Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.699360
Title: An evaluation of the use of a DIR/Floortime intervention model in a specialist school setting
Author: Davies, Laurie Nicole
ISNI:       0000 0004 5989 2680
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2016
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Abstract:
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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.699360  DOI: Not available
Keywords: BF Psychology ; LB1501 Primary Education
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