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H&B Neurolife
Procedure

DIR/Floortime

DIR/Floortime: child at the center, interest as the compass, emotional connection as the foundation. One-on-one format in a safe and joyful environment.

30–45 minutes
duration
1–3 months
course
4–8 weeks
effect
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Description

How the procedure works

DIR/Floortime is an internationally recognized, evidence-based intervention for autism. It rests on three principles: child at the center, interest as the compass, emotional connection as the foundation. Through play-based companionship and interaction in a one-on-one format, the method develops social communication, emotional expression, attention, and logical thinking. In a light, safe, joyful environment, the specialist literally gets down to the child's level, joins the child's play, and follows the child's interest — creating a sense of equal partnership that becomes the foundation for learning.

At H&B Neurolife International Rehabilitation Center (Shangrao), Floortime is part of the comprehensive GROW program and is especially valuable at the stages of building emotional connection and social motivation. Its principles are relationship first, ability second; respect for the child's pace; and learning through play without pressure. Behind its outward simplicity lies structured work with stages of emotional development and carefully targeted interventions. The method combines with ABA, PCI, sensory integration, and speech therapy.

Strengths of the method as delivered at the center: following the child's interest — 'we follow the play', so the child becomes an active participant; relationship first, ability second; one-on-one format — individualized and targeted; learning through play without pressure; high reproducibility within the family — parents pick up the techniques easily; international evidence base; suitable across the full age range of ASD.

What matters most for parents

One of Floortime's strengths is reproducibility within the family: parents pick up the techniques easily and apply them in natural daily situations. This significantly amplifies the results from sessions at the center. At the G (Guide Base) stage of the GROW program, Floortime is especially valuable — it works in a 'parent + child' format and builds the emotional foundation for all later development.

1

Initial assessment of emotional development and interests

Our specialists evaluate the child's emotional profile, level of joint attention, initiative, type of play, favorite activities, and strengths — these become the basis for tailoring the approach.

2

Designing an individualized Floortime plan

A plan is built around the stages of emotional development: which tasks come first — stable connection, joint attention, emotional expression, or logical thinking.

3

Regular one-on-one sessions

The specialist literally gets down to the child's level, joins the child's play, and follows the child's lead. In a safe and joyful environment, interactions initiated by the child are built up.

4

Coaching parents in home-based Floortime

Parents learn specific techniques and apply them at home in natural daily situations. This significantly amplifies the results and sustains the emotional connection as a resource for development.

5

Re-assessment of progress and integration with other methods

Regular evaluation of progress through the stages of emotional development. Floortime combines with ABA, PCI, sensory integration, and speech therapy; at the G (Guide Base) stage of the GROW program it is particularly valuable.

Important information

Indications and contraindications

Indications

Autism spectrum disorder across all severity levels
Social communication difficulties, speech delay
Emotional and behavioral problems, attention deficit
No interest in interaction, withdrawal into oneself
Weak emotional expression and social skills
Anxiety, depressive symptoms, emotional instability
Younger children — Guide Base stage (building the emotional foundation)

Contraindications

Acute infectious diseases
Fever above 37.1 °C
Severe decompensated somatic conditions
Acute phase of neurological complications (uncontrolled epilepsy with frequent seizures)
Application

What diagnoses it helps with DIR/Floortime

Aggression

Aggression, impulsivity, and behavioral disturbances

A group of behavioral manifestations — aggression toward others, impulsivity, eating inedible objects (pica), and elopement.

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Anxiety

Anxiety and Fear of Novelty

Heightened anxiety, fear of new environments, fear of strangers, and pronounced shyness.

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ASD

Autism and ASD

A neurodevelopmental condition that affects a child's social communication, speech, and behavior from early life.

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ASD+

ASD with co-occurring conditions

Autism spectrum disorder combined with GI problems, sleep disturbances, epilepsy, or inflammatory processes.

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Depression

Depressive Symptoms

Persistently low mood, anhedonia, and emotional withdrawal in children and adolescents.

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Echolalia

Echolalia

Echoed speech — repetition of heard words and phrases without functional communicative content.

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Emotions

Emotional Instability and Self-Stimulation

Sharp swings in emotional state, a tendency to cry and have outbursts of anger, and self-stimulating behavior.

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GDD

Global Developmental Delay

A delay across several developmental domains at once — speech, motor function, cognition, and emotions.

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Eye contact

Lack of Eye Contact

Poor or absent eye contact — one of the earliest and most important signs of social-communication disorders.

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Joint attention

Lack of Joint Attention

The inability to share attention with another person on a common object or event — a foundational sign of social-communication disorders.

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Non-verbal

Non-verbal / minimally verbal

A state in which the child does not speak at all or uses an extremely limited set of words.

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Self-injury

Self-injurious behavior

Intentional actions by the child that cause physical harm — hitting, biting, scratching, head-banging.

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Social communication

Social Communication Deficit

A core communication impairment — weak social motivation, difficulty maintaining dialogue, and inability to read facial expressions, tone, and intentions.

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Social withdrawal

Social Withdrawal and Lack of Interest in Interaction

Being absorbed in oneself, weak social motivation, fear of strangers, and difficulty understanding others' emotions.

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Stereotypies

Stereotypies and repetitive behavior

Repetitive, monotonous movements, actions, or rituals — typical for ASD and sensory dysregulation.

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Book a free consultation

Leave a short request — a coordinator will contact you within 24 hours, answer your questions and suggest the first steps.

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