DIR / Floortime Session Note

Client Presentation and Context

• Liam arrived at the session appearing mildly dysregulated, with heightened activity level and limited eye contact on entry
• His mother reported he had a disrupted sleep the night prior and had been more irritable than usual that morning

Caregiver/Parent Participation and Observations

• Liam’s mother, Sarah, was present throughout the session and participated actively during the Floortime floor play segment
• She reported that Liam had been initiating more joint play at home with his older sibling over the past week, describing two instances of sustained back-and-forth interaction lasting approximately five minutes each
• Sarah demonstrated good attunement during in-session play, following Liam’s lead and using animated facial expressions; brief coaching was provided to support her in extending circles of communication rather than redirecting

Individual Differences Profile

• Liam displayed sensory-seeking behaviour throughout the session, gravitating toward tactile materials including kinetic sand and textured blocks
• Some difficulty with motor planning was noted during a construction activity, with Liam becoming briefly frustrated when pieces did not align as intended
• Sensory input was incorporated purposefully into play activities to support regulation; the environment was kept low-stimulus with soft lighting and minimal background noise

Current Functional Emotional Developmental Capacities (FEDCs)

• FEDC 1 – Self-Regulation and Interest in the World: Liam initially presented in a heightened state but achieved a calm, alert level of arousal within approximately 10 minutes of entering the play space, supported by sensory-based floor play; he demonstrated sustained interest in the play materials throughout the majority of the session
• FEDC 2 – Engagement and Relating: Liam showed clear pleasure in shared play, making intermittent eye contact and vocalising with rising intonation to invite the therapist’s participation; moments of warm reciprocal engagement were observed, including shared laughter during a cause-and-effect toy activity
• FEDC 3 – Two-Way Purposeful Communication: Liam opened and closed approximately 15–20 circles of communication during the session, using a combination of gestures, vocalisations, and gaze; the majority of circles were initiated by Liam, representing an increase in spontaneous initiation compared to previous sessions
• FEDC 4 – Complex Communication and Shared Problem-Solving: Liam sustained sequences of 6–8 consecutive circles during the construction and pretend play activities; he demonstrated emerging collaborative problem-solving when working with the therapist to build a block tower, using a combination of pointing, vocalisation, and physical guidance
• FEDC 5 – Using Symbols and Creating Emotional Ideas: Liam engaged in brief pretend play sequences using toy animals, assigning simple roles (e.g., “sleeping,” “eating”) and narrating actions with single words and two-word combinations; themes of nurturing and feeding were prominent

Play-Based Activities and Interactions

• Session activities included kinetic sand exploration, a cause-and-effect light-up toy, block construction, and small-world animal play
• The therapist consistently followed Liam’s lead, entering his play frame by mirroring his actions with the sand before introducing gentle variations to extend engagement
• Symbolic play emerged organically during the animal activity, with Liam directing the therapist’s animal to “eat” alongside his own, suggesting early reciprocal narrative play

Floortime Techniques and Strategies Used

• Following the child’s lead: The therapist joined Liam in kinetic sand exploration, mirroring his actions and narrating his play with simple, affect-laden language to build connection before expanding the interaction
• Circles of communication: Strategies including animated expectant waiting, gestural prompting, and strategic positioning were used to open and sustain circles; approximately 15–20 circles were achieved across key interaction sequences
• Playful obstruction: The therapist playfully “got in the way” during the block construction by placing a block in an unexpected location, prompting Liam to redirect the therapist through gesture and vocalisation — successfully closing two additional circles
• Affect and animation: Exaggerated facial expressions, varied vocal tone, and enthusiastic narration were used throughout to maintain Liam’s engagement and communicate emotional responsiveness
• Expanding the range: Themes of nurturing introduced during animal play were gently extended to include a brief “problem” (a toy animal that was “lost”), broadening the emotional and narrative range of the play

Child’s Response and Engagement

• Liam’s engagement increased progressively across the session, moving from low initial responsiveness to active, joyful participation by the midpoint
• A notable moment of connection occurred during the animal play when Liam made sustained eye contact and spontaneously vocalised “more, more” to continue the interaction — representing the highest level of spontaneous social initiation observed to date
• Brief disengagement occurred during transitions between activities; this was managed by using animated anticipatory language and allowing Liam to lead the shift to new materials
• Emotional expression included pleasure, mild frustration (during construction), and clear delight; affect was broader than in previous sessions

Therapeutic Relationship and Co-Regulation

• A strong sense of warmth and safety was evident throughout the session, with Liam returning to the therapist’s play space consistently following brief periods of independent exploration
• Co-regulation was supported through calm, attuned vocal tone, physical proximity, and matching the therapist’s energy level to Liam’s regulatory state
• No significant challenges to rapport were observed; Liam tolerated transitions more smoothly than in previous sessions, which may reflect increasing trust in the therapeutic relationship

Progress

• Liam demonstrated measurable progress at FEDC 3, with spontaneous initiation of circles increasing relative to prior sessions
• Emerging capacity at FEDC 4 was noted, with sustained sequences of 6–8 circles representing a developmental step forward from the 3–4 circles consistently achieved in earlier sessions
• FEDC 5 continues to develop, with increasingly intentional and reciprocal symbolic play themes emerging; consolidation of this capacity remains a priority

Home Practice and Caregiver Coaching

• Sarah was coached to incorporate brief, daily Floortime floor play sessions of 10–15 minutes into Liam’s routine, prioritising low-distraction environments and sensory materials that Liam naturally gravitates toward
• She was encouraged to practise expectant waiting — pausing and looking expectantly at Liam after initiating a play action — to invite him to open or close circles independently
• Sarah raised a question about how to manage Liam’s frustration during play; the therapist discussed co-regulation strategies including physical closeness, reduced verbal input, and acknowledging Liam’s emotional state with simple affect-labelling language

Plan for Next Session

• The next session will target consolidation of FEDC 3 and continued development of FEDC 4, with a focus on extending circle sequences in both structured and unstructured play contexts
• Small-world and pretend play materials will again be available to support FEDC 5 development
• Next session: Tuesday, 4 March 2025 at 10:00 AM

Session Summary

Liam presented with initial mild dysregulation that resolved within the first 10 minutes, following which he demonstrated sustained and joyful engagement throughout the session. Key FEDCs addressed included self-regulation (FEDC 1), engagement and relating (FEDC 2), two-way purposeful communication (FEDC 3), and emerging complex communication (FEDC 4). A notable developmental milestone was observed in Liam’s spontaneous initiation of circles, representing meaningful progress toward therapeutic goals. Caregiver coaching supported Sarah in extending Floortime principles into the home environment.