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Session Details

B. An Introduction to DIRFloortime® for Music Therapists
(Event: 2018 AMTA Conference, "Music Therapy for a Growing World")

Nov 13, 2018 04:00pm - Nov 15, 2018 12:45 pm
Session Type: Additional Course
Track: .


The Developmental, Individual Difference, Relationship-based (DIR) Model is a framework that helps clinicians, parents and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges. The objectives of the DIRFloortime Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing solely on discrete skills and isolated behaviors. This introductory course, specifically designed for music therapists, will introduce the theoretical framework, scientific evidence, and scope of application of the DIRFloortime model within the context of music therapy. Days 1 and 2 of the course will introduce and define the “D,” “I,” and “R” in its conventional application; present the six-functional emotional developmental levels; explore Floortime philosophy, research, and application. Day 3 will explore how the model can be applied to music therapy practice in the areas of assessment and treatment interventions. Clinical video and live experientials will be used to illustrate concepts. Completion of this course satisfies the DIR 101 course required for the DIRFloortime certification through the Interdisciplinary Council on Development and Learning (ICDL)


Participants will define the “D” in the term DIR and how it’s applied in music therapy. I.B.3.a,b,c,d
Participants will define the “I” in the term DIR and how it’s applied in music therapy. I.B.3.a,b,c,d
Participants will define the “R” in the term DIR and how it’s applied in music therapy. I.B.3.a,b,c,d
Participants will define what floortime and how it’s applied in music therapy. I.B.3.a,b,c,d
Participants will describe the 6 Functional Emotional Developmental Capacities (FEDCs) in the DIR® model and how it applies to music therapy. I.B.3.a,b,c,d; II. A.1.a,b; II. A.2.a,b,g,q


DAY 1 (Tuesday) 4pm-8pm
3:30pm -4:00pm Registration

Objectives of the course
Overview of ASD
Moving from symptoms to individual profiles
Treatments & research
Introduce the DIR model and supportive research
Affect diathesis theory & the role of affect in child development

6:00pm-6:20pm Break

Define the “D” of the DIR model/introduce & define the 6 Functional Emotional Developmental Levels

Level 1: Self-regulation and interest in the world
Level 2: Engagement
Level 3: 2-way purposeful

DAY 1 (Tuesday) 9am-5pm


Review levels 1-3
Continue with FEDLs

Level 4: shared problem-solving
Level 5 creating ideas
Level bridging ideas

10:30-10:45 Break

Define the “I” of DIR model

Sensory systems
Role of affect


Define “R” in DIR
Integrating the “D,” “I,” & “R”

12:15-1:30 Lunch (on your own)

Introducing & defining Floortime

Floortime integrating D, I, and R

Music therapy experiences provided within a Floortime framework
Music therapy and the DIR FEDLs
Applying music therapy methods based on client’s developmental profile
Clinical techniques and Floortime procedure
Improvisation, receptive music, songwriting, & pre-composed music

3:00pm-3:15 Break

Musical Emotional Profiles: Musical Emotional Assessment Rating Scale (MEARS)

Relating the MEARS Levels to the FEDLs
Level 1: Musical attention
Level 2: Musical affect
Level 3: Adaption to musical-play

DAY3 (Wednesday) 9am-12:45pm


Review MEARS Levels 1-3
Level 4: Musical engagement
Level 5: Musical interrelatedness
Musical differences and Individual differences

10:30-10:45 Break

Floortime and musical clinical techniques
Brief overview of Assessment and MT goals


Post test



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