Effectiveness of Implementing DIR/Floortime Principles to Improve Expressive Language of 2-years-old Child with Language Delay: A Coaching Approach for Mother

Author


Nursyifa Az Zahra(1Mail), Lia M. Boediman(2),
Master of Psychological Profession, University of Indonesia, Indonesia(1)
Master of Psychological Profession, University of Indonesia, Indonesia(2)

Mail Corresponding Author

 PDF Full Text   [File Size: 433KB]

Published : 2024-11-21

Article can trace at:


Article Metrics

Abstract Views: 39 times PDF Downloaded: 45 times

Abstract


This research aims to review the effectiveness of coaching approaches for mothers by implementing the DIR/Floortime principles to improve expressive language in a 2-year-old child with language delay. This intervention consists of three components: 1) Developmental (D); 2) Individual Difference (I); 3) Relationship Based (R). The research design is Small-N Design in a single case with one participant: the boy with a language delay and his mother. The measurement methods used were observation and interview based on the Functional Emotional Assessment Scale (FEAS), Circle of Communication (CoC) form, and a logbook for recording spoken new vocabulary. This research indicated that implementing DIR/Floortime principles effectively improves expressive language in a 2-year-old child with language delay.


Keywords


early childhood; intervention; dir/floortime principles; language delay

References


Ayu, S. M., Dewi, A., Kuswanto, C. W., & Mardiana , M. (2024). Development and Validation of an Instrument for Measuring Language Development in 4 to 5 Years Old Children. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 9(2), 181–195. https://doi.org/10.14421/jga.2024.92-01

Cha, J. Hee dan Choi, Ji Young. (2023). The Effect of Mother-Participant Language Therapy Based on DIR-Floortime for Young Children With Language Development Delays. Journal of Speech-Language & Hearing Disorders, 32(2), 0335-047. https://doi.org/10.15724/jslhd.2023.32.2.035

Dale, P. S & Patterson J. L. (2017). Early identification of language delay. https://www.child-encyclopedia.com/language-development-and-literacy/according-experts/early-identification-language-delay

Dewi, Nindi K., Gita, Verlina M., Kusumasari, Herdhika Ayu R., & Novembriani, Rizqie P. (2022). The impact of the covid-19 pandemic on toddler language and speech development. Indonesian Journal of Health Care Management (IJOHCM). http://dx.doi.org/10.36053/ijohcm.v3i1.29

Goodwin,K.A., & Goodwin,C.J.(2017).Research Psychology:Methods and Design.Wiley Custom.

Greenspan, S.I., DeGangi, G., & Wieder, S. (2001). The Functional Emotional Assessment Scale (FEAS) for Infancy and Early Childhood: Clinical and Research Application. Bethesda:Interdisciplinary Council on Developmental and Learning Disorder (ICDL).

Greenspan, S.I., & Greenspan, N.T. (2010). The Learning Tree: Overcoming Learning Difficulties from The Ground Up. Cambridge: Da Capo Press.

Greenspan, S.I., & Wieder, S. (2006). Infant and Early Childhood Mental Health: A Comprehensive Developmental Approach to Assessment and Intervention. Washington: American Psychiatric Publishing, Inc.

Hess, E.B. (2013). DIR/Floortime: Evidence based practice towards the treatment of autism and sensory processing disorder in children and adolescents. International Journal of Child Health and Human Development, 6(3), 1–11.

Interdisciplinary Council on Developmental and Learning Disorders. (2012). Diagnostic Manual for Infancy and Early Childhood. Bethesda: ICDL.

