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Past Events

DIR Floortime Model of Intervention

9am - 5.30pm | Monday 13 May 2019 to Wednesday 15 May 2019

Treo Nua Resource Centre, Portlaoise

Price €125


This is a three-day HSE funded workshop for Occupational Therapists and Speech & Language Therapists. DIR floortime is an approach used to work with children with autism, communication and learning difficulties, and generalised developmental delay. Professionals using the model use experience-based learning encounters to support the development of the child's higher level thinking, social and emotional skills development, and independence. Using the model, therapists learn how to design play and learning situations and to use these as a therapeutic medium.

This training was developed from many years of experience working within interdisciplinary contexts with families who have children with communication and learning difficulties, regulatory challenges,and children with behaviours that place them on the autistic spectrum.

The DIR model (Developmental Individualised Relationship based model) was developed  as a framework to assist parents and professionals in constructing a comprehensive intervention program that focuses on improving the child’s functioning in developmental capacities where there are challenges, and at the same time, promoting healthy foundations for overall social, emotional and intellectual functioning. This introductory training will focus on the use of the DIR/Floortime model within the therapeutic, home and school environments.

The DIR framework uses emotional and motivating experienced-based learning to improve engagement, social skills, language, independence, and tosupport higher level thinking. Intervention is offered within the context of developmentally designed play and learning situations. Therapeutically guided interaction with children is the means of moving children up the development ladder.

This course will highlight the interdisciplinary nature of this model. Video case examples will be used and will include and integrate working with children in avariety of environments including the clinic, home and group settings. This will include studies of progress demonstrated by children made over a number ofyears. There will be a focus on the core role of parents and supporting and coaching parents as an important part of the model. The background that supports the theory from the fields of child development, infant mental health, neuroscience and development models will be outlined.


Learning Objectives:

Participants will be able to:

1. Identify the DIR model as an interdisciplinary approach and frame work that integrates the emotional and neurobiological functioning of thechild.

2. Describe the relationship between affect, sensory processing, and communication, and understand Individual differences as part of themodel.

3. Understand the importance of a relationship-based approach, within the context of assessment & intervention.

4. Experience how to build an individual developmental profile of thechild, to guide treatment / parent coaching.

5. Understand the developmental language perspective most relevant to this assessment & intervention

6. Identify and describe the six core functional social-emotional developmental stages and related capacities.

7. Describe Individual Differences from a DIR perspective.

8. Develop an introductory understanding of Functional Emotional Assessment as a tool to support intervention.

9. Formulate discipline-specific goals from a developmental perspective.

10. Describe and understand the use ‘DIR/Floortime’ model within the clinic, home and school settings


Course Outline:

IntroductionWhat is DIR? What is Floor Time™ ?

Essentials of a relationship-based approach.

D – Six Primary Social Emotional Developmental Capacities essential for growth

Level 1: Shared attention and regulation

Level 2: Engagement and Intimacy

Level 3: Two way purposefulcommunication

Level 4: Complex social Problem-Solving

Level 5: Symbolicideation Level 6: Emotional and Logical Reasoning

I - Individual Differences – Including Sensory Processing, sensory modulation,motor planning and sequencing; visual, auditory processing and language.

R – Central role of Relationships of affect within our intervention

Individual Neurological Differences: Sensory processing, including sensory modulation, development and learning, Praxis, Motor planning and sequencing; visual and auditory processing within contexts of Sensory,Affective/Emotional Regulation, Engagement & Purposeful Communication, Affect to Intent, Shared Problem Solving, Complex Communication, Emotional Thinking & Logical Reasoning.


Application process

As this is a HSE-subsidised event, first preference for places will be offered to HSE employees (subject to other criteria having been met) if there is a high demand for places. Non members are also very welcome to apply. 


  • Booking via the form below.
  • Payment is taken at the time of booking.
  • Payment of the booking fee does not guarantee you a place at this workshop. 
  • Full payment must be received prior to the closing date in order to secure your place.
  • If the workshop is oversubscribed you will be provided with a full refund.
  • Successful applicants will be notified that they have a place at the workshop following the closing date. 
  • Places are limited and members are advised to book early to secure a place.  

Please note: notifications will be sent to the email address(es) entered on this booking form. Please make sure to enter the email address you wish to use for communication about this event. 

Cancellation policy: In the event that you cancel your place 5 or more working days before the workshop a 50% refund will be provided. No refund will be provided for cancellations after this time unless the place can be re-allocated to the waiting list. 




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