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Problem-solving during Floortime Sessions. Looking at some of the common challenges parents and therapists encounter while performing floortime. Types Of Problems. Avoidance Self-stimulatory behaviors Tantrums Aggression Scripting Illogical or tangential expression. Avoidance. Causes

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Problem solving during floortime sessions

Problem-solving during Floortime Sessions

Looking at some of the common challenges parents and therapists encounter while performing floortime

Types of problems
Types Of Problems

  • Avoidance

  • Self-stimulatory behaviors

  • Tantrums

  • Aggression

  • Scripting

  • Illogical or tangential expression



  • Stress from sensory or emotional inputs

    - Being overwhelmed by a sound, sight, smell, touch, or taste present in the environment

    - Experiencing a negative emotion, like frustration, from a challenge during an interaction.

  • Seeking out sensory input

    - Seeking out sensory input in the form of running, jumping, crashing, etc.



  • Raise affect to entice child more.

  • Modify environment to be more calming for a sensitive child.

  • Challenge less during an interaction.

  • Provide enjoyable sensory inputs during the interaction.

  • Be PLAYFULLY obstructive.

Self stimulatory behavior
Self-stimulatory behavior


  • Seeking sensory inputs on their own.

  • Experiencing stress, emotional or sensory, and trying to calm self.

  • Fatigue

Self stimulatory behavior1
Self-stimulatory behavior


  • Provide similar sensory inputs through an interaction.

  • Take the stress or the child out of the environment. (Be cautious and avoid any environments that overly stress)

  • Keep children well rested and in a constant state of regulation.



  • Over-stimulating sensory environment.

  • Over-challenging emotional environment.

  • Fatigue plus a sensory or emotional trigger.



  • Be very soothing and calming, as you would with an infant.

  • Provide proprioceptive sensory input in a slow rhythmic manner, while being calm and soothing.

  • Take the child into a calmer or more neutral environment.



  • Overwhelming emotions paired with sensory seeking. (especially proprioceptive inputs)

    -Emotions can be stimulated by challenging too much, fatigue, and lack of comfort and support.

  • Modeling impulsive or aggressive behavior.



  • Stay calm, but set firm limits.

  • Only physically restrain a child when they are harming themselves or others.

  • Develop a calmer home environment with parents. (If necessary parents seek professional help to deal with their aggression)



  • Being self-absorbed in own world due to stress in outside environment.

  • Being more comfortable using someone else's ideas to communicate.

  • Using memory instead of creativity to express self.



  • Calm the child down and help refocus them on the outside world.

  • Join the script and help become more flexible within the script.

  • Take stressors or child out of the environment.

Illogical or tangential expression
Illogical or tangential expression


  • Sequencing/attentional difficulties

  • Over-stimulation/Excitement

  • Over-stimulation/Anxiety

Illogical or tangential expression1
Illogical or tangential expression


  • Act confused.

  • Ask questions to help with logic and sequencing.

  • Calm and slow the child down, and ask them how they are feeling (nervous or excited).

Problem solving related to slow or no progress
Problem-solving Related to Slow or No Progress

Looking at what to do when a child is experiencing slow or no progress within the Functional Emotional Developmental Milestones.

Reasons for slow or no progress
Reasons for Slow or No Progress

  • Their sensory processing systems are severely compromised, contributing to a flatter learning curve.

  • The Flootime program is not being carried out to it’s fullest extent, or in the correct manner.

  • There are negative stimulus present in the environment, health issues, or overwhelming or stressful intervention programs

Solutions to slow or no progress
Solutions to Slow or No Progress

  • We can work with specific processing areas, like motor planning and sequencing and auditory processing, to support the ability to process information.

  • We must work with the family on a consistent basis to make sure the home is a supportive environment.

  • We can limit exposure to over-stimulating environments, monitor health, and prioritize individual programs.

The floortime center
The Floortime Center

4827 Rugby Ave

Bethesda, MD 20814

Phone (301) 657-1130