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Floortime/ Individual Difference Relationship Based Model Intervention Program (DIR)
Since most children who suffer from autism have trouble communicating with others, they often lack a sense of connection with others. The Floortime or the DIR/Floortime model , created by Dr. Stanley Greenspan, focuses on helping a child’s personal interactions fuel cognitive and emotional growth. The greatest reward that is taken from the approach is the ability for children to create a better sense of themselves, and from this foundation develop their cognitive skills, language skills, and social capacities. Floortime should be conducted for about twenty to thirty minutes each day.
Though Floortime may seem extremely advanced, it is actually not very difficult for parents to implement this approach on their own. The approach involves a lot of activities and games and has no rigid structure or set of rules. For example, one approach or DIR/Floortime therapy technique involves having a parent gradually engage in their child’s style of play:
In the beginning, parents should simply sit back and just watch their child play while paying close attention to which toys their child enjoys the most, with the technique in which their child plays with these toys. The next step is for the parent to begin to join in but not be a full participant in the child’s activities. The parent should play alongside the child, imitating the child’s style of play, but avoid speaking or making eye contact with the child. Simply imitate the child’s play without interacting.
Next, the parent should begin to engage in the child’s play by saying a few words and making gestures to show he or she is interested in the child’s activities. The parent should look at the child and smile and giggle to express how enjoyable the current activity is. The parent should pay close attention to the child’s reactions. Once the child seems to accept the parent’s company, then both are ready to take the exercise to the next level.
Now, here comes the fun part! The parent should slowly become involved with the child’s play. He or she should continue to imitate the child and let the child take the lead. The parent should exaggerate the imitated movements and facial expressions. Parents should then encourage their child to be just as vivid and expressive as they are, and if the child is responsive, he or she should receive a reward for doing so. The child’s expressive response is proof that he is accepting and mirroring the parent’s participation and behavior.
Next, parents should begin to incorporate little phrases and commands like, “you first,” “stop,” “go,” or “my turn,” and note the child’s response. This will be easier and more effective if the games being played involve taking turns. Parents may have to reinforce these phrases with rewards, or visually present them to their child, but they should persevere until the child is able to respond appropriately.
Once the child becomes comfortable with these phrases, the next step is to apply the words and techniques that were learned in play time to everyday life. For example, if the parent and child are walking into a room, the parent may say, “you first” to the child, and eventually (maybe not on the first try) the child will connect the phrase to their experience during playtime, and understand that he or she is supposed to walk into the room first. It may take some time, as with all therapies, but parents should try not to be discouraged by initial failures. Parents should also motivate their children to lead them into play sessions, and they should reward their children for taking the initiative to do so.
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