________________________
Is it me? Is it the activity?
__________________________________________________________________________________________
__________________________________________________________________________________________
Is he distracted? over-excited? overwhelmed?
__________________________________________________________________________________________
__________________________________________________________________________________________
Or is it simply that my child doesn’t know what to do?
__________________________________________________________________________________________
__________________________________________________________________________________________
How can I persist using what I know my child likes?
__________________________________________________________________________________________
__________________________________________________________________________________________

Am I OK with my child’s range of emotions in our interactions?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I able to close most circles?
__________________________________________________________________________________________
__________________________________________________________________________________________
Is it a lot of work?
__________________________________________________________________________________________
__________________________________________________________________________________________

Do I need to check my anxiety?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I getting into position?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I staying playful?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I sticking to what is motivating for my child, even if he doesn’t seem interested?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I being respectfully persistent?
__________________________________________________________________________________________
__________________________________________________________________________________________

Summary of Strategies for Persist
9. Persist
✔ Strategy Notes
Be playful!
Don’t change the idea or the play!
Be accepting of your child’s range of emotions

• Don’t let your child use negative emotions
to shut you out or control the play
Stay calm, playful and positive
• Your position and facial expressions should
say “You can do it!”
Use repetition to help your child anticipate what
comes next and find success

✔ Strategy Notes
Position yourself in front of your child
Follow your child’s interest (the activity isn’t

important)
Use your emotional expression to draw your
child in
Treat subtle cues as intentional and build on
them!
Use your child's interests and passions
Watch for subtle cues - is he really done?
Minimize your language and maximize your

emotional expression!
To Learn More…

Step 1: Webcast 9
Now That We’re Connected…
Let’s Expand!
Monica G. Osgood

Webcast 9
Now That We’re Connected… Let’s Expand!
Goals of Webcast 9
• Now that we are engaged, let’s get the play COOKING!
• We are going to strengthen the back-and-forth circles of communication as your child becomes more
intentional in play
• With this new level of accomplishment within interactions, we may even see your child begin to show
some pride as she shares her new sense of power with you!
Link to Powerpoint
Toolbox Strategies
• Build Circles
Meanings
• Cooking - When you’ve really got that back-and-forth rhythm going and the interaction has a life of it’s
own
• Continuous Flow of Interaction - When the two of you are having many more circles of communication
beyond just a few minutes
• Being Intentional - Your child’s ability to initiate the next step or to keep the play going. You encourage
this when you pause and provide opportunities
• Sense of Self/Power-This is the “I did it!” feeling children get when they experience the feeling of being
separate people and making things happen on their own
• Do I really have him? Can I keep him engaged consistently now in familiar and undemanding interactions?
• Do I know how to get the “gleam” and keep it going?
• Now that I can do this, how can I provide opportunities for my child to be more purposeful and
intentional?
• How can slight expansions of the play provide my child with new opportunities for moving, thinking,
communicating?
• Does this strategy give my child the feeling of being a force on the world around him?
• If my expanding loses my child’s attention, how do I go back to basics to re-engage with him?

Idea 1
• We’re cooking in play - now try expanding just a little!
Toolbox Strategies
• Follow your child’s interest - the activity isn’t important
• Read your child’s cues and treat his subtle actions as intentional
• Use your emotional expressions and gestures to give meaning to your interaction
• Now expand the play - give him opportunities to initiate…to be intentional!
Pause and Reflect Video 2- Emanuel Ball

Was Emmanuel engaged in the interaction? How could you tell?
__________________________________________________________________________________________
__________________________________________________________________________________________
Was he expressing his intentions? What was he trying to communicate?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did the repetition and Tracy’s emotional cues support this?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Tracy encourage him to show what he wanted?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Emmanuel show enough of a connection to allow Tracy to expand the play? What did this look like?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Tracy expand just enough to allow him to reach up to the challenge or did she expand too much and
lose him? Can you give examples from the interaction?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did she find the “Sweet Spot”? How do you know?
___________________________________________________________________________________
___________________________________________________________________________________

