DIR/Floortime Model for School Children with Language impairment: Training for Parents, Primary Caregivers and Teachers.
The DIR/FloortimeÒ model is an approach for helping children with special education needs. This quasi-experimental study with a one-group pre-test/post-test design was conducted to examine the effects of DIR/FloortimeÒ intervention on the improvement of language abilities and the functional emotional development of 22 school children with impaired language ability, aged 6-7 years, at a public elementary school in a central province of Thailand. The intervention focused on training 15 parents, 7 primary caregivers and 8 teachers through a process of modelling, coaching and feedback. The intervention included group and individual sessions conducted over a three-month period. After implementing the intervention, the semantic development scores and proportion of children with normal Functional Emotional Assessment Scale milestones increased significantly (p<0.001). The number of children at narrative development Stage 4: abbreviated episode was also markedly increased. This study provides supporting evidence that DIR/FloortimeÒ is effective helping parents, primary caregivers and teachers understand children’s functional emotional development and how to interact and play with the children in their care, both at home and at school. This training approach will help parents, primary caregivers and teachers create emotionally meaningful learning that promotes the functional emotional development and language abilities of children with impaired language ability.
Copyright (c) 2020 International Journal of Early Childhood Special Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
I accept that the Owner of International Journal of Early Childhood Special Education, the Editor, Associate Editors, Reviewers and the Editorial Board cannot be hold responsible regarding the scope, the findings, the discussion and conclusion of the manuscript submitted.
I declare to the editorship of International Journal of Early Childhood Special Education that the manuscript is original and has not been published anywhere else or is not under evaluation process for any other journal.
I approve that I grant International Journal of Early Childhood Special Education as the sole and exclusive right and license to publish for the full legal term of copyright of my manuscript concurring with article 5846 / 22-23-25 while I retain copyright in the work.