Stella Rosalina Phandinata, Ediastri Toto Atmodiwirjo, Debora Basaria


Autism Spectrum Disorder (ASD) is a developmental disorder that has communication disorders as its characteristic. Greenspan introduced the DIR Floortime model which is proven to be able to improve the communication circles of ASD child and teens. This study aims to see the role of DIR Floortime in improving two-way communication of adolescent with ASD. With single-subject experimental design, this study consisted of 10 pre-intervention sessions, 20 intervention sessions and 10 post-intervention sessions, 2 sessions in 1 day with 20 minutes duration. Two-way communication capability is measured using Functional Assessment Scale and number of communication circles during the session. Based on an assessment of JW, a 14-year-old teenager with Autism Spectrum Disorder, it is found: JW has a dominant sensory-seeking in the tactile and auditory areas. JW mental age is equal to 6 year-old child. JW has reached the third development milestone, two-way purposeful communication, but JW is not optimal yet in this milestone.  From the results, the DIR  Floortime is able to improve two-way purposeful communication significantly in adolescent with Autism Spectrum Disorder. In addition, DIR Floortime is also able to increase circles of communication significantly in adolescent with Autism Spectrum Disorder. Specifically, there is an increase in the quantity and also improvement in the quality of opening the communication circles. While the ability to close the communication circles is only improved in quality. JW is able to respond the researcher with series of behavior after the DIR Floortime intervention is given.

Keywords:  DIT Floortime, two-way communication, circle of communication, autism spectrum disorder, adolescent

Full Text:



Aman, M. G., & Langworthy, K. S. (2000). Pharmacotherapy for hyperactivity in children with autism and other pervasive developmental disorders. Journal of Autism and Developmental Disorders, Vol. 30, No. 5.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Washington, DC: Author.

Barlow, D. H., & Hersen, M. (1984). Single Case Experimental Designs: Strategies of Studying Behavioral Change (2th ed). New York: Pergamon Press.

Buie, T. (2013). The relationship of autism and gluten. Clinical Therapeutics, Volume 35, Number 5.

Davis, A., Isaacson, L., & Harwell, M. (2014). Floortime strategies to promote development in children and teens. Michigan: Paul H. Brookes Publishing.

Davis, N., & Kollins, S. (2012). Treatment for co-occurring attention deficit/hyperactivity. Neurotherapeutics, (2012) 9:518–530.

Dionne, M., & Martini, R. (2011). Floor time play with a child with autism: A single-subject study. Canadian Journal of Occupational Therapy, 78, 196-203.

Greenspan, S. I., & Wieder, S. (2006). Engaging autism. Philadelphia: A Merloyd Lawrence Book.

Greenspan, S. I., & Wieder, S. (2006). Infant and early childhood mental health: A comprehensive developmental approach to assessment and intervention. Washington, DC: American Psychiatric Publishing, Inc.

Greenspan, S. I., Gangi, G. D., & Wieder, S. (2001). Assessment scale (FEAS) for infancy and early childhood: Clinical and research applications. Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disorders.

Greenspan, S., & Wieder, S. (2006). The child with special needs: Anak berkebutuhan khusus. Jakarta: Yayasan Ayo Main!

Lecavalier, L. (2006). Behavioral and emotional problems in young people with pervasive developmental disorders: Relative prevalence, effects of subject characteristics, and empirical classification. J Autism Dev Disord, 36:1101–1114.

Lim, H., & Draper, E. (2011). The effects of music therapy incorporated with applied behavior analysis verbal behavior approach for children with autism spectrum disorders. Journal of Music Therapy, 532-550.

Mash, E. J., & Barkley, R. (2014). Child psychopathology (3rd ed). New York: Guillford Press.

Pajareya, K & Nopmaneejumruslers, K. (2011). A pilot randomized controlled trial of DIR/Floortime™ parent training intervention for pre-school children with autistic spectrum disorders. Autism, June 2011, p. 1-16.

Pangestika, V. (2013). Pengaruh Pendekatan Floortime terhadap Kemampuan Berbahasa pada Anak Autistik. Malang: Fakultas Pendidikan Psikologi Universitas Negeri Malang.

Prizant, B. M., & Wetherby, A. M. (1998). Understanding the continuum of discrete trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Seminars in Speech and Language, 19, p. 329-352.

Ratto, A. B., & Mesibov, G. B. (2015). Autism spectrum disorders in adolescence and adulthood: Long-term outcomes and relevant issues for treatment and research. Life Sciences China, Vol.58, no.10: 1010–1015.

Salomon, R., Necheles, J., Ferch, C., & Bruckman, D. (2007). Pilot study of a parent training program for young children with autism. Autism, vol 11(3), 205–224.

Schaaf, R., Hunt, J., & Benevides, T. (2012). Occupational therapy using sensory integration to improve participation of a child with autism: A case report. The American Journal of Occupational Therapy, 547-555.

Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2012). Research methods in psychology (9th ed). New York: Mc-Graw Hill.

Sukinah. (2008). Metode Floortime dalam Terapi Bermain dapat Mengembangkan Kecakapan Sosial Anak Autis.

Wieder, S., & Greenspan, S. (2005). Can children with autism master the core deficits and become empathetic, creative, and reflective? The Journal of Developmental and Learning Disorders, vol. 9, p. 1-29.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License