We have to tune into the child’s individual processing differences
To engage in these Floortime interactions, following the child’s lead on the one hand and on the other challenging the child to master each of their new milestones, we have to do something very, very important—we have to tune into their individual processing differences! If a child is under-reactive to touch and sound, we have to be very energetic to pull the child into a shared world. If a child is over-sensitive to touch and sound where they hold their ears and get overwhelmed easily, we have to be extra soothing while still being compelling. Many children have mixtures of over- and under-reactivity so we have to be soothing and energizing and compelling. For instance, if they are under-reactive but sensitive to sound, we use a soft but compelling voice, whispering, “Here! Here!”
We have to pay attention to their auditory processing and language abilities. We don’t want to simplify by slowing down the cadence of our words or speaking in monotones (or not speak at all!) because they process words slowly and need help to tune in. Instead we keep a normal rhythm because that is more pleasurable and easier for a child to digest. We can use simple phrases and repeat them. If we are saying “open the door,” it’s not in a monotone voice, “ooopen, ooopen,” but in a sing-song voice, “Open door? Open?” and showing the child. It’s with energy and rhythm but with simple phrases. With visual spatial processing, some children have good visual memory but can’t see the forest for the trees. They are not yet good visual problem solvers. We can use lots of visual cues in their visual memory skills to help them share our world. Many children have motor planning and sequencing problems. Here we start with simple actions and go to more complex action patterns.
We have to tune into the child’s individual differences in order to challenge them to master their different levels.
Greenspan Floortime is a comprehensive, evidence-based approach developed by Dr. Stanley I. Greenspan that uses emotionally meaningful play interactions to support children’s social-emotional, cognitive, and communication development. It is the foundation of the DIR™ model.
Individual processing differences refer to the unique ways each child’s nervous system takes in, processes, and responds to sensory information. These differences — in areas like sensory sensitivity, motor planning, auditory processing, and visual-spatial processing — form the ‘I’ in the DIR™ model and are central to understanding each child.
Individual processing differences directly shape how a child experiences the world, regulates their emotions, and engages in relationships. Understanding a child’s specific processing profile allows therapists and caregivers to tailor their approach — adjusting sensory input, pacing, and interaction style to support the child’s optimal engagement.
Greenspan Floortime addresses individual processing differences by incorporating a thorough understanding of each child’s sensory and motor profile into the therapeutic approach. Rather than applying a one-size-fits-all method, Floortime is individually tailored to work with each child’s unique nervous system.