Early intervention in therapy for children refers to the provision of therapeutic services and support to address developmental, behavioural, emotional, or social challenges in young children, typically from birth to around age 5. The goal of early intervention is to identify and address issues early in a child's life when interventions are most effective and can potentially prevent more significant difficulties later on. Floortime is used with children of all ages, including teenagers and now even adults.

Floortime therapy can take place in various settings, depending on the child's needs, preferences, and availability of resources. I offer sessions in the following places:

1. Home: Home-based therapy allows for greater flexibility in scheduling, personalised interventions tailored to the child's home environment, and opportunities for parents to participate actively in therapy sessions. I can adapt activities to incorporate familiar toys, routines, and everyday interactions found in the home.

2. School and educational Settings: Floortime therapy may be integrated into school-based intervention programs for children with autism spectrum disorder (ASD) or other developmental challenges. School-based therapists and special education teachers may incorporate Floortime principles into classroom activities, social skills groups, or individualized therapy sessions conducted within the school setting.

3. Virtual platforms: With the advancement of telehealth technologies, Floortime therapy can be delivered remotely via video conferencing platforms. Telehealth allows for virtual therapy sessions conducted in real-time, enabling access to therapy services for families in remote locations or with limited mobility. While virtual therapy may present some challenges, I can adapt Floortime activities and coaching strategies to the online format.

4. Community settings: Floortime therapy can also occur in various community settings, such as parks, playgrounds, libraries, or recreational centres. These naturalistic environments offer opportunities for children to engage in spontaneous play, social interactions, and exploration of their surroundings while receiving therapeutic support from trained professionals.

Typically, children undergoing Floortime therapy may have sessions ranging from 1 to 3 times per week, with each session lasting around 45 minutes. However, this can be adjusted based on the child's progress, the severity of their developmental challenges, and other therapeutic interventions they may be receiving.

It's important for parents and caregivers to work closely with therapists or professionals trained in the Floortime approach to determine the appropriate frequency and duration of sessions for their child's specific needs. Additionally, consistency and continuity of therapy are crucial for maximizing the benefits of Floortime intervention.

The duration of DIRFloortime intervention can vary widely depending on several factors, including the child’s individual needs, the Functional Emotional Developmental Capacities (FEDCs) they are at, and the progress they make over time.

DIRFloortime is typically an ongoing process that evolves as the child develops and gains new skills. The length of DIRFloortime intervention is tailored to the specific needs and goals of each child, and it may continue for as long as it continues to be beneficial for their growth and development.

Measuring progress in DIRFloortime involves assessing various developmental domains and tracking changes over time. Here are some ways progress can be measured:

1. Developmental Milestones: Monitor the child's progress in reaching developmental milestones across different domains such as social interaction, communication, play skills, emotional regulation, and sensory processing. Document specific behaviours or skills achieved over time.

2. Functional skills assessment: Conduct assessments to evaluate the child's functional skills in everyday activities and routines. This could involve observing their ability to engage in reciprocal interactions, participate in structured activities, follow routines, and manage daily tasks.

3. Communication abilities: Assess the child's communication skills, including verbal and nonverbal communication, expressive and receptive language abilities, use of gestures, and social communication. Track improvements in communication clarity, comprehension, and expression.

4. Play skills: Evaluate the child's play skills, including symbolic play, imaginative play, and cooperative play. Look for progress in the child's ability to engage in reciprocal play interactions, use toys and materials creatively, and initiate or join play with others.

5. Social interaction: Assess the child's social skills and interactions with peers, family members, and therapists. Observe their ability to share attention, take turns, respond to social cues, demonstrate empathy, and maintain relationships.

6. Emotional regulation: Monitor changes in the child's emotional regulation skills, including their ability to identify and express emotions, cope with frustration or anxiety, regulate arousal levels, and self-soothe. Look for improvements in emotional self-awareness and self-regulation.

7. Sensory processing: Evaluate the child's sensory processing abilities and sensitivities. Assess their responses to sensory stimuli, tolerance for sensory input, sensory seeking or avoiding behaviours, and ability to regulate sensory experiences.

8. Parents and caregiver reports: Gather feedback from parents and caregivers about their observations of the child's progress, changes in behaviour, and improvements in everyday functioning. Use structured assessments, questionnaires, or qualitative interviews to collect this information.

9. Video analysis: Use video recordings of therapy sessions or naturalistic interactions to analyse the child's behaviours, responses, and progress over time. Video analysis can provide valuable insights into the child's strengths, challenges, and developmental trajectory.

10. Goal tracking: Set specific, measurable goals for the child's development based on their individual needs and priorities. Regularly review progress towards these goals and adjust interventions accordingly.