Floor Time and Evidence-Based Practice Floor Time (Greenspan & Weider, 1998)  is an approach to treating individuals with multiple developmental disorders, including autism and pervasive developmental disorder or autism spectrum disorders (ASD). It is a systematic way of working with children to help them move forward developmentally (Greenspan & Weider, 1997a; Weider, 1997). Floor ... Article
Article  |   June 01, 2002
Floor Time and Evidence-Based Practice
Author Affiliations & Notes
  • Jill Armour
    Comprehensive Speech, Language, and Hearing Services, Salt Lake City, Utah
  • Judith M. Kuster
    Minnesota State University, Mankato
Article Information
Research Issues, Methods & Evidence-Based Practice / Telepractice & Computer-Based Approaches / Articles
Article   |   June 01, 2002
Floor Time and Evidence-Based Practice
SIG 1 Perspectives on Language Learning and Education, June 2002, Vol. 9, 16-20. doi:10.1044/lle9.2.16
SIG 1 Perspectives on Language Learning and Education, June 2002, Vol. 9, 16-20. doi:10.1044/lle9.2.16
Floor Time (Greenspan & Weider, 1998)  is an approach to treating individuals with multiple developmental disorders, including autism and pervasive developmental disorder or autism spectrum disorders (ASD). It is a systematic way of working with children to help them move forward developmentally (Greenspan & Weider, 1997a; Weider, 1997). Floor Time (FT) requires parent participation in the promotion of milestone mastery and involves a 20–30 minute interaction period, getting down on the floor with the child. FT involves intensive engagement with a child and is particularly attractive to speech-language pathologists who believe in social-interaction approaches to treatment. For additional information regarding the FT approach see Greenspan and Weider (1998) . The purpose of this paper is to view FT from an evidence-based practice (EBP) framework by:
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