An increasingly evidenced-based intervention for working with neurodiversity, including autism.
A specific technique where use is made of the child or young person’s natural emotional interests in a relational, play-based, and mostly non-directive manner.
Appropriate challenge is introduced once the child and practitioner have established a working alliance. Relational play leads the child or young person towards increasingly greater mastery of their social, emotional, and intellectual capacities.
Emphasizes the critical role of parents and other family members due to the importance of their emotional relationship with the child.
Evidence from the American Academy of Pediatrics (AAP):
A recent Clinical Report* highlights the following:
Intervention for young children may be derived from developmental theory, which is focused on the relationship between the caregiver’s level of responsiveness and the child’s development of social communication.
Through interaction with others, children learn to communicate and regulate emotions and establish a foundation for increasingly complex thinking and social interaction.
Developmental models for intervention, such as DIRFloortime®, are focused on teaching practitioners, parents and caregivers to engage in non-directive interactive strategies to foster interaction and development of communication in the context of play.
*Hyman, S.L., Levy, S.E., & Myers, S.M. (2020) AAP COUNCIL ON CHILDREN WITH DISABILITIES, SECTION ON DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS. Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Pediatrics. 2020;145(1):e20193447
Please click here to view the full report.
ICDL (2021) American Academy of Pediatrics, https://www.icdl.com/parents#h.p_NFSiz4OLk-QM
ICDL (2021) What is DIR®? https://www.icdl.com/dir