In general, the quality of the studies associated with educational treatment programs for autistic children are methodologically poor and Floor Time therapy is not an exception. However, it seems that there is a certain degree of benefit from these interventions. There is not enough evidence, with adequate follow-up periods to support the use of floor-time therapy on a routine basis. Nonetheless, this may be significant in autistic children with social interaction disorders when integrated with some approach that enables objective measurements of progress in acquired skills, as in the case of the applied behavioral analysis approach.