Did you know that researchers at Duke and Penn St. found, “statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health”?

By integrating Floortime’s social-emotional goals and techniques with Speech and Language Pathology, Occupational Therapy, Social Groups, and other important services we can help establish and strengthen the necessary skills to be successful in life and in school.  These skills include communication, thinking, self-control, and flexibility. In one outcome study, families who had participated in our intensive programs experienced lasting improvements in self-control, attention, and communication while at home during quarantine (while service were put on hold). When compared with children receiving other interventions, including ABA, the majority of children who received these other interventions and programs did not consistently exhibit the ability to apply these capacities while at home. It’s important to note that we focus on ‘parent-involved’ programs.

Research shows that when parents spend a minimum of 30-60 minutes a day playing and interacting with their child, that their child experiences healthier social-emotional development. We also know that not all parents have the time to do this and we help families find effective alternatives.

For children with delays in relating, communicating, socializing, and some behavioral challenges an intensive program may be necessary. Utilizing Dr. Greenspan’s version of Floortime, The Greenspan Floortime Approach®, The Floortime Center® can help with individual therapies and intensive programs.