Yael Bruck Binya

Yael Bruck Binya



Yael Bruck Binya is an occupational therapists and a doctoral student at the professional school of psychology. She specializes in the field of special needs and autism, and serves as the General Manager of the Israeli DIR organization.

DIR Israel is the official organization that trains therapists and educators who work with children with special needs using the DIR model by Greenspan and Weider. The organization is part of a big nonprofit organization called the society for children at risk.

Yael runs a private clinic, she trains & mentors multi-disciplinary teams, and OT’s working with children with developmental delays and autism, sensory disorders, regulation disorders, Sensory affective regulation and senso-motor delays; both in private and public settings nationally and internationally.

“Mind the Gap” – Bridging the gap between sensory and emotional regulation.

Yael Bruck Binya, Occupational Therapist, OTR

Doctoral student at the professional school of psychology

Director of the Israeli DIR organization at the Society for Children at Risk, Supervisor and therapist.

  • “Regulation” is a commonly used concept in the field of child development used by psychologists, physicians, therapists, teachers, and parents, but there is a gap between the understanding of sensory and emotional regulation.   The aim of this workshop is to explore these terms through different developmental processes using video clips of children and their caregivers. We will discuss children’s biological individual differences and sensory processing, their interactional patterns, how they influence one another and how to reduce the gap through the lens of the DIR (Developmental, Individual differences, Relationship based model).

  During the lecture we will:

  • Examine sensory processing and modulation from a developmental perspective through theory and practice.
  • Understand both the child’s and his caregiver’s profile of individual differences and how they effect the interaction and children’s developmental growth. 
  • Explore biologically based capacities and parent-infant interactions:
  • Define “sensory affective” interaction and treatment – from co-regulation to regulation, and social engagement.
  • Meet the DIR model and understand how intervention using the DIR model uses interaction and uniqueness rather than follow a standard program designed for all children with the same diagnosis.


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• Feldman, R. Parent–infant synchrony and the construction of shared timing; physiological precursors, developmental outcomes, and risk conditions. Journal of Child Psychology and Psychiatry 48:3/4 (2007), pp 329–354. Bar-Ilan University, Israel.

Feldman, R., Greenbaum, C., Yirmiya, N. Mother-Infant Affect Synchrony as an Antecedent of the Emergence of Self-Control. Developmental Psychology, 1991, vol. 35, No. 5, 223-231.

• Greenspan SI, Wieder S: The child with special needs: Encouraging intellectual and emotional growth. Reading, MA, Perseus Books, 1998.

• Greenspan SI, Wieder S: Engaging autism: The Floortime approach to helping children relate, communicate, and think. Cambridge, MA, DaCapo Press/Perseus Books, 2006

• ICDL – DMIC (Diagnostic Manual for Infancy and Early Childhood), (2005). Interdisciplinary Council on Developmental and Learning Disorders (ICDL), Bethesda, MD.

• Lucy Jane Miller, Marie E. Anzalone, Shelly J. Lane, Sharon A. Cermak, Elizabeth T. Osten. Concept Evolution in Sensory Integration: A Proposed Nosology for Diagnosis. The American Journal of Occupational Therapy 135-140. March/April 2007, Volume 61, Number 2

• Wieder, S. Wachs, H. (2012) Visual/Spatial Portals to Thinking, Feeling and Movement: Advancing Competencies and Emotional Development in Children with Learning and Autism Spectrum Disorders. Profectum foundation, NJ.

• Stern, D. N. (2002). Missteps in the dance (pp 106- 128). In, The First Relationship. Infant and Mothers. Harvard University Press. Cambridge, Massachusetts.

• Stern, D. (2010) ‘The issue of vitality’, Nordic Journal of Music Therapy, 19: 2, 88 — 102.