Idea 2
• Find the Sweet Spot!
• As I stretched out the interaction, was my child an equal contributor, or did I do too much?
Toolbox Strategies
• Use position, affect and gestures to give meaning to your play and reinforce your child’s intent
• Go for the “gleam in the eye”!
• Repetition helps your child be more successful
• Expand circles of interaction!
• Read your child’s cues and treat her actions as intentional
• Provide opportunities for your child to initiate…be intentional!
• Expand the play in a continuous flow…keep it going as long as you can!
• Persist even if your child is avoiding you at first!
• Playfully stick with it until you get a response!
Pause and Reflect Video 3- Mia Bubbles Expand

Why was she so engaged?
Position, motivation, sensations, affect, relationship...?
__________________________________________________________________________________________
__________________________________________________________________________________________
Was Mia expressing her intentions? How?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did the repetition, affect and fun support this?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did Lisa encourage her ideas? Persistence?
__________________________________________________________________________________________
__________________________________________________________________________________________
“The MAGIC happens when they do to you!!!”

When did Mia show enough of a connection and enjoyment to allow Lisa to expand the play and persist with
new ideas (such as “Where do you want the bubbles?”)?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Lisa expand just enough to allow Mia to reach up to the challenge or did she expand too much and lose her?
How could you tell?
__________________________________________________________________________________________
__________________________________________________________________________________________
Was that the “Sweet Spot”?
__________________________________________________________________________________________
__________________________________________________________________________________________
Idea 3
• Make it HIS Idea!!!
Toolbox Strategies
• Join in your child’s passions and interests
• Use affect and gestures to give meaning to your play and to reinforce your child’s intent
• Challenge your child to close circles of communication
• Work on a continuous flow of interaction…keep the play going!
• Expand on the play by providing choices
Pause and Reflect Video 4- Graham

How did following his interest in trucks allow us to challenge him to expand the play?
__________________________________________________________________________________________
__________________________________________________________________________________________
How important were position and emotional cues to keeping the flow going?
__________________________________________________________________________________________
__________________________________________________________________________________________
How were circles opened? Closed?
__________________________________________________________________________________________
______________________________________________________________________________________

What strategies were used?
___________________________________________________________________________________
___________________________________________________________________________________
When do you feel he hit the “sweet spot”?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did Dr. Ricki expand just enough to allow him to reach up to the challenge or did she expand too much and
lose him? How could you tell?
__________________________________________________________________________________________
__________________________________________________________________________________________
When or how do you think she could have lost him?
__________________________________________________________________________________________
__________________________________________________________________________________________
… to expand the play with your child!

Do I really have him? Can I keep him engaged consistently now in familiar and undemanding interactions?
__________________________________________________________________________________________
__________________________________________________________________________________________
Do I know how to get the “gleam” and keep it going?
__________________________________________________________________________________________
__________________________________________________________________________________________
Now that I can do this, how can I provide opportunities for my child to be more purposeful and intentional?
__________________________________________________________________________________________
__________________________________________________________________________________________
How can slight expansions of the play provide my child with new opportunities for moving, thinking,
communicating?
__________________________________________________________________________________________
__________________________________________________________________________________________

Does this strategy give my child the feeling of being a force on the world around him?
__________________________________________________________________________________________
__________________________________________________________________________________________
If my expanding loses my child’s attention, how do I go back to basics to re-engage with him?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I expanding too quickly?
__________________________________________________________________________________________
__________________________________________________________________________________________
Did I change the play too much?
__________________________________________________________________________________________
__________________________________________________________________________________________
Is the interaction still meaningful and motivating?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I persisting and helping my child reach up to this new level of interaction?
__________________________________________________________________________________________
__________________________________________________________________________________________
Am I using all the basic strategies?
__________________________________________________________________________________________
__________________________________________________________________________________________
How am I re-engaging before going back to expanding?
__________________________________________________________________________________________
__________________________________________________________________________________________

