An evaluation of the Use of a DIR/Floortime intervention model in a specialist school setting

Davies, Laurie Nicole 2016. An evaluation of the Use of a DIR/Floortime intervention model in a specialist school setting. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

This study aimed to evaluate the use of the DIR/Floortime intervention in a specialist school setting. The participants were 8 primary school children, aged 3-8 years old and 16 teaching and support staff trained in DIR/Floortime. The study adopted a mixed methods design. Quantitative measures included the Functional, Emotional Assessment Scale (FEAS) (Greenspan et al., .2001), and a measure of ‘Teacher Competency’ designed by the author of this study. Qualitative data was collected via a focus group and analysed via Thematic Analysis. Findings demonstrated significant gains in social and emotional functional behaviours for children with ASD within a specialist school setting. No significant relationship was found between teacher competency in delivering the intervention and children’s gains in social and emotional functioning. Teacher /support staff views on delivering the DIR/Floortime intervention are discussed.

Item Type:	Thesis (DEdPsy)
Date Type:	Publication
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1501 Primary Education
Uncontrolled Keywords:	DIR/FLOORTIME; Autism Intervention; Autism Spectrum Disorder; Developmental Approach; Specialist School; Autism; Social Communication; ASD; Communication; Play based; Teacher competency; Relationship Based; Individual Differences; Primary school; Mixed Methods; Thematic Analysis; FEAS; Emotional Functioning; Social interaction
Date of First Compliant Deposit:	7 November 2016
Last Modified:	17 Mar 2017 05:57
URI:	https://orca.cardiff.ac.uk/id/eprint/95849

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