ABSTRACT

Play is a complex phenomenon that occurs naturally for most children; they move through the various stages of play development and are able to add complexity, imagination, and creativity to their thought processes and action. However, for many children with autism spectrum disorder (ASD), the various stages of play are difficult to achieve. Challenges in motor planning, expressive and receptive communication, imitation and fine and gross motor movements are just some of the many obstacles that children with ASD encounter during play (Mastrangelo, 2009). The Developmental, individual Difference, Relationship-Based (DIR®) Floortime model is an interdisciplinary framework that enables play clinicians, parents, and educators to construct a comprehensive assessment and intervention program based on the child’s and family’s unique developmental profile that addresses these core deficits (Greenspan & Wieder, 1999).