Pathways Developmental Learning Center
What is
Contrary to popular misconception, RDI is not a social skills program. RDI is a cognitive-developmental program designed to address the unique cognitive challenges associated with Autism Spectrum Disorders. Research indicates children with autism have specific challenges in using communication for sharing experiences, making sense out of patterns in the environment, and using specific types of memories for planning and thinking ahead. These areas of weakness are what form the curriculum of the RDI program, in an effort to not just work around the autism, but to actually remediate it.
Parents are an integral part of the program because the parent-child relationship is the first relationship in which children learn how to regulate their emotions, solve problems and form concepts about their world. These abilities are not taught in most schools or structured interactions and are not related to rote learning abilities. Even a very academically gifted and highly verbal child on the autism spectrum may not have developed the capacity to relate and communicate as competently as a typical 1-year old child. The curriculum of the RDI program may be best described as a curriculum of "Dynamic Intelligence", which most children develop with ease. For children on the autism spectrum, Dynamic IQ can be taught, but it must be in a developmental manner in the context of a reciprocal relationship.
How does your child's program measure up?
Until recently, most approaches to autism intervention have continued to use methods based on research that developed at a time when we knew little about the neurobiology and psychological processes impacted in autism. In addition, for decades very few practitioners in the autism field have been aware of the research findings which have accumulated from various disciplines
such as neuroscience and neurorehabilitation. The
To find out if your child's intervention is addressing the critical abilities impacted in autism, ask
yourself the following questions:
- Does my
child share enjoyment using facial gazing, social smiles and/or pointing
to show me things?
- Does my child
show creative use of ideas and problem-solving? Can she adapt to other
children or adults and integrate their ideas into play?
- Is my child
flexible and easily able to adapt to changes in daily routines or social
interactions?
- Does my
child add interesting ideas to play and check nonverbally with social
partners to make sure it’s ok?
- Does my
child demonstrate awareness and concern for others’ feelings and attempt
to console them?
- Is my child
genuinely interested in others’ thoughts and ideas?
- Is my child
eager to explore the environment and seek new challenges?
These are just some of
the skills needed for an adult to obtain a good quality of life including job
satisfaction, friendships and independent living.
Did you know?
- Research
studies indicate that the long-term outcome for adults on the autism
spectrum is significantly limited by specific challenges in creative problem-solving,
episodic memory, and communication. The benefits of language and high IQ
do not seem to outweigh the challenges posed by the deficits of autism
spectrum disorders. A 2001 study of adults with Asperger's Syndrome
revealed only 3% lived independently, only 17% had more than 2 social
contacts per month outside the home, and only 12% held full-time jobs.
(National Autistic
- Current research indicates autism involves underconnectivity between processing centers in the brain. (Minshew, 2004). In addition, autism involves challenges with a specific type of information processing called "Dynamic Intelligence". Dynamic IQ is extremely important to enable an individual to be adaptable, capable, competent and independent in the world.
- The RDI Program can be implemented in daily routines in the home environment and does not require extensive use of outside therapists. Families who participate in the RDI Program often report they have less stress and feel like life has normalized once they are able to integrate RDI into their day to day experiences.
- Verbal skills are not a precursor to beginning the RDI program. In some cases, language can be an obstacle to autism remediation and children who have fewer words are often easier to work with when building foundations for true communication.
- Both parents are essential participants and current estimates of fathers' participation in the RDI program are over 90%.
- The
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