Relationship Development Intervention
About RDI Developed by Dr. Steven Gutstein Completed at the Connections Center in Houston Texas RDI consultants are trained at the center and participate in a one year distance mentorship program.
What is RDI? RDI is a parent-based, cognitive developmental approach, in which primary caregivers are trained to provide daily opportunities for successful functioning in increasingly challenging dynamic systems. (Evaluation of the Relationship Development Intervention Program)
Goals of RDI Understand and appreciate the many levels of Experience Sharing. Become an equal partner in co-regulating Experience Sharing interactions. Understand and value the uniqueness of other people-their perspectives, ideas and feelings. Value and work to maintain enduring relationships. Become adaptable and flexible in both social and non-social problem solving. Recognize their own unique identity that can continue to grow and develop. (Soling the Relationship Puzzle p. 48-49)
Main Principles of RDI Step One - Social Referencing You/Me thinking Evaluate similarity and coordination between actions, thoughts, and feelings in themselves and in their partners in an environment that is changing. Step Two - Functions Precede Means Reasons to care and aspects of experiences to be shared. Step Three - Co-Regulation Spontaneous action by one partner to change their behavior to maintain the shared meaning of the interaction.
Some Components of RDI Experience Sharing: interact with no end point with the goal of sharing a mutual world. i.e. student engage in a social interaction with a peer to share in what is going on in their life. Joint Attention: desire to share perception of some external object or area. i.e. student engage in an activity like a game together to share in each others perceptions
Some Components of RDI Social Referencing: Use facial expressions, reactions, and actions to determine their own behavior. i.e. student looks to the adult to determine how they should respond. Perspective Taking: Understand that other person s s inner experiences may be different from their own. i.e. student s s favorite show is different from the peer s s favorite show.
Some Components of RDI Conjoint Pretend Play: Engage in pretend play together. i.e. student engages in a house pretend play with a peer. Declarative Communication: Using statements that are open ended to encourage and facilitate language, conversations, and thinking. i.e. It looks like your friends are getting their lunches out.
Some Components of RDI Imperatives are components of conversation that do not promote additional language, conversation, or thinking. Examples of imperatives are questions and verbal prompts. i.e. Take your pencil out. or What did you eat for lunch?
Declarative or Imperative Communication? "Hi Tommy, how was your day?" "Fine." "What did you do at Eric s s house today?" "Nothing." "You didn't do anything?" "No." "Did you play outside on the tramp or play video games?" "Yes."
Imperative or Declarative Communication "Hey mom, you'll never believe this! I saw a baby turtle in the road." "Really, I wonder how big it was." "Very small, only this big (indicates the size of a half dollar with hands)." "Wow, I'll bet he was scared being in the middle of the road. Maybe he was lost." "I didn't think about him being scared; maybe I should move him out of the road. "
Diagnostic Criterion Social Interaction Impairments: Non-verbal behaviors, facial expressions, body postures, and gestures to regulate social interaction Failure to develop peer relationships appropriate to developmental level Lack of spontaneous seeking to share enjoyment, interests or achievements with other people Lack of social or emotional reciprocity RDI Programming to work on the impairments include: Experience sharing Joint attention Social Referencing Perspective taking
Diagnostic Criterion Communication Impairments: In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others. Stereotyped and repetitive use of language or idiosyncratic language use Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level. RDI Programming to work on the impairments include: Conjoint pretend play Declarative communication Experience sharing Joint attention Social referencing Perspective taking
Diagnostic Criterion Behavior: Apparently inflexible adherence to specific, nonfunctional routines or rituals. RDI Programming to work on the impairments include: Flexible adaptive thinking: change how activities are completed, modify the rules and roles while maintaining coordination with their partner. RDI attempts to address the distinct patterns of perceptual, cognitive, and emotional difficulties
Diagnostic Criterion Not Addressed Social Impairments: All are addressed Communication Impairments: Delay in, or total lack of, the development of spoken language Behavior: Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus Stereotyped and repetitive motor mannerisms Persistent preoccupation with parts of objects
Video Clips http://www.youtube.com/watch?v=p6jdrsc2x68 http://www.youtube.com/watch?v=n3ckcnjlzae &feature=related http://www.youtube.com/watch?v=pp1lhvkocc4 &feature=related http://www.youtube.com/watch?v=irqfrggt4u A&feature=related
Possible Concerns with RDI Only two research studies by Dr. Gutstein have been completed at the Connections Center. Participants in the study had to have an IQ higher than 70. Negative behavior difficulties are not addressed within RDI therapy. Self Stimulatory behaviors are not addressed within RDI. Language production skills are not addressed within RDI therapy.