SPED 105: DEVELOPMENTAL

INDIVIDUAL RELATIONSHIP
BASED-MODEL
 The developmental individual relationship-based
(DIR) model is a framework for understanding and
supporting the social and emotional development of
children and adolescents. It was developed by Dr.
Stanley Greenspan and Dr. Serena Wieder and is based
on the idea that healthy development requires a strong
emotional connection between the child and their
caregivers.
 Social and emotional development- refers to the growth and acquisition of skills related to
understanding and managing emotions, building and maintaining relationships, and navigating
social interactions effectively.

 Social development- involves the ability to interact and communicate with others in a meaningful
way. It encompasses skills such as taking turns, sharing, cooperating, and understanding social
norms and expectations. Social development also involves developing empathy, perspective-
taking, and understanding others' emotions.
Emotional development - focuses on the understanding and management of one's own emotions.
It involves recognizing and labeling different emotions, understanding the causes and
consequences of emotions, and learning strategies for expressing and regulating emotions in a
healthy and appropriate manner.
The DIR model emphasizes the importance of individual differences in
children's development and the need for interventions that are tailored to each
child's unique needs and strengths. It also emphasizes the importance of
relationships in promoting healthy development, with caregivers playing a key
role in supporting children's emotional well-being.

The DIR model is often used in clinical settings to support children with
developmental challenges, such as autism spectrum disorder, ADHD, and
other conditions that impact social and emotional development. It is also used
in educational settings to support social-emotional learning and promote
positive relationships between students and teachers.
 DEVELOPMENTAL INDIVIDUAL-DIFFERENCES
RELATIONSHIP-BASED MODEL (DIR)
FLOORTIME

WHAT IS FLOORTIME?
FLOORTIME, ALSO KNOWN AS THE DEVELOPMENTAL, INDIVIDUAL-DIFFERENCE, RELATIONSHIP-BASED (DIR)
MODEL, IS AN INTERVENTION APPROACH USED IN THE TREATMENT OF CHILDREN WITH AUTISM SPECTRUM
DISORDER (ASD) AND OTHER DEVELOPMENTAL CHALLENGES. IT WAS DEVELOPED BY DR. STANLEY
GREENSPAN AND DR. SERENA WIEDER.
• FLOORTIME FOCUSES ON PROMOTING SOCIAL, EMOTIONAL, AND COGNITIVE
DEVELOPMENT BY ENGAGING CHILDREN IN MEANINGFUL INTERACTIONS AND
PLAY. THE NAME "FLOORTIME" COMES FROM THE IDEA THAT THE THERAPY
TAKES PLACE ON THE CHILD'S LEVEL, TYPICALLY ON THE FLOOR, WHERE THE
CHILD FEELS MOST COMFORTABLE.

• IN FLOORTIME, THE THERAPIST OR PARENT FOLLOWS THE CHILD'S LEAD,

JOINING THEM IN THEIR PLAY AND ACTIVITIES, AND ENCOURAGING THEM TO
EXPAND THEIR INTERACTIONS AND PROBLEM-SOLVING SKILLS. THE GOAL IS TO
BUILD A STRONG EMOTIONAL CONNECTION AND ENGAGE THE CHILD'S
ATTENTION AND INTEREST, WHILE ALSO CHALLENGING THEM TO DEVELOP
NEW SKILLS AND ABILITIES.
• FLOORTIME EMPHASIZES THE IMPORTANCE OF BUILDING A STRONG
FOUNDATION OF SOCIAL AND EMOTIONAL SKILLS, AS THESE ARE SEEN AS THE
BUILDING BLOCKS FOR HIGHER-LEVEL COGNITIVE AND ACADEMIC ABILITIES.
THE APPROACH ALSO RECOGNIZES THAT EVERY CHILD IS UNIQUE AND HAS
THEIR OWN INDIVIDUAL DIFFERENCES, STRENGTHS, AND CHALLENGES.
THEREFORE, THERAPY IS TAILORED TO MEET THE SPECIFIC NEEDS AND
INTERESTS OF EACH CHILD.

• OVERALL, FLOORTIME AIMS TO PROMOTE SOCIAL ENGAGEMENT, EMOTIONAL

REGULATION, COMMUNICATION SKILLS, AND COGNITIVE DEVELOPMENT IN
CHILDREN WITH ASD AND OTHER DEVELOPMENTAL DELAYS, WITH THE
ULTIMATE GOAL OF HELPING THEM REACH THEIR FULL POTENTIAL.
 FLOORTIME PLAY THERAPY HELPS AUTISTIC CHILDREN BUILD EMOTIONAL CONNECTIONS AND
DEVELOPCOMMUNICATION SKILLS. FLOORTIME IS A STRUCTURED PLAY PROGRAM THAT CAN BE ADMINISTERED BY
PROFESSIONALS, PARENTS, GUARDIANS, OR PARA-PROFESSIONALS IN A RANGE OF SETTINGS.
Floortime is a relationship-based therapy for children with autism. The intervention is called floortime
because the parent gets down on the floor with the child to play and interact with the child at their
level.
 STANLEY GREENSPAN’SCIRCLE OF
FLOORTIME COMMUNICATION
THE LATE DR. STANLEY GREENSPAN DEVELOPED A CODE OF COMMUNICATION FOR PARENTS AND
CAREGIVERS TO USE DURING FLOORTIME INTERACTIONS WITH CHILDREN. THE CODE INCLUDES
THE FOLLOWING:

• FOLLOW THE CHILD'S LEAD: OBSERVE THE CHILD'S INTERESTS AND JOIN IN WITH THEM.

• CHALLENGE THE CHILD: ENCOURAGE THE CHILD TO TAKE RISKS AND TRY NEW THINGS.

• EXPAND THE CHILD'S IDEAS: HELP THE CHILD TO THINK CREATIVELY AND BUILD ON THEIR
IDEAS.
• USE AFFECT: USE FACIAL EXPRESSIONS, GESTURES, AND TONE OF VOICE TO
CONVEY EMOTIONS AND CONNECT WITH THE CHILD.

• STAY AT THE CHILD'S LEVEL: PHYSICALLY AND EMOTIONALLY, BE ON THE SAME

LEVEL AS THE CHILD.

• PROVIDE SCAFFOLDING: OFFER SUPPORT AND GUIDANCE AS THE CHILD LEARNS

NEW SKILLS.

• USE REPETITION: REPEAT ACTIONS AND WORDS TO HELP THE CHILD LEARN AND
REMEMBER.
Use transitions: Help the child transition from one activity to
another.

Be flexible: Be open to the child's changing interests and needs.

Provide positive reinforcement: Praise the child's efforts and

successes.
“ EMOTIONS ARE A CRITICAL SOURCE OF
INFORMATION FOR LEARNING.”
-JOSEPH LEDOUX