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DIR Floortime

Julie Sealy, Ira P Glovinsky
This randomized controlled trial examined the reflective functioning capacities of caregivers who have a child with a neurodevelopmental disorder between the ages of 2 years 0 months and 6 years 11 months. Children with a neurodevelopmental disorder receive a range of diagnoses, including sutism; however, they all exhibit social communication challenges that can derail social relationships. Forty parent-child dyads in Barbados were randomly assigned to either a developmental individual-difference, relationship-based/floortime(DIR/FT) group (n = 20), or a psychoeducational (wait-list) group (n = 20) with parental reflective functioning measured before and after a 12-week DIR/FT treatment intervention...
March 2016: Infant Mental Health Journal
Shu-Ting Liao, Yea-Shwu Hwang, Yung-Jung Chen, Peichin Lee, Shin-Jaw Chen, Ling-Yi Lin
Improving parent-child interaction and play are important outcomes for children with autism spectrum disorder (ASD). Play is the primary occupation of children. In this pilot study conducted in Taiwan, we investigated the effects of the developmental, individual difference, and relationship-based (DIR)/Floortime home-based intervention program on social interaction and adaptive functioning of children with ASD. The participants were 11 children with ASD, ages from 45-69 months, and their mothers. Mothers were instructed the principles of the approach by an occupational therapist...
November 2014: Physical & Occupational Therapy in Pediatrics
Kingkaew Pajareya, Kaewta Nopmaneejumruslers
OBJECTIVE: Determine the results of 1-year Developmental, Individual-Difference, Relationship-Based (DIR)/Floortime parent training in developmental stimulation of children with autistic spectrum disorder (ASD). MATERIAL AND METHOD: Thirty-four, two to six years old children with ASD participated. Parents were encouraged to deliver 1:1 interaction according to their child's developmental level, as they were modeled and coached. Pre-post videotapes were rated by blinded assessors...
September 2012: Journal of the Medical Association of Thailand, Chotmaihet Thangphaet
Sebastián H Cukier, Ernesto Wahlberg
Autism Spectrum Disorders do not have a treatment that offers definitive solution to the serious challenges faced by people who suffer from them. Consequently, as in other chronic conditions, many therapeutic interventions are offered, each based on different neurobiological or psychological hypotheses. In the present article criteria for the organization of the proposed interventions are suggested, and the main aspects of the affective diathesis hypothesis are summarized. This theory emphasizes the importance of emotional signaling as a basis for development and is the theoretical framework for one of the therapeutic options in the field of autism that is earning recognition in our country: the DIR-Floortime model...
March 2011: Vertex: Revista Argentina de Psiquiatriá
Kingkaew Pajareya, Kaewta Nopmaneejumruslers
This pilot study was designed to test the efficacy of adding home-based Developmental, Individual-Difference, Relationship-Based (DIR)/Floortime™ intervention to the routine care of preschool children with autistic spectrum disorder. Measures of functional emotional development and symptom severity were taken. It was found that after the parents added home-based DIR/Floortime™ intervention at an average of 15.2 hours/week for three months, the intervention group made significantly greater gains in all three measures employed in the study: Functional Emotional Assessment Scale (FEAS) (F = 5...
September 2011: Autism: the International Journal of Research and Practice
Richard Solomon, Jonathan Necheles, Courtney Ferch, David Bruckman
The PLAY Project Home Consultation (PPHC) program trains parents of children with autistic spectrum disorders using the DIR/Floortime model of Stanley Greenspan MD. Sixty-eight children completed the 8-12 month program. Parents were encouraged to deliver 15 hours per week of 1:1 interaction. Pre/post ratings of videotapes by blind raters using the Functional Emotional Assessment Scale (FEAS) showed significant increases (p <or= 0.0001) in child subscale scores. Translated clinically, 45.5 percent of children made good to very good functional developmental progress...
May 2007: Autism: the International Journal of Research and Practice
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