The main purpose of this study was to present the basic theoretical findings for DIR /Floortime approach in working with children with autism spectrum disorder (Greenspan 1979; according to Mercer, 2015) and to support the theory with the review of previous research findings. It is a developmental, individual-difference, relationship-based model that focuses on improving the child's overall developmental functioning. To achieve this, a comprehensive assessment and prevention program is created based on the child’s and family’s unique developmental profile. Floortime is central to the DIR/Floortime model and its main focus is to master developmental capacities called milestones. The milestones are: self-regulation and interest in the environment, intimacy and engagement in relationships, two-way communication, complex communication, emotional ideas and emotional thinking. All together they indicate healthy development of the child (Greenspan at. al, 2004). In order to accomplish that, the child and parent or therapist engage in one to one session in the period between 20-30 minutes and while playing, they work towards achieving the milestones. Previous research has contributed to the understanding of the approach and indicated positive developmental outcomes in the functioning of children with autism spectrum disorderas well as the benefits of parental involvement (Solomona et al. 2007, Pajareya and Nopmaneejumruslers 2011, Lal and Chabrie, 2013, Casenheiser et al. 2013). However, this field is still quite under-researched and future studies with better – operationalized outcomes are needed, with larger sample sizes that allow generalization.