The implementation of this incorporates a wide range of approaches, primarily the use of DIR/Floortime and SCERTS, but also including a wide range of other methods, depending on each child's needs:


DIR stands for the Developmental, Individual difference, Relationship-based approach to intervention in autism spectrum disorders. The Rainbow Project is based around its principles of respecting the child, following the child's lead, and understanding the child's behaviour in the context of their individual differences. A child's 'individual differences' include the way the child processes sensory, auditory, and visual information, and their strengths or deficits in motor skills. The adult forms a stable, strong, and predictable relationship through the implementation of "Floortime." Floortime is a specific time when the adult follows the child's interests and motivations, and inserts themselves into the child's play to eventually become a vital participant. Through this process, and the implementation of the principles across a child's life, children develop vital social communication and emotional regulatory skills. I have undergone DIR training and am qualified to carry out Floortime intervention. The pictures below the effect this type of intervention can have on a child!

Methods and approaches used at The Rainbow Project

SCERTS is an American educational model which prioritises the abilities and supports that will lead to the most positive long-term outcomes as indicated by the National Research Council (2001). It focuses primarily on social communication (SC), emotional regulation (ER) and transactional supports (TS) - the supports that the adults put in place to encourage a child to form positive relationships and make progress through that relationship. Progress is measured by quarterly SCERTS assessment, and is planned for through quarterly IEPs. SCERTS draws from the rich body of evidence-based intervention research, and is highly specific to each child. It focuses on children becoming independent initiators of communication, supporting the family, engaging the child in meaningful activities, and making developmentally-appropriate progress.


I provide tailored one-to-one early intervention, teaching and support for pre-school children on (or suspected of being on) the autism spectrum, as well as following the Early Years Foundation Stage (EYFS) curriculum.

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