An evaluation of the Use of a DIR/Floortime intervention model in a specialist school setting

Doctoral thesis English OPEN
Davies, Laurie Nicole (2016)
  • Subject: BF | LB1501
    mesheuropmc: education

This study aimed to evaluate the use of the DIR/Floortime intervention in a specialist school setting. The participants were 8 primary school children, aged 3-8 years old and 16 teaching and support staff trained in DIR/Floortime. The study adopted a mixed methods design. Quantitative measures included the Functional, Emotional Assessment Scale (FEAS) (Greenspan et al., .2001), and a measure of ‘Teacher Competency’ designed by the author of this study. Qualitative data was collected via a focus group and analysed via Thematic Analysis. Findings demonstrated significant gains in social and emotional functional behaviours for children with ASD within a specialist school setting. No significant relationship was found between teacher competency in delivering the intervention and children’s gains in social and emotional functioning. Teacher /support staff views on delivering the DIR/Floortime intervention are discussed.
  • References (1)

    Appendix.8. Phase Description of the process ......................................................................119 Appendix.9. Generating Initial Codes ....................................................................................120 Figure .1. Sequential Explanatory Design ................................................................................60

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