Summary of Strategies for Now That We’re Connected… Let’s Expand!
8. Build Circles
✔ Strategy Notes
Give him opportunities to initiate…to be
intentional!
Expand circles of interaction!
Expand the play in a continuous flow…keep it

going as long as you can!
Challenge your child to close circles of
communication
Work on a continuous flow of interaction…keep
the play going!
Expand on the play by providing choices
Review / Other Strategies

✔ Strategy Notes
Position yourself in front of your child
Follow your child’s interest - the activity isn’t

important
Read your child’s cues and treat his subtle
actions as intentional
Use your emotional expressions and gestures to
give meaning to your interaction
Use position, affect and gestures to give
meaning to your play and reinforce your child’s
intent
Go for the “gleam in the eye”!
Repetition helps your child be more successful
Read your child’s cues and treat her actions as

intentional
Provide opportunities for your child to initiate…
be intentional!
Persist even if your child is avoiding you at first!

Playfully stick with it until you get a response!
Join in your child’s passions and interests
Use affect and gestures to give meaning to your

play and to reinforce your child’s intent
To Learn More…

Congratulations!
You have made it to the end of Step 1! We hope you enjoyed the time you spent with us and that our Toolbox
strategies enriched many special moments with your child. We would also like to sincerely thank you for
embarking on, and sharing this important journey with us. Now it’s time to move onto Step 2 and continue
up the ladder of development with your child! We’ll be right there with you!
Ricki, Monica, Serena, Sherri, Rosemary and all your Profectum Faculty
Acknowledgements
Based on the work of
Stanley Greenspan, MD and Serena Wieder, PhD
Profectum Foundation Faculty and Staff
Written by Music Icon Animators

Ricki G. Robinson MD, MPH, Medical Director from the album Steven Asidilla • Annie Leffe
Monica G. Osgood, Executive Director Love Me for Who I am Liam McClure • Michael Shiu
Sherri Cawn, MA, CCC-SLP, Senior Faculty Songs Celebrating Children of All Abilities
Serena Wieder, PhD, Clinical Director Step 1: “Bein’ with You” 3D Modeling, Rendering & Animation
Rosemary White, OTR/L, Senior Faculty Step 2: “Squish Me, Squeeze Me” Randi Derakhshani, Instructor
Step 3: “So Many Ideas” Jessica Jerome, Instructor
Produced by Step 4: “Love Me for Who I Am”
Ricki G. Robinson MD, MPH, Medical Director Written and Performed by Brady Rymer Celebrate the Children School Faculty
Monica G. Osgood, Executive Director Courtesy of Bumblin’ Bee Records Monica G. Osgood,
www.bradyrymer.com Executive Director/Co-Founder
Directed by Immy Moustafa, MS, OTR/L
Ricki G. Robinson MD, MPH, Medical Director Professional Consultants Michele Parkins, MS, OTR
Monica G. Osgood, Executive Director Michele Parkins, MS, OTR Danielle Dieckmann, PT, DPT
Lucy Miller, PhD, OTR/L and the STAR Center Lisa Bruno, OTD, OTR;
John & Marcia Goldman Foundation Related Service Coordinator
for generous grant support Janean Mancini, Teacher
Exceptional Minds
Editorial Supervisor Tiffany Martino, Teacher
Editorial Team
Making Words Work/Martin Townsend Jon Clark, Instructor Karen McDowell, BA, Lead Teacher
Carole Swemline Laura Baldwin, Lead Paraprofessional
Editorial Leads Demond Lloyd, L3 Paraprofessional
Laura Baldwin, Lead Paraprofessional,
Laura Robinson, Instructor Aretha Hurt, L3 Paraprofessional
Celebrate the Children
Eddie Sotomayor, Instructor Antoinette Price, L3 Paraprofessional
Michele Parkins, MS, OTR Jessica Jerome, Instructor Crystal Farr, L3 Paraprofessional
Miguel Chamochumbi
Profectum Foundation Administration Kelly Harin, L2 Paraprofessional
Quinn George
Beth Arena, Foundation Administrator Mary Kourtz, L3 Paraprofessional
Lissette Gray, L2 Paraprofessional
Editors
Technology Team Lisa Hodgins, L2 Paraprofessional
Alex Knight • Lauren Kato • Steven Asidilla
Harry Howarth, Technology Educator, Catherine Castelli, Paraprofessional
Jacob Olsen • Carter Capps
Celebrate the Children Maggie Avallone, Paraprofessional
Madeleine Petti • Matthew de Lorimier
Liza Marshall Kali, MSHS, BS OTR/L Dana Smith, Paraprofessional
Anthony Saturno • Annie Leffe
Dan Myers, Grammy Nominee, Chase Shirley • Liam McClure Jennie Grube, Paraprofessional
Music Director, Kenny Valdivia • Andrew Dugan Debbie Lowenstein, Paraprofessional
Celebrate the Children Adam Schuering • Jacob Fenster Brett Garrison, Paraprofessional
Voiceovers Michael Yochim • Chad Robinson Geraldine Olson, Paraprofessional
Dan Myers, Grammy Nominee, Melissa Callahan, Paraprofessional
Music Director, Creative Director
Celebrate the Children Ernie Merlan, Program Director Dedicated to each and every family
who allowed us to enter their lives, join
Icon Animation Supervisor their journey, videotape their progress
Josh Dagg, Instructor and then went the extra mile to allow
us to share these moments with you
Icon Animation Lead
Matthew de Lorimier
www.freetoolbox.org

