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.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:699360 |
| Date | January 2016 |
| Creators | Davies, Laurie Nicole |
| Publisher | Cardiff University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://orca.cf.ac.uk/95849/ |
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