Building Connections Through Play and Relationships

By Lynn C. Shea, MA CCC-SLP, SDL; SBL 

Floortime therapy does not necessarily mean spending time on the floor with your child—but it might! DIRFloortime is a relationship-based approach that supports children with autism and other developmental differences. Developed from the DIR model pioneered by Dr. Stanley Greenspan and Dr. Serena Wieder, the approach considers a child’s developmental abilities, sensory and motor differences, and relationships with caregivers and others.  

Rather than focusing solely on a specific behavior or skill, Floortime begins with the individual child. What interests them? What motivates them? How do they experience sounds, lights, textures, movement, and the world around them? Most importantly, how can a trusted adult enter that child’s world and build a meaningful connection? 

For many children with autism, sensory information may be processed differently. Some children may face challenges with motor planning, language processing, communication, and emotional regulation. These differences can make everyday routines and interactions more difficult. Floortime helps bridge the gap between what a child can do today and the developmental capacities they are working toward. 

Following the Child’s Lead.

Floortime sessions are typically playful and engaging. Therapists and caregivers learn to recognize and follow a child’s interests and cues, joining in activities the child finds meaningful and enjoyable. That might mean playing on the floor with toys, swinging, moving, listening to music, playing with water, or sharing an activity the child loves. The goal is not the location. The goal is connection. 

Supporting emotional regulation is also important. A child overwhelmed by sensory input may struggle to engage, communicate, or learn. Depending on the child’s individual needs, supportive strategies may include movement, changes in lighting, music, or other sensory experiences. Once a child is comfortable, regulated, and engaged, meaningful interaction can begin. Through these shared experiences, children can build their ability to sustain attention, engage in purposeful two-way communication, solve problems, connect ideas, and develop deeper relationships with others. The Floortime model recognizes that development occurs through relationships and that each child’s developmental journey is unique. 

Connection Comes First.

One of the most powerful aspects of Floortime is that it enables parents and caregivers to become active participants. By learning to notice what excites, interests, or overwhelms a child, adults can create more opportunities for connection in everyday life.  

Buffalo Hearing & Speech Center incorporates the Floortime approach when working with children with developmental differences. Our therapists recognize the importance of meeting each child where they are, honoring individual differences, and using relationships to support growth and development. In the meantime, parents can start with something simple: Tune in to your child. Notice what brings joy and what creates stress. Follow their interests. Be patient. Create opportunities to connect. And most importantly, have fun! 

Lynn C. Shea, MA CCC-SLP, SDL, SBL, is Director of the Early Childhood Program at Buffalo Hearing & Speech Center. To learn more about DIRFloortime at Buffalo Hearing & Speech Center, call 716-885-8318.