Effectiveness of DIR/Floortime™ in Children With Intellectual Developmental Disorder

Intellectual Developmental Disorder (IDD) is characterized by significant limitations in intellectual functioning and adaptive behavior, affecting conceptual, social, and practical skills. Although conventional therapeutic interventions support developmental progress, many children continue to experience challenges in communication, social interaction, daily living skills, and functional emotional development. The Developmental, Individual-differences, Relationship-based (DIR)/Floortime™ model is a relationship-based intervention designed to enhance emotional, social, and developmental capacities through child-led interactions.

This study is a parallel-group randomized controlled trial evaluating the effectiveness of Integrated DIR/Floortime™ in children with IDD. Participants aged 4-12 years will be randomly assigned to either an experimental group receiving DIR/Floortime™ in addition to standard therapy or a control group receiving standard therapy alone. The intervention will be delivered over a period of 10 weeks.

The primary outcomes include communication, socialization, daily living skills, and functional emotional development. These outcomes will be measured using the Vineland Adaptive Behavior Scales (VABS) and the Functional Emotional Assessment Scale (FEAS) at baseline and after completion of the 10-week intervention. The findings will contribute to the evidence regarding the effectiveness of DIR/Floortime™ for children with Intellectual Developmental Disorder.

Inclusion criteria

Children aged 4-12 years. Clinical diagnosis of Intellectual Developmental Disorder (IDD) according to DSM-5-TR criteria.

Mild to moderate intellectual developmental impairment. Receiving routine therapeutic services. Able to participate in the 10-week DIR/Floortime™ intervention and study assessments.

Written informed consent obtained from a parent or legal guardian. Exclusion Criteria Profound or severe Intellectual Developmental Disorder preventing meaningful participation in the intervention.

Severe visual, hearing, or physical impairments that would interfere with assessments or intervention.

Major neurological or genetic disorders that could affect study participation. Serious medical or psychiatric conditions requiring intensive treatment. Participation in another intervention study during the study period. Parent or legal guardian unwilling to provide written informed consent.