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ABSTRACT
The Developmental, Individual Differences, Relationship-Based (DIR) model, also known as DIR®/Floortime™, is a comprehensive approach for individuals with developmental disabilities and other disorders of relating and communicating, including autism spectrum disorder (ASD).
Limited qualitative research exists regarding the use of the Developmental, Individual Differences, Relationship-Based (DIR) model in public preschools. The purpose of this qualitative research project is to increase understanding of the use of this model in preschool and early childhood settings through the perspective of those who utilize this approach.
Method: Researchers recruited preschool staff from DIR classrooms to participate in a focus group. Participants included 5 special education teachers, 2 paraprofessionals, and 1 speech language pathologist; all were female.
Results: Three themes emerged: participant insight, processes and procedures that enable successful use of the DIR model in a public preschool setting, and challenges with use of the DIR model in a public preschool setting.
Conclusion: Findings from this study may be beneficial to new DIR preschool staff and administrators and may serve as a guide to other public preschool teams who are considering or have DIR-focused classrooms. Opportunities exist for occupational therapists to add distinct value to DIR preschool programs.