Play Therapy
Using the D.I.R./Floortime® Model, our play has a purpose
The D.I.R./Floortime® model is an evidenced-based treatment framework that outlines social-emotional development throughout our lives. This model can be particularly effective for children who have trouble connecting, are displaying rigid behaviors, or have limited response to their play partners ideas. Ultimately, our goal is to raise strong, happy and empathetic children
Engaging the Child
How do we pull the child in? How do we make longer connections? Stronger connections? Affect can be a very powerful therapeutic tool used to engage the child. A therapist may use animated expressions and excitement to help connect with a child for longer durations. We may need to follow the child’s lead, see what they are interested in. We can see a child begin to open up as we give them the power. Some children may be ready for a little more challenge. We’ve followed their ideas but can they now follow ours?
Respecting Individual Differences
The therapy for each child will look different because each child has different needs. If a child can be easily distracted, we may need to limit visual stimulation in the environment. If the child needs a little more time to respond, give the child that time. If the child needs movement and proprioceptive input to the body to be calm, provide the sensory stimulation the child needs. These are some examples of considering a child’s individual differences. When we are truly considering each individual child, we can better help them progress.
Focus on Relationships
The focus of therapy is on the child’s relationships with others. We want to pull them in to “fall in love” with others. We want to get a stronger back and forth interaction. We want the child to be able to respond to others’ ideas and feelings. We want the child to be a more empathetic and flexible individual.
Development through the Levels
Supporting the child at the right developmental level is important. We need to meet them where they are. Here are the nine levels of D.I.R./Floortime®.
Level 1: Shared Attention/Regulation and Interest in the World
Level 2: Engagement/Forming Relationships
Level 3: Two-Way, Purposeful Interactions with Gestures/Intentional Two-Way Communication
Level 4: Two-Way, Purposeful Problem-Solving Interactions/Development of Complex Sense of Self
Level 5: Elaborating Ideas/Representational Capacity and Elaboration of Symbolic Thinking
Level 6: Building Bridges Between Ideas/Emotional Thinking
Level 7: Multi-Cause, Comparative, and Triangular Thinking (Grade School Children)
Level 8: Emotionally Differentiated Gray-Area Thinking (Grade School Children)
Level 9: Intermittent Reflective Thinking, a Stable Sense of Self, and an Internal Standard (Grade School Children)
Is this different than ABA therapy?
Yes. These two therapies often look very different. Applied Behavioral Analysis therapy is a proven therapy model aimed at building skills in children and reducing problematic behaviors. It can be helpful for some children. However, research on ABA therapy does not illustrate that the model strongly addresses the social-emotional development of children. We consider social-emotional growth to be paramount to a child’s development. Many children receive ABA therapy and DIR therapy. When considering different therapies, It’s important to look at the right therapy for each individual child. For many families, it can be very apparent on how their child is responding to the given therapy.