DIR/Floortime® Parent Training Intervention for Children with Developmental Disabilities: a Randomized Controlled Trial

Kingkaew Pajareya, Sureelak Sutchritpongsa, Ratcharin Kongkasuwan


Objective: To determine whether adding a parent training program utilizing the Developmental Individual-difference Relationship-based (DIR/Floortime®) approach for children with developmental disabilities can improve their capacities for attention and initiation. 
Methods: Forty-eight pairs of parents and their preschool children with developmental disabilities were randomly assigned to three 1-hour one on one DIR/Floortime® parent training sessions during a 4-month period or to a control group.
Results: Between-group comparison demonstrated a significant difference in favor of the intervention group for attention (F(1, 46) = 34.52, p = .031,  ph2 = .099)  and initiation composite scores (F(1, 46) = 6.55, p = .014, ph2 = .127). Effect sizes were medium to large for the attention composite score (Cohen’s d = .526) and initiation composite score (Cohen’s d = .653) respectively.
Conclusion: Adding a modest home-based DIR/Floortime® parent training approach may yield clinically meaningful improvements in attention and initiation for children with a range of developmental challenges.


Child development; developmental disability; parent training; DIR/Floortime®

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