Communication Strategies

Floor time is based on Stanley I. Greenspan’s theory that development depends on interactive behaviors and experiences that are purposeful and intentional. As such, the combination of a child’s biological make-up (how a child takes in information, processes it and responds to it), family patterns and where the child is on the developmental ladder are used as a basis for developing intervention plans. Consequently, Floortime is based on a child’s individual profile. It is an intensive and systematic way of helping children climb the developmental ladder. It uses 6 emotional stages/milestones as guidance for development and intervention in all areas (sensory, motor, education, language, etc.). In addition, it consists of 4 major goals that coincide with the emotional milestones. The end goal is to have children spontaneously facilitating their own development by utilizing internal desires to interact with individuals and the physical world.

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Goals

Goal 1:

Encourage attention and intimacy - get the child in tune with others (primarily parents) and enjoying their presence. (Milestone 1 & 2)

Goal 2:

Two-way communication- opening and closing circles. (Milestone 3 & 4).

Goal 3 :

Encourage the expression and use of feelings and ideas- drama and make-believe, link to expression through words. (Milestone 5)

Goal 4:

Logical thought- encouraging connections between thoughts in logical ways (Milestone 6).

Milestones:

Self regulation:

The ability to take an interest in the sights, sounds, and sensations of the world and to calm oneself down.

Intimacy:

The ability to engage in relationships with other people.

Two-way communication:

The ability to engage in two-way communication.

Complex communication:

The ability to create complex gestures and string together a series of actions into an elaborate and deliberate problem-solving sequence.

Emotional ideas:

The ability to create ideas. Simple play, such as stacking blocks, transforms into complex fantasy play.

Emotional thinking:

The ability to build bridges between ideas to make them reality-based and logical.

Greenspan, S. I., & Wieder, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Reading, MA: Addison-Wesley.