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Strategies to Help You Engage and

Interact with Your Child

2 Parent Toolbox® Workbook

Profectum Parent Toolbox Faculty Presenters ........................................................................................ pg 5

Introduction: Webcast 1 ................................................................................................................................... pg 14

Introduction: Webcast 2 .................................................................................................................................. pg 18

Step 1: Webcast 3 ......................................................................................................................................... pg 25

Step 1: Webcast 4 ......................................................................................................................................... pg 28

Step 1: Webcast 5 ......................................................................................................................................... pg 36

Step 1: Webcast 6 ......................................................................................................................................... pg 43

Step 1: Webcast 7 ......................................................................................................................................... pg 52

Step 1: Webcast 8 .........................................................................................................................................pg 60

Step 1: Webcast 9 ......................................................................................................................................... pg 67

Strategies to Help You Engage and Interact with Your Child 3

Stanley I. Greenspan, MD and Serena Wieder, PhD

John & Marcia Goldman Foundation

Special appreciation to...

Celebrate the Children School and Exceptional Minds Studio

Profectum faculty and staff

4 Parent Toolbox® Workbook

Sherri Cawn, MA, CCC-SLP

Additional accomplishments include many speaking engagements at conferences and participation in

Strategies to Help You Engage and Interact with Your Child 5

Rosemary White, OTR

6 Parent Toolbox® Workbook

Strategies to Help You Engage and Interact with Your Child 7

8 Parent Toolbox® Workbook

16 Key PPT Strategies

Your Profectum Parent Toolbox™ Strategies

Strategies to Help You Engage and Interact with Your Child 9

Your Personal Toolbox

10 Parent Toolbox® Workbook

Go to the website www.profectum.org

Already have a website account?

The main idea is this:

12 Parent Toolbox® Workbook

21. Introduction to ‘Build

34. Interact All Day Long:

35. Playing Outside with

14 Parent Toolbox® Workbook

This Series is for you if…

Your child has developmental challenges such as

So, we reimagined development as an interactive process

Strategies to Help You Engage and Interact with Your Child 15

* Keeping calm and self-disciplined so you can pay attention

These are lifelong functions for all of us. This is development!

The Developmental Ladder

Play isn’t automatic!

Thank you for joining us!

So let’s get started together!

16 Parent Toolbox® Workbook

Strategies to Help You Engage and Interact with Your Child 17

18 Parent Toolbox® Workbook

Let’s explore how YOU can use the PPT to…

Profectum Parent Toolbox: The Four Steps

The Four Steps

Profectum Parent Toolbox Webcasts

Strategies to Help You Engage and Interact with Your Child 19

• There are 16 strategy categories:

20 Parent Toolbox® Workbook

Record Your Child’s Individual Differences…

Pause and Reﬂect Video...

It’s Your Turn…