DIRFloortime® (Developmental, Individual-differences, Relationship-based model) is the unique, child-centred approach that supports the developmental and emotional needs of children of all abilities, particularly those with autism and developmental differences.

Why the DIRFloortime® Approach?

Focus on Emotional and Relational Development

DIRFloortime emphasises emotional connections and relationships as the foundation for learning. It helps children build social-emotional skills through play and interaction with caregivers or therapists.

Instead of just focusing on behaviours, DIR works from the inside out — being curious about the “why” behind a child’s actions and behaviours.

DIr Floowtime

Individualised Approach

DIR stands for Developmental, Individual-differences, and Relationship-based. This means:

  • It meets each child at their current developmental level.
  • It takes into account their sensory preferences, motor abilities, and emotional needs.
  • Therapy is tailored to what works best for that particular child.

Parent Involvement

DIRFloortime actively involves parents and caregivers. This strengthens the parent-child relationship and fosters deeper emotional connections, while supporting their child’s development through joyful, meaningful interactions.

Play-Based and Naturalistic

It uses play as a medium for learning. It builds on a child’s natural interests, helping them stay engaged and motivated.

Supports Long-Term Growth

It aims to build core capacities like:

  • Emotional regulation
  • Social interaction
  • Problem-solving
  • Communication
  • Rather than only addressing surface behaviours, DIRFloortime nurtures skills that support lifelong development.

Choose DIRFloortime if you’re looking for:

  • A respectful, child-led approach
  • A neuroaffirming, strengths-based approach
  • A curious way of addressing behaviour
  • Deepened emotional connection and communication
  • Active parent involvement
  • A way to support not just functioning, but relating, thinking, and growing

Learning first occurs as a part of emotional interactions; it involves the spilt -second initiatives that children take as they try to engage other people, interact with them, communicate and reason with them.

 

– Dr Stanley Greenspan