What is Floortime?

"The DIR (Developmental, Individual differences, Relationship-based) Model is a developmental Model for assessing any child's strengths and weaknesses. It has become particularly effective at identifying the unique developmental profiles and developing programs for children experiencing developmental delays due to autism, Asperger syndrome, or other developmental disorders. This Model was developed by Dr. Stanley Greenspan and first outlined in 1979 in his book Intelligence and Adaptation." (Wikipedia - http://en.wikipedia.org/wiki/Floortime)

For an example of Dr Greenspan's method in practice please click here (PDF).

Sibylle Janert’s psycho-educational approach incorporates many elements from Greenspan’s DIR-Floortime Model and Dr. Solomon’s PLAY-Project as well as infant mental health and modern psychoanalytic understanding. Her focus is on helping parents, as the most important people in every child’s life, to encourage communication and relationship- building with their child, to understand what the puzzling autistic behaviours are about, and how to support the child to make the most of his/her developmental potential.

To see how the Floortime developmental model works we recommend watching this 12 minute video clip of a study done in Ontario, Canada. Please click on the image below to go to the CBS website (the video clip is preceeded by two short adverts, unfortunately there's nothing we can do remove these).
Click on the link above to visit our other website, www.reachingautism.org
Click here to visit our other website, www.reachingautism.org
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The DIR/Floor Time Model 
A Treatment Philosophy for Parents and Professionals, by Rosemary White, (Published on 12 May 2014) (1hr 40mins)

Rosemary White, OTR/L, presents the principles of the DIR/Floortime approach, a treatment philosophy for parents and professionals for children with challenges in relating and communicating, including autism
More video information about the DIR Floor Time Model:
Stuart Shanker:  Self regulation and Kindergarten, by Dr Stuart Shanker.
(Uploaded on 26 Nov 2010) (10 mins)

Studies show that children with the ability to self-regulate are more successful in school, and life. Stuart Shanker, a professor of philosophy and psychology at York University discusses self-regulation at the People for Education conference.
Link to an article with embedded video (1 hour 6 mins)
Kids and self-regulation: how marshmallows can determine success
by Dr Stuart Shanker
“Something is going on in the world that is impeding self-regulation in our kids, … which is the key to why some kids are struggling.”
Enhancing the potential in children:
(Published on 13 Dec 2012) (8 mins)

By working with children with autism, who often experience significant difficulties with self-regulation, MEHRI researchers share what they have learned and how to enhance its development in all children. The goal is to have everyone involved in the lives of ALL children-- parents, educators, health professionals, coaches, neighbours - to recognize the signs of when children are over-stressed and what they can do to help them self-regulate. In a state of being optimally self-regulated, children are then able to discover their own unique talents and confidently share them, thus contributing to the world.
The Community School in Atlanta, Georgia in the USA has explicitly embraced Stanley Greenspan’s DIR/Floortime model as the foundation of its approach, and serves as a model for other such schools using this humane and holistic approach to be set up in other parts of the world.

For more information visit their website.
For full and up to date information about our current training courses, packages and offers please visit our new website at autismseendevelopmentally.org