Background and Aim: Children with autistic spectrum disorders (ASD) represent some difficulties in their socio-communicative and play skills, and also have restricted interests and stereotyped patterns of behaviors that effect on their daily living. Floor-time technique is a play–based intensive intervention that deals with communication, emotion, play, and imagination. The aim of this study is to determine the effectiveness of Floor-time technique in emotional functions of children with ASD.

Materials and Methods: A quasi-experimental study was conducted on children with ASD (2.5-4 years-old) who were selected by non-randomized sampling. Ten children, as case group, received Floor-time and 10 subjects were matched with them as control group. Pretest and posttest were conducted using Functional Emotional Assessment Scale (FEAS) to measure emotional functions with an interval of six months. The data were analyzed by paired and independent samples T-test.

Results: Statistical analysis indicated a significant difference between pre and posttest of FEAS in the case group (P=0.017). But the difference between pre and post test in the control group was not significant. In addition, the differences of pre and posttest scores between two groups were showed significant difference (p=0.041).

Conclusion: This study provided preliminary evidences for the use of Floor-time technique for increasing communicative, emotional, imaginative, and play skills in the children with ASD.

  Key words: Autistic spectrum disorders, Floor-time, Play.