The DIR Floortime model encourages the development of a child through the interaction between child, parent and professional using play which will help the child with reaching their sensory, motor skills, communication, emotional and cognitive development milestones.

This model is aimed at children with autism spectrum disorder (ASD) and children with developmental challenges. Floortime can be conducted anywhere and anytime with siblings, an adult alone or with other children.

• Before starting, ensure that all devices and things that could interfere are kept aside so that both you and your child are able to focus on the play. Try to keep your body facing them. Additionally, be at eye level (being on the ground with them) and have eye contact, as that is important, so that you are able to maximize engagement throughout the play.
• Offer various choices of toys and activities that they enjoy playing with, and letting them choose is the most important. Join in with them by following their level of play and allow them to lead by getting them to explore and learn without being told what to do by an adult. When the child requires help, you may do so, but avoid jumping in to help with things they did not ask for. Even if the play gets repetitive, allow them to keep playing as long as it keeps them motivated.
• Engage with the child through emotions and responses. By responding through appropriate facial expressions, gestures and vocalisation it will help draw their focus and keeps them immersed in the activity. Narrate what they are doing in that moment, using words to describe each action which will help to build on their language development and assure your child that you are concentrating on them.
• For Floortime, the goal is to open as many circles of communication. For example, presenting a toy you know they like which will spark the start of a dialog, which they will then come back to you by speaking about. Each time when there is a back and forth interaction, that is a circle of communication. Children with autism, developmental delays or young children might have difficulties with opening many circles of communication, but with time they will adapt.
• Prolong the engagement between your child and yourself by adding in new toys or a new angle of play. Eg. if a meal is being served to you by your child, request for some napkins. This will help to keep the engagement ongoing and if it seems to keep them focused, keep going!