"Empowering Parents to Make the Difference"
Individualized RDI® Programs for Families
RDI® is different from other autism intervention programs. The goal of RDI® is to remediate the
core deficit of autism, which we call a deficit in “dynamic intelligence.” Many intervention programs
focus on teaching skills and behaviors in a “static” way; that is, the skills and behaviors taught are
“rule based,” and there is a “right” and a “wrong” way to perform the skill or the behavior. For example,
students may be taught “greeting skills,” “turn taking,” “sitting quietly,” or “staying on topic.”
Unfortunately, many or most individuals with autism encounter significant challenges with “generalizing”
the skills or behaviors. This is because “generalizing” involves proficiency in dynamic intelligence: Persons
who can “generalize” well have the ability to flexibly and creatively adapt their actions, behavior, and problem
solving strategies to suit whatever situation and setting they encounter, including novel situations and social relationships.
For example, think about how YOU greet someone. Do you greet everyone the same? Do you greet ANYONE the
same way as anyone else? There are so many variables that you consider when you greet someone – whether or
not you know the person, your history with the person (including emotional memories), whether or not you
consider them in a position of respect or authority, their age, your mood, their body language, their body
orientation, their facial expression, your facial expression, your words, your prosody, the setting, your
agenda, the other person’s agenda, whether or not to continue the conversation based on their reaction to
your greeting…the list goes on. Our neurotypical brains perform this analysis effortlessly, in seconds or
less. Imagine if you had to go through a list of “rules” for each of these variables each time you encountered
a person!
What would happen if you had only been taught greeting as a “skill?” Would your social encounters be as successful?
Persons with autism considered “high functioning” often have an impressive repertoire of skills and verbal language,
but lack the ability to think and problem solve in a flexible manner. It is this deficit in dynamic intelligence that
prevents the great majority of “high functioning” persons with autism from attaining a quality of life in adulthood.
Right from the start, RDI® is focused on building the brain’s ability to “generalize.” RDI® goes beyond the child’s
observable behaviors and considers the neurology of the brain: the way the autistic brain functions, the way the individual
THINKS and problem solves. RDI® focuses on building the brain’s ability to understand the “why” behind behaviors and skills.
It is only by understanding the “why” that the individual will gain competence in applying the behaviors fluently and appropriately
in all settings and situations.
In neurotypical persons, the capacity for dynamic intelligence begins to develop in infancy and continues to mature into adulthood.
In the RDI® Program, the person with autism develops dynamic intelligence in the same way that neurotypical persons gain this competence:
through building a relationship with the parent, in which the parent serves as a trusted guide to the child, his or her willing “apprentice,”
in learning how to handle the uncertainty of the world. This is the type of relationship that neurotypical children and their parents
share. We call this relationship the “guided participation” relationship. RDI® Program Certified Consultants work with parents (NOT
directly with the student) to systematically teach parents how to build this relationship with their child. After this relationship is built,
the dynamic intelligence curriculum for the student is introduced. The consultant assigns developmentally appropriate dynamic intelligence
objectives for the parent to work on with their child. The consultant teaches parents how to work objectives in to their everyday family lifestyle.
The RDI® Program is appropriate for all persons on the spectrum, young or old, “high functioning” or “low functioning,” because the program focuses
on remediation of a deficit area present in all persons with autism. Although RDI is a primary intervention, it is not an “exclusive” intervention.
“Low functioning” persons with significant skill deficits or persons with co-occurring challenges (sensory, motor, anxiety, health issues) may
find it necessary to address these areas concurrently with an RDI® Program. RDI® programs are compatible with dietary and biomedical interventions.
RDI® Programs typically involve 1-2 hours per week of parent training for about the first six months of the program, then 2-4 hours per month following
the initial intensive period. Individual rates range from $80 per hour (prepaid plans and/or special circumstances) to $100 per hour. For more information
on our individualized RDI® programs, please click here.
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