Frequently Asked Questions

Q: When working with children with ASD, can other interventions be used in addition to Floor Time?

A: Yes. In fact, Dr. Greenspan stresses that Floor Time is not a teaching tool. Special education services that meet the individual child’s needs should be included with any additional interventions. Greenspan also emphasizes that the interventions must fit the child–the child should not have to fit the intervention.

Q: Are there any specific tools or materials that are recommended for Floor Time?

A: You can be very creative with your material choices. Greenspan and his associates suggest that it is a good idea to have a variety of props available in clear containers for ease of seeing what they are. Suggested props include:

• Plastic food and kitchen related materials, transportation toys,
• Kits and toys that emphasize nurturing and empathy, (such as baby dolls, Dr. kits, plastic families, etc.),
• Fantasy play materials (animals, dinosaurs, play schools, airports, farms, pirate ships, etc.),
• Communication toys (telephones, writing materials, etc.),
• Aggression fantasy toys (soldiers, action figures, etc.),
• Construction blocks, tool kits, etc.,
• Art materials (paints, crayons, clay, etc.)
• Outdoor play toys (sand toys, sporting equipment, playground equipment, etc.),
• Constructive obstruction props (blankets, soft items to bounce or throw to simulate a “crisis”, etc.).

Q: How can we use Floor Time effectively with a child who “self-stims”or perseverates in play?

A: Greenspan emphasizes that a child’s actions should be treated as intentional and symbolic. In other words, we as adults must help give them meaning. For example, if a child repeatedly rolls a toy car back and forth with no seeming destination, bring over a toy garage, or set up a roadway, or crash another car into it, etc. If a child repeatedly taps, bring over a couple of drums or drum-like items. If a child repeatedly flips a light switch on and off, create an “obstruction” by putting your hand over the switch. If a child holds and carries around the same little figurine for long periods of time, start talking directly to the figure. Ask it if it wants to swing or eat, etc.

Q: Wouldn’t “playing dumb” frustrate a child?

A: Good question. Greenspan sees playing dumb as a way to expand the number of circles that are opened and closed. The child should be motivated to think and act in a way that solves a problem. Playing dumb can provide humor if it is done in a way that is sensitive to the child’s abilities (developmental level) and mood. The goal is to expand the interaction, not to frustrate the child.