**Author details**

completed in 2011 by Pajareya and Nopmaneejumruslers in Thailand [86]. This study utilized 32 participants that were 2–6 years old and were diagnosed with autistic disorder according to the DSM-IV. Participants were randomly assigned to the typical treatment group, or the DIR®/Floortime™—supplemented treatment group. Findings from the study revealed that DIR®/Floortime™ helped children with autism to better engage with caregivers. Additionally, the study found that engagement in DIR/Floortime™ helped parents to better play with their

Liao and associates completed a study involving the use of DIR®/Floortime™ at home on preschool-aged children [87]. The study had a sample of 11 young boys and their mothers. Results of the study indicated that the use of DIR®/Floortime™ significantly improved twoway communication, relationship formation, problem solving, and behavioral organization, and adaptive skills. Additionally, mothers who utilized the intervention felt that their par-

A randomized controlled trial regarding ASD and DIR®/Floortime™ was conducted by Lal and Chhabria in 2013 [88]. This study utilized a sample of 26 children aged 3–6 who were diagnosed with ASD. These children were randomly assigned to treatment and control groups, with 13 participants in each group. The treatment group received 20 sessions of DIR®/Floortime™ that lasted 30 min each, while the control group received typical early intervention services. Results of this study indicated that all children who received DIR®/Floortime™ demonstrated improved social behavior from pre-test to post-test. Comparison between the control group and treatment group from pre to posttest indicated significant differences, with the DIR®/Floortime™ group showing greater

These positive results suggest that DIR®/Floortime™ does help in promoting social–emotional growth, which can improve functional outcomes. While the evidence is positive, scope is limited, which suggests caution in application until further studies regarding efficacy can

Occupational therapy is a rehabilitation specialty that facilitates the development of functional skills in children with ASD. Occupational therapists often work as part of an interdisciplinary treatment team. In this capacity, it is important for therapists to communicate across

There are many therapeutic approaches that occupational therapists can use to encourage growth and development in children with ASD. These treatment approaches have varying levels of evidence supporting their efficacy. Clinicians need to be mindful of the current evidence and use their knowledge of the child and the treatment, along with their clinical judg-

disciplines to be sure that treatment is carried over from one area to another.

children with autism.

improvement.

be completed.

**4. Conclusion**

ment, to create effective interventions.

ent–child interactions improved.

20 Occupational Therapy - Therapeutic and Creative Use of Activity

Bryan M. Gee<sup>1</sup> \*, Amy Nwora<sup>2</sup> and Theodore W. Peterson<sup>1</sup>

\*Address all correspondence to: geebrya@isu.edu

