Frequently Asked Questions
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We are in network for Tricare. We also take Class Wallet (for ESA eligible families). All other insurances would be out-of pocket for services.
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At this time we do not offer group sessions.
Many times clients are playing within the same treatment room, and we use these opportunities (as appropriate) to support social interactions.
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DIRFloortime is child-led, play based model for development. It focuses on the power of relationships and emotional connections to fuel development. Through understanding of the "D" ( the developmental process), the "I" (a person's individual differences) we can use the "R" (human relationships) to promote healthy development and to help everyone reach their fullest potential.
Floortime is rooted in the science of human development. It is a pathway to promote healthy development in a respectful manner that builds connections, understanding, love, communication, and engagement. The process is about building intrinsic motivation rather than rewards and sticker pages.
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Floortime is a is strength based approach with the goal to understand each unique child's individual profile. Floortime is focused on relationships, connection and engagement. The process is based on developing an intrinsic desire or motivation to attend, communicate, and learn.
ABA (Applied Behavior Analysis) philosophy is behaviorism, which is based on the premise that attempts to improve the human condition through behavior change. This goal focuses on changing observable behaviors to make the child look "normal" and to comply with social norms. It is primarily facilitated through the use of extrinsic motivators such as reinforcement and punishment.
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DIRFloortime research includes the highest levels of evidence and includes case studies, group design studies, randomized controlled trial studies, and systematic reviews.
The evidence is overwhelming in the benefits of Floortime vs other therapy approaches.
Here is a link listing research about Floortime:
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Not only are we the only DIRFloortime based clinic in Tucson, we are also sensory based. We have multiple rooms designed for movement and sensory integration. Children learn through play.
Both our Occupational Therapists are trained in sensory integration and our Speech Language Pathologist is certified in Gestalt Language Processing and giving this population access to communication devices.
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An "OT" assess and treat delays and disorders related to fine motor skills, sensory processing (as well as integration), motor planning (Praxis)/ coordination, visual processing/ perception, self care, social emotional skills and regulation.
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Sensory integration is the process by which we receive information through our 8 senses, organize this information, and use it to participate in everyday activities.
Children with sensory processing deficits may find it challenging to regulate their responses to everyday situations such as dressing, playing, mealtime, and social interactions.
Our 8 senses are:
Sight (Vision)
Hearing (Auditory)
Smell (Olfactory)
Taste (Gustatory)
Touch (Tactile)
Vestibular (Movement): the movement and balance sense, which gives us information about where our head and body are in space. This helps us stay upright when we sit, stand, and walk.
Proprioception (Body Position): body awareness sense, which tells us where our body parts are relative to each other. It also gives us information about how much force to use, allowing us to do something like crack an egg while not crushing the egg in our hands.
Interoception (Internal): This sense helps us understand our body’s internal sensations. This is the sense that helps us know if we’re hungry, thirsty, hot, cold, need to urinate, or any other feeling that begins within our bodies.
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Following the child's lead allows the child to demonstrate autonomy and decide what they are interested in playing. Play provides enrichment (and can model new vocabulary) and movement enables opportunities to practice motor planning (speaking is a fine motor task). When children are connected, they often are intrinsically motivated to use language (in any multimodal fashion).
In addition- from the Floortime approach, building on expressive language isn't targeted until later capacities. What does this mean? That until a child is REGULATED and is engaging with play partners, we work on those skills. I could have the best treatment plan, be the worlds best speech therapist, but if a child is running around the clinic, crashing, swinging, with little care about me in the room- they are unable to process those inputs. It's not the language that connects humans, it's the person. WE, the therapist become the shinest toy in the room. Then we play. Many kids are able to play more robustly without language. They can tune into the play, the interactions with toys and the play partner, make sounds without a goal of "talking." We MUST build the foundational skills- regulation, engagement, motivation.
Having access to rooms that are sensory based provide tools for building those foundational skills.
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We certainly cannot answer this specifically, but here are a few milestones and possible red flags to look for:
- My child is not imitating (repeating) sounds (vehicle, animals) by 12 months.
-My child is not yet saying single words by 18 months.
-My child is not combining 2 words together by 36 months.
-My child experienced a regression in language as an infant.
-Has difficulties following directions such as:
"sit down, stop, come here" by 18 months
"give me (known object), "Get your shoes", having to go to another room to retrieve them, point to named pictures in books by 24 months
Pointing to named action words by 36 months.
-Is difficult to understand their speech by 4 years old.
-Your child is not using adult-like grammar (with pronouns and word order) by 4 years old.
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This varies and at times, we do not have a waitlist, although you may have to scheule your child's evaluation several months out due to scheduling and availability.
Our Speech-Language Pathologist will often have a waitlist as she's the sole speech provider in the clinic.
The longest waitlist we've had is approximately 3 months.
Our Practice Manager, Lisa will be able to give you our current waits (if any).
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The beloved Mr. Fred Rogers was quoted as: “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.”
During play our therapists are holding in mind the Individual Differences in both the child and themselves, modeling mulit-modal communication, regulating bodies, practicing emotional regulation, building engagement and connection through affect, increasing attention, allowing the child to lead, considering our use of questions, stretching interactions (to increase back and forth turn-taking), monitoring pacing of play (am I moving too fast in language, or through ideas of play? Am I talking to loud or jumping in too quickly)- finding a "just right."
We are trained and highly experienced "expert players."