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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
David S Stein, Leah W Welchons, Kara B Corley, Hope Dickinson, April R Levin, Charles A Nelson, Martin T Stein
Paul is a 7-year-old boy with a history of cerebral palsy and left-side weakness secondary to perinatal injury. He was adopted to the United States at 19 months from a baby home in Eastern Europe, where the caregiver to child ratio was 7:1. Paul spent most of his early developmental period in a crib. On adoption, he was nonverbal and nonambulatory, but these skills developed within 1 year. Paul was noted at 4 years of age to be struggling socially and also to exhibit restricted interests (e.g., memorizing maps and world leaders)...
January 2015: Journal of Developmental and Behavioral Pediatrics: JDBP
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
Jeremy Parr
INTRODUCTION: Evidence for the efficacy of treatments for autism has improved in recent years. In this systematic review the evidence for both drug and non-drug treatments is appraised and clinical guidance is provided for their use. METHODS AND OUTCOMES: We conducted a systematic review and aimed to answer the following clinical questions: What are the effects of early intensive multidisciplinary intervention programmes in children with autism? What are the effects of dietary interventions in children with autism? What are the effects of drug treatments in children with autism? What are the effects of non-drug treatments in children with autism? We searched: Medline, Embase, The Cochrane Library, and other important databases up to May 2009 (Clinical evidence reviews are updated periodically; please check our website for the most up-to-date version of this review)...
2010: Clinical Evidence
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
R L Street, J N Cappella
The ability to appropriately reciprocate or compensate a partner's communicative response represents an essential element of communicative competence. Previous research indicates that as children grow older, their speech levels reflect greater adaptation relative to their partner's speech. In this study, we argue that patterns of adaptation are related to specific linguistic and pragmatic abilities, such as verbal responsiveness, involvement in the interaction, and the production of relatively complex syntactic structures...
September 1989: Journal of Psycholinguistic Research
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