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DIRFloortime is an effective evidence-based approach developed by Dr. Stanley Greenspan that emphasizes on back-and-forth play using intervention activity related to DIR (The Developmental Individual-differences and Relationship-based Model). DIRFloortime is effective in supporting individuals on the autism spectrum as well as individuals with neurodevelopmental differences. . It addresses a wide range of emotional, regulatory, sensory, motor, learning, and developmental challenges such as speech, language, and cognition. In this approach, the parent joins the child’s activities and follows their lead. DIRFloortime utilizes a secured attached relationship as an instrument in supporting children to overcome their challenge (Germain-Dillon et al., 2021):
Children with ASD face challenges with social interactions. DIRFloortime “helps children with ASD learn to relate to adults and peers with warmth and intimacy, communicate meaningfully with emotional gestures and words, and think with a high level of abstract reasoning empathy” (Greenspan et al., 2006, p. 40; Germain-Dillon et al., 2021).
DIRFloortime focuses on the first six core capacities that are foundational to human development, which are achieved in typical development by age 4 years.
FIRST SIX CORE CAPACITIES:
1. Self-Regulation and Interest in the World
2. Engagement and Relating
3. Two-Way Purposeful Communication
4. Complex Communication and Shared Social Problem-Solving
5. Using Symbols to Create Emotional Ideas
6. Logical Thinking and Building Bridges Between Ideas
Example Goals for DIRFloortime
Shared attention:
· In 2 months, the child will sustain shared attention with a caregiver in interactive play using the child’s preferred sensory and motor modalities, such as movement, looking, touching, or listening with 80% accuracy across 3 observable sessions.
Engagement:
· In 2 months, the child will sustain engagement in reciprocal social interactions with the caregiver that bring pleasure and joy with maximum prompting, with 80% accuracy across 3 observable sessions.
Cueing: Gaze cueing of attention
Gaze cuing is known as orienting one’s attention to the direction of another person’s gaze. It is an important skill that is critical for successful social interactions. Gaze Cueing facilitates joint attention, the sharing of attention between two individuals toward the same object (Frischen et al., 2007; Bayliss et al., 2013).
Data Collection Tool : This is a useful data collection tool with a column for information on prompting/modeling and a column for general notes/comments.
Activity: Rolling a Ball
Material Needed:
playmats
a ball
different toys
Observation
Listen and watch your child for effective observation: Your child is playing with the ball by himself/herself
Consider how to approach your child depending on their tone of voice, body language, and facial expressions
Approach: open circles of communication
Open the circle by approaching the child with appropriate words and gestures: smile and acknowledge your child’s interest in the ball. Build on the child’s interest: “You really like that ball!”
Follow the child’s lead
Be a supportive play partner, an assistant to your child: if your child rolls the ball to your direction, get the ball and roll it to your child for joint attention and shared enjoyment.
Extend and expand the play
Make supportive comments about your child’s play without being intrusive: “You are rolling the ball”, “I like the way you are passing the ball”, “The ball is going so fast”. When you hold the ball, wait until your child looks at you (shared attention). Once your child looks at you, smile to show the shared enjoyment. Make positive comments when your child smiles at you.
Child closes the circle of the communication
If your child shows interest to another activity that is on the playmat, let it flow and transition to another activity.
Resources for parents: DIR Home Program
· Parent coaching program, not a direct a direct therapy for child
· Coaching provided virtually via Zoom
· Coaching sessions with DIR Experts at the DIR Institute
· Focusing on supporting parents promote child’s development using effective strategieS
References
Bayliss, A. P., Murphy, E., Naughtin, C. K., Kritikos, A., Schilbach, L., and Becker, S. I. (2013). “Gaze leading”: initiating simulated joint attention influences eye movements and choice behavior. J. Exp. Psychol. Gen. 142, 76–92. doi: 10.1037/a0029286
Frischen, A., Bayliss, A. P., and Tipper, S. P. (2007). Gaze cueing of attention: visual attention, social cognition, and individual differences. Psychol. Bull. 133, 694–724. doi: 10.1037/0033-2909.133.4.694
Germain-Dillon, C. S., & Peters, S. (2021). Combining DIRFloortine and sensory integration for children with ASD. AOTA Continuing education article, 1-9.
Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the floortime approach to help children relate, communicate, and think. Da Capo Lifelong Books.
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