The Power of Floortime™ Play Intervention

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Chil­dren With Autism, Learn­ing Through Inter­ac­tion: Pre­lim­i­nary Data From DIR® Model and Floor­time™ Play Intervention

Picture of Sara L . Henry, MA, LMFT

Sara L . Henry, MALMFT

Watch the Cana­dian Broad­cast­ing Cor­po­ra­tion (CBC) News Report

A new study led by Devin M. Casen­hiser, PhD (Uni­ver­sity of Ten­nessee, USA and York Uni­ver­sity, Canada), Stu­art G. Shanker (Direc­tor of The Mil­ton and Ethel Har­ris Research Ini­tia­tive, York Uni­ver­sity, Canada) and Jim Stieben, PhD (Direc­tor of Clin­i­cal and Devel­op­men­tal Social Neu­ro­science for the Mil­ton and Ethel Har­ris Research Ini­tia­tive, York Uni­ver­sity, Canada) eval­u­ates the DIR® Model and Floor­time™ Play social-communication-based approach to autism intervention.

Pre­lim­i­nary results from an ongo­ing ran­dom­ized con­trolled trial sug­gest that chil­dren in the DIR® Model and Floor­time™ Play Inter­ven­tion treat­ment group made sig­nif­i­cantly greater gains in social inter­ac­tion skills in com­par­i­son to the com­mu­nity treat­ment group. “Ini­ti­a­tion of joint atten­tion, involve­ment, and sever­ity of lan­guage delay were found to be sig­nif­i­cantly asso­ci­ated with improve­ment of lan­guage skills in chil­dren with autism.”

Impor­tantly they also find that “care­giver skills tar­geted by the inter­ven­tion were found to be sig­nif­i­cantly asso­ci­ated with changes in children’s inter­ac­tion skills.

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