Autism and the DIR/Floortime Model

This chapter explores the evolution of therapeutic and educational approaches for autistic individuals. It emphasizes the importance of moving beyond behavior-focused methods to holistic practices that prioritize uniqueness, subjectivity, and human connections. Autism is understood as a neurodevelopmental condition with diverse impacts on sensory, motor, emotional, and communicative aspects. It requires a nuanced perspective that values the unique developmental paths of each individual. By critiquing reductionist methods, including early behaviorist interventions, the study highlights the limitations of prioritizing behavior modification over fostering meaningful engagement and emotional co-regulation. Our approach builds on the Developmental, Individual-difference, Relationship-based (DIR) model and its application through DIR/Floortime. It advocates for practices rooted in affectivity, sensory-motor understanding, and communication. It emphasizes the role of relationships and natural contexts in promoting learning and development while addressing ethical concerns tied to traditional methodologies. Through a discussion of theoretical foundations, including insights from Vygotsky and contemporary critiques, the study underscores the importance of respecting autistic individuals’ temporalities and intentionalities. It calls for inclusive, dialogical environments that embrace diversity and support autonomy. These environments should advance therapeutic and educational practices that humanize and empower autistic individuals and their families. This approach fosters not just skill development but holistic well-being and meaningful participation in society.