What is DIRFloortime and How Can It Help?

If you’re the parent of a neurodivergent child—whether they’re autistic, have ADHD, sensory processing differences, or other developmental needs—you’ve probably explored different types of therapies. One approach that some families find OTs to help children build emotional, sensory, and communication skills in a way that feels natural and affirming.

Let’s take a closer look at what DIRFloortime is, where it came from, how it works, and why it might be a good fit for your child.

What is DIRFloortime?

DIRFloortime stands for Developmental, Individual-differences, Relationship-based. It’s a model developed in the 1980s by child psychiatrist Dr Stanley Greenspan and clinical psychologist Dr Serena Wieder. The idea is simple but powerful: children grow best when they are supported emotionally, their individual differences are understood, and learning happens through meaningful relationships and play.

Rather than focusing on what a child can’t do, DIRFloortime starts with what your child can do—and what they love to do.

The Three Parts of DIR:

• Developmental: Focuses on building the foundational skills all children need—like attention, emotional connection, communication, and flexible thinking.
• Individual differences: Recognises that every child has their own unique sensory preferences, ways of moving, thinking, and responding.
• Relationship-based: Emphasises the importance of warm, trusting relationships in helping children grow and thrive.

Floortime is the playful part—it’s where therapists (and parents!) join a child at their level, follow their lead, and gently stretch their abilities through joyful back-and-forth interactions.

How Occupational Therapists Use DIRFloortime

Occupational therapists (OTs) who use this approach look beyond checklists and diagnoses. Instead, they get to know your child’s sensory needs, how they process the world, how they move, and what helps them feel calm and connected.

A DIRFloortime OT might:

• Get down on the floor and play side-by-side with your child
• Use your child’s favourite toys or interests as a starting point
• Build shared “circles of communication”—simple back-and-forth exchanges that build confidence and connection
• Use sensory activities that help with regulation (like swinging, squishing playdough, or water play)
• Work with you to carry these strategies into your home life

Rather than working on your child, the therapist works with your child—and with you.

Why This Approach Works for Neurodivergent Kids

One of the most meaningful parts of DIRFloortime is that it meets children where they are, not where others expect them to be.

For many neurodivergent children, traditional therapies can feel rigid or stressful. DIRFloortime helps your child feel safe, seen, and understood, which creates the right conditions for development to happen naturally.

Here are a few ways DIRFloortime can help:

Emotional Regulation

Through co-regulation (calming with another person), children learn to understand and manage their emotions with support, not pressure.

Sensory Integration

OTs use activities that support your child’s unique sensory needs—whether they seek movement, avoid noise, or love deep pressure—helping them feel more balanced and comfortable in their own bodies.

Communication and Connection

Rather than teaching scripted responses, Floortime encourages natural, meaningful interactions. It helps children learn to express themselves in ways that feel right for them—verbal or non-verbal.

Flexible Thinking and Problem-Solving

Play becomes a safe space to experiment, adapt, and work through challenges. These skills carry over into real-life situations.

Is It Evidence-Based?

Yes, and the research is growing. A 2007 study by Solomon et al. showed positive changes in children’s emotional development using DIRFloortime. A later randomised controlled trial in Thailand found children who received DIRFloortime made significant progress in communication and adaptive behaviour compared to those who didn’t. While more large-scale studies are still needed, many families and professionals report positive results.

It’s also worth noting that DIRFloortime is considered a promising intervention in various international guidelines.

How Parents Can Get Involved

One of the best parts about DIRFloortime is that you, as the parent, are a key part of the team. You don’t have to be a therapist—you just need to be curious, playful, and open to joining your child in their world. A trained OT can coach you on how to do Floortime at home in simple, everyday moments.

Your relationship is the foundation. When your child feels safe and loved, growth follows.

Final Thoughts

DIRFloortime isn’t a quick fix—but it is a gentle, respectful, and deeply human approach to supporting neurodivergent children. It focuses on connection before correction, and it allows children to develop in ways that align with who they are, not who they’re told to be.

If you’re looking for an approach that honours your child’s individuality while helping them build skills for life, DIRFloortime may be a beautiful fit.

Have you had experience with DIRFloortime? Do you recommend it? Please let us know in the comments!

If you’re interested to find out about the other specialists that may play a role in your child’s therapy, check out our article HERE

Further Reading and References

• Greenspan, S. I., & Wieder, S. (1997). Developmental patterns and outcomes in infants and children with disorders in relating and communicating. Journal of Developmental and Learning Disorders, 1(1), 87–142.
• Pajareya, K., & Nopmaneejumruslers, K. (2011). A pilot RCT of DIR/Floortime™ parent training for preschool children with autism. Autism, 15(5), 563–577.
• Solomon, R., Necheles, J., Ferch, C., & Bruckman, D. (2007). The PLAY Project: A home consultation program using DIR/Floortime. Autism, 11(3), 205–224.
• Camarata, S. (2014). Early identification and early intervention in autism spectrum disorders: Accurate and effective? International Journal of Speech-Language Pathology, 16(1), 1–10.
• National Autism Center. (2015). National Standards Project, Phase 2. Randolph, MA: NAC.