According to The Interdisciplinary Council on Development and Learning, "The Developmental, Individual Difference, Relationship-based (DIR®) Model is a framework that helps clinicians, parents and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges. The objectives of the DIR® Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors."
Six basic developmental capacities lay a foundation for all learning and development. More information on these capacities can be read here.
By understanding these skills and the factors that influence them and by working on them, we often can help improve skills through appropriate emotional experiences. This in turn helps to develop critical cognitive, social, emotional, language, and motor skills, as well as a sense of self.
For children who are diagnosed with pervasive developmental disorder, autism spectrum disorder, developmental disorder, severe language delays, motor difficulties, and severe disorders of relating and communicating, often a comprehensive, intensive intervention program is warranted.
To learn more visit: DIR® and the DIRFloortime® Approach
Brain scans show how the DIRFloortime approach helps children with autism to become more social, resulting in measurable changes in the brain:
The DIRFloortime® training model efficiently and effectively meets the needs of those who want to start using DIRFloortime® principles in their communities, and make a difference in the lives of so many children and adults while being respectful of their interests and right for self-determination.
There are 5 levels of the DIRFloortime Certificate Program. These 5 levels are as follows:
To learn more visit ICDL
The success of the DIRFloortime approach is dependent on a comprehensive approach. This approach requires caregiver/parental support. 10 to 30 minute floor time sessions as often as 8 times per day may be recommended.
Following this program often means determining how much each parent can do and how much help is needed. Help can include siblings; other family members; a graduate student in speech pathology, occupational therapy, or education; high school students; neighbors; or volunteers. Individuals working with the child on Floortime need a natural ability to relate and interact and a capacity, with experience, to master the guidelines described earlier.
Caregivers/parents are trained by their therapist to carry over the approach at home. Parents or the therapist typically need to train other helpers.
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