Practitioners’ Experiences of Developmental, Individual Differences, Relationship-Based (DIR) Approach in their Professional Practice with Neurodivergent Clients: A Hermeneutic Phenomenological Study

Author

• Ekaterina Sidor, Lesley UniversityFollow

Date of Award

Spring 5-15-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Jeffrey Perrin

Second Advisor

JoAnn Gammel

Third Advisor

Gerard Costa

Abstract

This phenomenological study explores how professionals experience integrating the developmental, individual-differences, and relationship-based (DIR) framework in their work with neurodivergent clients. Although DIR is recognized as an evidence-based developmental approach in the field of autism support, little is known about how its integration affects practitioners themselves. Grounded in relational-cultural theory and transformative learning theory, the study examines how engagement with DIR influences practitioners’ professional practice and development. Using a qualitative, hermeneutic phenomenological design, data were collected through open-ended questionnaires and in-depth interviews with multidisciplinary professionals from diverse international contexts who completed DIRFloortime training and actively implement DIR in their work. Findings indicate that adopting DIR supported identity-level integration of its principles, with effects extending into practitioners’ professional practice and personal lives while contributing to their confidence and well-being.

Recommended Citation

Sidor, Ekaterina, "Practitioners’ Experiences of Developmental, Individual Differences, Relationship-Based (DIR) Approach in their Professional Practice with Neurodivergent Clients: A Hermeneutic Phenomenological Study" (2026). Educational Studies Dissertations. 33.
https://digitalcommons.lesley.edu/educational_studies_dissertations/33