Our kids perspective

Within the goals of the student objectives ( For RDI), are specific milestones that address the core deficits of the developmental stages that a child with Autism missed the first time in typical development. The breakdowns below are ideas of  how each stage assists our children on the spectrum to be competent, resilient, and able to thrive in uncertainty and challenge. The following are not RDI objectives, yet are based on the Family Consultation Model student objectives from Dr Gutstein click here for more on Dr Gutstein and Dr Sheely  an Click here for the RDI main website.   These are a  glimpse on how your child may be able to process his social world after each stage, within an specifically tailored RDI program. Together we wrote these as a family friendly way to understand just one of the many benefits your child will be able to embrace as you work through their developmental milestones!


COMPETENCE DEVELOPMENT

Stage 1

I am seeing the predictability and patterns of life. Life is not as uncertain/scary.

Stage 2

I see that you see the pattern and I see you are enhancing your engagement by creating safe challenges for me to be a more competent explorer.

Stage 3

I am motivated to find out others perspectives so I can learn multiple ways of thinking, be challenged and be flexible. You are helping me to reflect on memories of my competency.


JOINT ATTENTION

Stage 1

I understand there is a you and a me. You provide me with the optimal communication environment so I learn that my attention to you provides me with crucial information.

Stage 2

I am able to use your information to discover what is important to pay attention to and to use your reactions to my actions to experience uncertainty and guide my behavior.

Stage 3

I want to understand your intentions and borrow your thinking to help me to make decisions about my actions.





SELF-REGULATION

Stage 1

I am learning to fine tune my actions based upon the feedback I receive from my environment.

Stage 2

I am taking more responsibility to adapt my actions to your actions.

Stage 3

I am able to make rapid decisions based upon the continuously changing feedback I receive from myself, others and my environment.



CO-REGULATION

Stage 1

I participate in mutual activities where my actions are not controlling your actions and your actions are not controlling my actions.

Stage 2

I am seeing that when we are working together, we can coordinate our roles in real world activities and pretend play.

Stage 3

I share responsibility to successfully collaborate with my partner. I can enhance the joint experience by generating ideas and monitoring my partners responses. I know that coordination breakdowns are common. I take responsibility to repair them when they occur, valuing the importance of teamwork.


EMOTIONAL COMPETENCE


Stage 1

I recognize that my partners nonverbal communication is associated with their emotional state. I am learning to take an action to re-engage and increase my partners enthusiasm.

Stage 2

I am checking how you feel about my contribution to our joint engagement. I consider the impact of my action to make sure we are successful.

Stage 3

I value my partners emotional reaction to my contributions in our joint engagements. I may have the best intentions, however, my partner may interpret them negatively. I am learning to offer additional contributions to restore success.

 

Written by-

Kathy Darrow -  Contact her @ rdi4autism@gmail.com

Terri Sikkema -  Contact her @  terrisikkema@yahoo.com

Colleen Gangemi -  Contact her @ colleengangemi@verizon.net

RDI Certified Consultants

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