Summary of DIR/Floortime Research, York University

A York University study found that autistic children who received DIR/Floortime therapy showed reduced social anxiety, increased social enjoyment, and stronger emotional connections with their parents.

The research, featured on the Canadian Broadcasting Corporation, highlighted neuroscientific evidence that this child-led approach creates activity changes in the brain by respecting a child's individual differences and focusing on relationships.

Key findings of the York University study

• Reduced social anxiety. Children in the study experienced a decrease in social distress.
• Increased social enjoyment. The children moved from not enjoying social interactions to enjoying them more.
• Stronger parent and child connection. Parents who were coached on how to use Floortime learned to better connect and relate with their children, a key component of the DIR model.
• Neuroplasticity. The research showed two to three fold activity changes in the brain, suggesting that a child's natural defenses are lowered when their individual differences are respected.
• Focus on relationships. The results underscored that creating an emotional connection with the child is more beneficial than teaching them how to behave.

Broader research on DIR/Floortime

The findings from the York University study are consistent with other research on DIR/Floortime:

• Developmental skills. Multiple studies report gains in social-emotional functioning, communication, and emotional regulation.
• Parental stress. Research has shown that teaching parents Floortime techniques can reduce their stress levels and improve the parent and child relationship.
• Holistic development. The approach develops social, emotional, and intellectual skills through play-based interaction.

For more information

Additional detail on the York University study is available in the CBC report: watch the video.

This summarises research carried out by others on the DIR/Floortime approach. It describes what those studies observed, not what any individual child will experience.