A Newly Revised Six-part DIR/Floortime® Series

Dates: January 21, 28, February 4, 11, 18, 25, 2027 from 2 to 3.30pm ET each time

Description: Building upon the pioneering work of Dr. Stanley Greenspan and Dr. Serena Wieder, this newly revised series takes participants beyond the foundations of DIR/Floortime® into a deeper exploration of the first six Functional Emotional Developmental Capacities (FEDCs). Integrating sensory integration, developmental neuroscience, attachment theory, and the contributions of influential psychodynamic and contemporary thought leaders, Maude Le Roux brings over four decades of clinical experience to illuminate the intricate relationships between Development (D), Individual Differences (I), and Relationships (R).

Clinical reasoning is central to this series. Each session explores the developmental significance of an FEDC, how sensory and emotional differences influence its expression, and how intentional Floortime interactions can support meaningful growth. Rich case vignettes, clinical observations, guided reflection, and practical strategies bridge theory with everyday therapeutic practice. Special emphasis is placed on therapeutic presence, co-regulation, emotional connection, symbolic thinking, and the art of scaffolding development. Far from an elementary overview, this series offers fresh perspectives and deeper clinical insights for seasoned DIR practitioners, while remaining accessible to professionals and families committed to understanding development beyond observable behavior.

Outline / Agenda:

Session 1: Finding Calm in a Busy World: Regulation and Shared Attention (FEDC1)

Session 2: The Power of Connection: Engagement and Relating (FEDC2)

Session 3: The Beginning of Conversation: Intentional Two-Way Communication (FEDC3)

Session 4: From Interaction to Problem-Solving: Building Complex Communication (FEDC4)

Session 5: When Play Becomes our Story: Emotional Ideas and Symbolic Thinking (FEDC5)

Session 6: Making Meaning: Emotional Thinking, Logic, and Connecting Ideas (FEDC6)

Learning Objectives:

Upon completion of this six-session workshop series, participants will be able to:

1. Analyze the developmental significance of the first six Functional Emotional Developmental Capacities (FEDCs), integrating Greenspan's DIR framework with relevant developmental, attachment, and psychodynamic theories.
2. Differentiate the contributions of Development (D), Individual Differences (I), and Relationships (R) in shaping emotional regulation, engagement, communication, problem-solving, and symbolic thinking.
3. Interpret clinical observations to identify developmental strengths, emerging capacities, and potential barriers to functional emotional development across play, relationships, and everyday occupations.
4. Apply clinical reasoning to case vignettes by formulating developmental hypotheses that integrate sensory processing, emotional experiences, relational dynamics, and occupational participation.
5. Select and justify developmentally appropriate Floortime strategies that promote co-regulation, reciprocal communication, shared problem-solving, emotional symbolism, and increasingly complex thinking.
6. Evaluate the effectiveness of relational and developmental scaffolding strategies through observable changes in engagement, emotional availability, reciprocal interaction, and meaningful participation.

Assessment:

1. A brief post-course knowledge check addressing the six FEDCs and their practical application.
2. A course evaluation will be required for completion.

Certificate of attendance will be provided

AOTA CE credit will be offered subject to confirmation of the Academy's applicable provider requirements and completion criteria. The Academy is an approved AOTA CE provider. This independent workshop is not an ICDL certification course.

Provider Name: The Maude Le Roux Academy

Presenter: Maude Le Roux, OTR/L, SIPT, ADHD-RSP, DIR Champion and Expert Training Leader

Bio: Maude Le Roux is a global trainer in multiple methodologies and a mentor to therapists from multidisciplinary teams. She opened her practice, A Total Approach in Glen Mills, PA, USA in 2001. Maude started her training career in 2007 and opened her online academy in 2019. She has designed the Developmental Pathways Model (DPM), which she applies to her own unique assessment and intervention protocol for major diagnosis such as Dyspraxia, ADHD and Executive Functions, Autism, Reading and Writing Disorders, and Trauma and Attachment. Maude served 9 years on the Board of Directors for ATTACh and currently serves on their Advisory Board. She also serves on the Advisory Board for LSWorks (Neuralign program). She is a co-author of two books and more recently wrote a chapter on Trauma and the Body in “Healing Connections” which launched in September 2024. Maude received an award for “Continued child advocacy” through the ATTACh organization in September 2024. She also received the Champion Award through ICDL in November 2024. Maude has a “whole child” approach to care and intervention and equipping the child, while empowering the parent is at the core of who she is as a clinician and trainer.

Special Needs Accommodation: We invite anyone who may need a specific accommodation to contact [email protected] and we will do our best to accommodate your needs.

Cancellation Policy:

Payment is due in full upon registration. Contact [email protected] for any questions in this regard.

• Cancellations up to 30 days prior: $25 administration fee
• Cancellations up to 2 weeks prior: 25% fee
• Cancellations within 2 weeks of event: 50% fee
  For questions, please email [email protected]

Target Audience: Occupational Therapists, Speech Language Pathologists, Physical Therapists, Social Workers, Psychologists, Educators, Parents and Caregivers

Educational Level: Intermediate for professionals; accessible to parents and caregivers

Instructional Methods: PowerPoint, Group Discussion, Video Examples, Case Vignettes, Q and A.

Contact Hours: 9 hours

Fee: $279

Research:

1. Cullinane, D. A., Binns, A. V., Feder, J. D., Graham, T., Mahoney, G. J., Naber, F. B. A., Robinson, R. G., Schertz, H. H., Solomon, R. M., Whitehouse, A. J. O., & Wieder, S. (2024). Developmental relationship-based interventions for autistic children. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/02711214241303695
2. Ferreira, H. A., Pacheco, P. M., Santos, T. H. F., & Molini-Avejonas, D. R. (2025). Early speech therapy intervention in children with Autism Spectrum Disorder. CoDAS, 37(4), e20240245. https://doi.org/10.1590/2317-1782/e20240245en
3. Cha, J. H., & Choi, J. Y. (2025). A comparative study of DIR Floortime-based mother participation language therapy and traditional language therapy. Journal of Speech-Language & Hearing Disorders, 34(4), 81–92. https://doi.org/10.15724/jslhd.2025.34.4.081
4. Wanicharoen, N. (2026). A review article: DIRFloortime® on improving social communication skills in Thai children with autism spectrum disorder. Journal of Associated Medical Sciences, 59(3), 357–363. https://doi.org/10.66285/JAMS.2026.108

Maude and Charl Le Roux own the Maude Le Roux Academy and thus the proceeds of this course will cover operational expenses as well as provide income for Maude and Charl Le Roux.