The DIR/Floortime Model is a framework that helps our Floortime Trained Speech Pathologists and Occupational Therapists conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with developmental issues. The objectives of the DIR/Floortime Model are to build healthy foundations for social, emotional and intellectual capacities.
- The Developmental part of The Model describes the building blocks of this foundation. This includes helping children to develop capacities to attend and remain calm and regulated, engaged and relate to others, imitate and respond to all types of communication. These developmental capacities are essential for spontaneous and empathetic relationships as well as the mastery of academic skills.
- The Individual part of The Model describes the unique biologically based ways each child takes in, regulates and responds to, and comprehends sensations such as sound and touch.
- The relationship part of The Model describes the learning relationship with therapists and others who tailor their affect based interactions to the child’s individual differences and developmental capacities to enable progress in mastering the essential foundations.
As a comprehensive framework The Floortime Model at Child Therapy and Rehabilitation typically involves an interdisciplinary team that can include a Speech Pathologist, Occupational Therapist or both to develop an individualized functional profile that captures each child’s unique needs.
Indicators that your child would benefit from Occupational Therapy:
Infants:
- Stiff or Weak Muscles
- Avoids Using One or Both Arms
- Demonstrates Trouble Grasping Toys or Holding a Bottle
- Unable to Follow Moving Toys with His or Her Eyes
- Drools Excessively or Demonstrates Decreased Oral Motor Skills
- Resists Cuddling
- Appears Distressed by Sudden Movements such as Swinging, Rocking, Etc.
Preschooler/Toddler:
- Demonstrates Difficulty with Self-Help Skills such as Toileting or Dressing
- Appears to Hold Crayons and Scissors Awkwardly
- Resists Messy Activities like Finger-Painting or Sand Play
- Shows Anxiety with Movement on Swings or Slides
- Uses Repetitive rather than Creative Play
- Demonstrates more Parallel Play than Cooperative Play
School-Age Child:
- Seems Clumsy
- Has Poor Balance
- Resists Kinds of Touch, Such as Tooth-Brushing, Haircuts, or Tickling
- Shows Poor Attention to School Tasks
- Is Unable to Properly Gauge the Appropriate Amount of Pressure on Writing Utensils (e.g. Holds a Pencil too Tightly, possibly breaking it)
- Still Lacks Hand Preference after Age 6