A Review of the DIR/Floortime Model for Autism Treatment Jessica Seeman & Jennifer Connelly Caldwell...
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A Review of the DIR/Floortime Model for Autism Treatment
Jessica Seeman &Jennifer Connelly
Caldwell College Graduate Program in Applied Behavior
Analysis
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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
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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
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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
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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
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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
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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
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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
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FEDCs
Stage 5: Creating Symbols and Using Words and Ideas
Stage 6: Emotional Thinking, Logic, and Sense of Reality
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DIR Approach to Evaluation and Intervention
Screening (FDGC)/ Developmental Evaluation
Developmental Profile
Caregiver/Child Interactions
Individual DifferencesDevelopmental Capacities
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DIR Components
Floortime Semistructured Problem-Solving Activities Speech Therapy Occupational Therapy Peer Play Opportunities Educational Programs Biochemical Interventions
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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
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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
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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
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Floortime: One Example
http://www.youtube.com/watch?v=vQW4TncfP7g
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Floortime Checklist
Involves following the child’s lead and pulling him into your world….Is he…
1. Engaging with toys/objects or me?2. Reacting or initiating interactions?3. Opening/Closing a few circles of communication?4. Labeling/Creating own new ideas in play
conversation?5. Marching to his own drummer/responding to my
ideas as well as his own?
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Floortime: Creating Learning Environments
With siblings/peers Across settings Everyday activities At school
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Creating a Comprehensive Intervention through Additional Components: DIR Intervention Pyramid
Specific Interventions
Developmentally Appropriate Practices and Interactions
Formation of Relationships
Secure Relationships
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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
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DIR Approach to Problem Behavior
Avoidant Behavior Repetitive
Behavior/Perseveration
Dangerous/Aggressive Behavior
Self-Stimulation
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DIR Approach to Other Challenges
Toilet Training Dressing Meal Time
Social Skills Feelings Scripting Echolalia
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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)
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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
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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, 39-61.
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Questions Period