Finding the right therapy for a child with autism spectrum disorder can be overwhelming for parents. DIR Floortime is an approach that focuses on emotional and developmental growth, helping children improve communication, social skills, and emotional understanding.
With numerous therapies available, Floortime therapy stands out for its emphasis on relationships and developmental milestones. This article explores how DIR Floortime therapy works and its potential benefits for children with autism.
What is DIR Floortime?
DIR Floortime therapy, developed by Dr. Stanley Greenspan, is a therapy designed to help children with autism spectrum disorder connect with others by using their interests to build skills. The therapy focuses on improving engagement, symbolic thinking, logical reasoning, and social interaction.
In floortime therapy for autism, children lead activities, with clinicians or caregivers joining in to support the child’s unique world and help develop important skills. Dr. Greenspan emphasized the importance of using the child’s senses, emotions, and motor skills in a holistic approach to foster development.
The therapy can be adjusted to match the child’s age and developmental stage. As children grow, Floortime therapy evolves into more conversation-based interactions, encouraging creative thinking and exploration of the child’s interests.
This flexible therapy is beneficial for children across the autism spectrum. Dr. Greenspan encouraged parents to observe their child’s preferred types of play, such as sensory, object-focused, symbolic, or a combination of these. He also advised considering whether their child is sensory-sensitive, seeking sensory input, under-reactive, or passive.
Common challenges with DIR Floortime for autism
Many people believe the benefits of DIR Floortime therapy far outweigh its challenges. One of the main difficulties with this approach is the misconception that it lacks scientific backing. Despite this, DIR Floortime is well-supported by research and is recognized as an evidence-based practice.
Some people may be more familiar with the complex data from applied behavior analysis, which often leads to confusion. This misunderstanding remains one of the biggest challenges DIR Floortime faces.
Parents and caregivers practicing Floortime also find it demanding. It requires a lot of patience, creativity, and persistence. Since each child is different, it can be hard to know if they’re on the right track.
Despite these challenges, DIR Floortime can have transformative effects, especially when led by a trained clinician. The approach encourages children to communicate and connect in their own way, which can help them develop language skills, express their needs, and build meaningful relationships with their Floortime partner.
DIR Floortime vs. ABA therapy
DIR Floortime is quite different from ABA. Unlike ABA therapy, floortime centers on emotional connection and development rather than behavior. Another difference is that Floortime is focused on play and having the child take the lead on activities.
In addition, DIR Floortime always takes place on the floor, following the child’s lead and using whatever tools or objects they are drawn to.
DIR Floortime and functional communication
DIR Floortime is a therapeutic approach that emphasizes the development of functional communication by meeting children where they are emotionally and developmentally.
The child is encouraged to engage in meaningful interactions at their own pace, with the therapist or caregiver following their lead. By focusing on emotional connections and play, Floortime creates a supportive environment where children feel safe to express themselves.
This allows them to develop functional communication skills, including the ability to express needs, desires, and thoughts in a way that is both meaningful and understandable. Over time, this fosters not only language development but also the social skills necessary for effective communication in everyday life.
Using DIR Floortime therapy at home
A guide on conducting DIR Floortime at home, based on the research of Dr. Greenspan and Dr. Tippy, offers helpful steps for parents of children with autism.
The guide focuses on creating a supportive, sensory-friendly environment and engaging children through play. Here’s a simplified breakdown of the steps.
Identify your child’s sensory needs
Begin by understanding your child’s sensory preferences and needs. Creating a comfortable environment that aligns with these needs will help your child feel more at ease.
You can observe your child’s reactions to different stimuli or ask any teachers or therapists involved to help identify sensory preferences.
Observe and play with sensory toys
Next, take time to observe your child’s play habits and join in. This step, known as “following your child’s lead,” helps you understand their rhythm and interests, making it easier to connect with them during play.
Show your child you want to play
It’s important to show your child that you are interested in playing with them. Express enthusiasm and engage with their chosen activity. When children feel that their play is valued, they are more likely to stay engaged.
Use play therapy techniques
Be active in your child’s play, adding challenges or joining in their imaginative world. Try to incorporate sensory elements to engage their senses, such as sound effects, facial expressions, or touch (if they are comfortable with it), like running a toy car along their arm.
Keep play fresh by changing sensory toys
To keep the play engaging, change or introduce new sensory toys. This helps prevent repetitive patterns and encourages longer, more meaningful play interactions.
Talk to your child’s therapist
Finding a specialist is crucial for the success of Floortime therapy. You may choose to conduct Floortime at home or work with a specialist to practice it with your child.
A child therapist can help provide metrics to measure your child’s success and offer solutions to any roadblocks along the way.
It is important to note that for optimal success in Floortime, families commit to practicing it regularly for a prolonged period.
If you think this could be a helpful addition to your child’s behavioral therapies, speak to your child’s pediatrician, occupational therapist, or psychiatrist for a referral to a psychologist who specializes in DIR Floortime.
It may be helpful to include sessions in your child’s school day. Many schools will accommodate this request through an Individualized Education Plan.
Occupational therapists or other professionals are often open to drafting exercises that parents can do with their children at home. Don’t be shy to ask!
FAQs
Q: What does DIR mean in Floortime?
A: DIR stands for Developmental, Individual-differences, Relationship-based model. It is an approach that focuses on emotional and developmental milestones, taking into account each child’s unique way of processing the world and building relationships.
Q: What is the difference between ABA and DIR Floortime?
A: ABA is a structured, behavior-focused approach, often using rewards to encourage specific skills. DIR Floortime, however, emphasizes emotional development through play and relationship-building, adapting to each child’s unique interests and developmental needs.
Q: What is the Floortime method?
A: Floortime is a therapeutic approach within the DIR model that involves engaging with a child at their level using play to encourage emotional, social, and cognitive development. It focuses on building connections and communication by following the child’s interests.
Q: What is the age range for DIR Floortime?
A: DIR Floortime can be beneficial for children from infancy through adolescence. It is tailored to meet a child’s developmental stage rather than being restricted to a specific age group.
References
Divya, K. Y., Begum, F., John, S. E., & Francis, F. (2023). DIR/floor time in engaging autism: a systematic review. Iranian journal of nursing and midwifery research, 28(2), 132-138. https://journals.lww.com/jnmr/fulltext/2023/28020/DIR_Floor_Time_in_Engaging_Autism__A_Systematic.2.aspx
Barghi, F., Safarzadeh, S., Marashian, F. S., & Bakhtiarpour, S. (2023). Effectiveness of DIR/Floor Time Play Therapy in Social Skills and Emotion Regulation of Children with Autism Spectrum Disorder. Middle East Journal of Rehabilitation and Health Studies, (In Press). https://brieflands.com/articles/mejrh-138491.html
Hess, E. (2020). DIR®/Floortime™: A developmental/relational play therapy model in the treatment of infants and toddlers exhibiting the early signs of autism Spectrum disorder. In Infant play therapy (pp. 141-156). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429453083-10/dir%C2%AE-floortime%E2%84%A2-esther-hess
Liao, S. T., Hwang, Y. S., Chen, Y. J., Lee, P., Chen, S. J., & Lin, L. Y. (2014). Home-based DIR/Floortime™ intervention program for preschool children with autism spectrum disorders: Preliminary findings. Physical & occupational therapy in pediatrics, 34(4), 356-367. https://www.tandfonline.com/doi/abs/10.3109/01942638.2014.918074