Isnannisa, Ezra D. & Boediman, Lia M. (2019). DIR/Floortime untuk meningkatkan komunikasi antara anak dengan autisme dan ibu dengan profil sensori berbeda. Journal of Psychological Science and Profession, 3, 177. https://doi.org/10.24198/jpsp.v3i3.23599

Kasemkosin, N., Howteerakul, N., Suwannapong, N., Tipayamongkholgul, M. & Pajareya, K. (2020). DIR/Floortime model for school children with language impairment: training for parents, primary caregivers, and teachers. International Journal of Early Childhood Special Education, 12(1), 248-263. https://doi.org/10.9756/INT-JECSE/V12I1.201008

Khaironi, M. (2018). Perkembangan Anak Usia Dini. Jurnal Golden Age, 2(01),01–12. https://doi.org/10.29408/GOLDENAGE.V2I01.739

Kurniasih, E., Nurunnisa, E. C., & Husni, H., (2018). Upaya Meningkatkan Kemampuan Bahasa Anak Melalui Media Cerita Gambar. Tarbiyah Al-Aulad: Jurnal Pendidikan Islam Anak Usia Dini. 2(1), 95–102. https://riset-iaid.net/index.php/TA/article/view/113

Larasati, R., Boediman, Lia M., & Aswanti, Mita. (2017). Penerapan prinsip dir/floortime meningkatkan kemampuan memusatkan atensi pada anak dengan adhd. Jurnal Ilmu Perilaku, 1, 33. https://doi.org/10.25077/jip.1.1.33-44.2017

Law, J., Clegg, J., Rush, R., Roulstone, S., & Peters, T. J. (2019). Association of proximal elements of social disadvantage with children’s language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort. International Journal of Language and Communication Disorders, 54(3), 362–376. https://doi.org/10.1111/1460-6984.12442

Matsuo, R., Matsumoto, N., Mitsuhashi, T., & Yorifuji, T. (2024). COVID-19 pandemic and language development in children at 18 months: a repeated cross-sectional study over a 6-year period in Japan. Archives of Disease in Childhood. https://doi.org/10.1136/archdischild-2023-325926

Papalia, D.E., & Martorell, G. (2024). Experience Human Development (13th edition). New York: McGraw-Hill.

Safitri, Y. (2017). Faktor-faktor yang berhubungan dengan perkembangan bahasa balita di UPTD kesehatan baserah tahun 2016. Jurnal Obsesi, 1(2), 148-155. https://doi.org/10.31004/obsesi.v1i2.35

Suardi, Indah Permatasari, R., Syahrul, Asri, Yasnur. (2019). Pemerolehan Bahasa Pertama pada Anak Usia Dini. Jurnal Obsesi, 3(1), 265-273. https://doi.org/10.31004/obsesi.v3i1.160

Sudartinah, T. (2023). A conversation analysis of two-year-old children’s speech in child-adult interactions. Jurnal Obsesi, 7(3), 3345-3356. https://doi.org/10.31004/obsesi.v7i3.4586

Tsuraya, I., Deliana, S. M., & Hendriyani, R. (2013). Kecemasan pada orang tua yang memiliki anak terlambat bicara (speech delay) di RSUD Dr.M. Ashari Pemalang. Developmental and Clinical Psychology, 2(2), 38-43. http://journal.unnes.ac.id/sju/index.php/dcp/artic le/view/2574

Wantini, S., Dinni & Yusmaliana. (2022). Learning model during post covid-19 pandemic to improve early childhood language development. Jurnal Obsesi, 6(60, 6187-6197. https://doi.org/10.31004/obsesi.v6i6.3115

Wieder S, Greenspan SI. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism. 7(4), 425-35. https://doi.org/10.1177/1362361303007004008

Zambrana IM, Pons F, Eadie P, Ystrom E. (2014). Trajectories of language delay from age 3 to 5: persistence, recovery and late onset. International Journal Language Communication Disorder. 49(3), 304-16. doi:10.1111/1460-6984.12073

Zhao, Bo et al. (2022). Early Family Intervention in Children with Language Delay: The Effect of Language Level and Communication Ability. Hindawi Evidence-Based Complementary and Alternative Medicine. https://doi.org/10.1155/2022/3549912

Zubaidah, E. (2015). Perkembangan Bahasa Anak Usia Dini dan Teknik Pengembangannya di Sekolah. Cakrawala Pendidikan. 3(3), 459–479. https://doi.org/10.21831/cp.v3i3.7600


Refbacks

  • There are currently no refbacks.