1. A Review of the DIR/Floortime Model for Autism Treatment
Jessica Seeman &
Jennifer Connelly
Caldwell College Graduate Program in Applied Behavior Analysis

2. The DIR/Floortime Model: What Is It?
DIR- “Developmental, Individual-Difference, Relationship-Based” Model
“Developmental”- Six Levels
“Individual-Difference”- Unique way in which a child processes information
“Relationship-Based”- Learning Relationships necessary for a child to progress in his development

3. The History of DIR/Floortime
Developed approximately 30 years ago
Based on cognitive and developmental psychology
Started with a six-year study based on typically developing infants
Look at how typical development can be derailed
Not only Greenspan

4. History of DIR/Floortime
Used model to treat autism, and additionally focused on sensory/motor components
In 1990 began training in assessment and treatment of autism using model
In 1996 Greenspan and colleagues Formed Interdisciplinary Council on Developmental and Learning Disorders

5. History of DIR/Floortime
Published own diagnostic manual, assessment intervention tools (measures), and videotaped training models
Formed the Journal of Developmental Processes
In 1999 began a DIR institute certificate program
In 2003 the Floortime Foundation was founded

6. The Theory Behind DIR
Language, cognition, social skills, and emotions are learned through meaningful relationships
Underlying sensory processes determines how learners interpret and learn from their environment
Progress in all areas of development is interrelated
The theory is based on the understanding of autism as “unique biologies” of individual learners

7. DIR/Floortime: Treatment Claims
Relate to adults and peers with warmth and intimacy
Communicate meaningfully with gestures and words
Think using abstract reasoning and empathy
Integrates emotional, social, intellectual, educational goals

8. FEDCs FEDC- “Functional emotional developmental capacities”
Stage 1: Regulation and Interest in the World
Stage 2: Engaging and Relating
Stage 3: Intentionality and Two-Way Communication
Stage 4: Social Problem-Solving, Mood Regulation, and Formation of Sense of Self

9. FEDCs Stage 5: Creating Symbols and Using Words and Ideas
Stage 6: Emotional Thinking, Logic, and Sense of Reality

10. DIR Approach to Evaluation and Intervention

11. DIR Components Floortime Semistructured Problem-Solving Activities
Speech Therapy
Occupational Therapy
Peer Play Opportunities
Educational Programs
Biochemical Interventions

12. What Is Floortime?
“Floortime” is only one component of the DIR- based intervention program, but is the heart of the home program
Floortime is a family approach
Two main goals of Floortime
1. Follow the child’s lead
2. Bring the child into a shared world

13. Floortime: How to Implement It
Not about doing the right or wrong thing-only learning together
Think of yourself as a “player”
Parents coaching each other in order to analyze floortime sessions

14. Floortime: How to Implement It
Voice (intonation) is the most powerful tool
Meet on current developmental level, instead of expectations
Giving things symbolic meaning
No rush in floortime, moving at the child’s preferred pace

15. Floortime: One Example

16. Floortime Checklist
Involves following the child’s lead and pulling him into your world….Is he…
Engaging with toys/objects or me?
Reacting or initiating interactions?
Opening/Closing a few circles of communication?
Labeling/Creating own new ideas in play conversation?
Marching to his own drummer/responding to my ideas as well as his own?

17. Floortime: Creating Learning Environments
With siblings/peers
Across settings
Everyday activities
At school

18. Creating a Comprehensive Intervention through Additional Components: DIR Intervention Pyramid

19. DIR: Views on Sensory Processing and Self-Stimulatory Behavior
Sensory Processing- learners being overreactive or underreactive to sensory information
Why learners engage in stereotypy, and how it is addressed through the DIR model

20. DIR Approach to Problem Behavior
Avoidant Behavior
Repetitive Behavior/Perseveration
Dangerous/Aggressive Behavior
Self-Stimulation

21. DIR Approach to Other Challenges
Toilet Training
Dressing
Meal Time
Social Skills
Feelings
Scripting
Echolalia

22. DIR/Floortime: Research Support
Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses.
Stanley I. Greenspan & Serena Wieder (1997)
Can children with autism master the core deficits and become empathetic, creative, and reflective?
Serena Wieder & Stanley I. Greenspan (2005)

23. DIR/Floortime: Scientific Validity
Internal Validity = Functional Relationship
Demonstrated no experimental control
Measures biased
Nothing operationally defined
No explanation of data collection or reliability data
DIR not only IV
Behaviors were internal states (not measurable through observation)
External Validity = Replication
Method not described
Various confounding variables
No demonstration of internal validity

24. References
Greenspan, S. I., & Wieder, S. (1997). Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. The Journal of Developmental and Learning Disorders, 1, 1-38.
Greenspan & Wieder (2006). Engaging autism. Cambridge, MA: Da Capo Press.
Wieder, S., & Greenspan, S. I. (2005). Can children with autism master the core deficits and become empathetic, creative, and reflective? The Journal of Developmental and Learning Disorders, 9,

25. Questions Period