Social Behavior Management
DIR Model for Students with Autism
Appropriate Grade Level:
Preschool through age 5
Procedures/Steps: The DIR model is a relationship-based model aimed at developing complex
interactions and abstract thinking in students with Autism.
“Floor time” is a key element in this model, because this interaction is spontaneous child-led, in which the
instructor follows the child’s lead. It needs one-on-one interaction to be effective, so the availability of a
second teacher or paraprofessional is a must.
The elements of floor time:
1.Self-regulation and shared attention: Using enjoyable interactions to bring the child into attention that is
shared with the adult, interactions that include looking at faces, hearing a voice, or sharing in the touching
of a toy. This stretches the child’s capacities for attention and interaction.
2. Engagement and Relating: Encouraging engagement in emotional expression, using looks to show
pleasure or enjoyment and moving on to more complex emotions and expressions. This supports
relationship building and the work involved in developing language and positive interaction.
3. Two-way Intentional Communication: Follow the child’s lead and encourage him/her to use gestures
and signals about interests, needs, etc… Begin by modeling the use of these gestures and challenge the
child to reciprocate the gestures. I.E. The child will show interest in a toy, the instructor will follow up by
picking up the toy and showing it, the child in return will reach for the toy while acknowledging the
instructor.
4. Purposeful Complex Problem Solving Communication: This step strives for 30 or more full circles of
communication in sequence to teach the child how to use interaction. This gives the child practice with
interaction and allows them to express intentions. Examples include a sequence that begins with the child
taking the instructor by the hand, leading them and indicating the desire to go outside, and perhaps
vocalizing further intentions. Encourage the interaction to continue as long as possible.
5. Creating and Elaborating Symbols (Ideas): In this stage, encourage the child to relate. Relating between
shared pretend play and the real world of sensations and ideas encourages the child with autism to initiate
purposeful interaction and expand and personalize emotions. A student may, instead of saying “I am sad”
choose to pretend to console a doll or toy, and this interaction encourages them to use themselves to relate
to the world. The adult will engage the child in conversations that communicate these feelings and allow
the child to express.
6. Building Bridges Between Symbols: This is the most important stage in the DIR model. In this final
stage, the instructor begins to encourage the child to connect ideas. This is achieved by promoting pretend
play using words or visual symbols and allowing this play to foster connections in the child. Relating
feelings to causes is an important element, such as “I am happy because you like my painting!” and this
stage gives the instructor the opportunity to build these kind of connections. This helps the child to
separate parts of life such as reality and fiction, and to differentiate between mood and impulse, and helps
foster concentration and planning.
(Wieder and Greenspan 2003)
Comments and/or tips:
Further study of the article would give more meaning to the
strategy. This model emphasizes the importance of building meaningful communication in
students with autism, and gives tips for encouraging healthy and productive interaction
Source:
Wieder, S., & Greenspan, S., 2003. Climbing the symbolic ladder in the DIR model through
floor time/interactive play. Autism, Vol 7, n 4, p 425-435.