Sometimes, a simple question can get you thinking. This is what happened with me recently.

 

Take a look at these photos.

 

Writing Sample 1 (2020)

Writing sample (2021)

 

These are writing samples from Anjana, who is on the RDI program through SAI Connections. (Consultant: Dipali Chauhan)

Along with these writing samples, the parents sent a question.
What can be the possible reasons for the improvement?

 

I know they have been diligently and consistently following through with the RDI Program.

My response was, ‘Development of intrinsic motivation, sense of self (personal agency), growth seeking.’

To those uninitiated to RDI Principles, these may sound like Greek and Latin.

 

I’ll try to simplify it for you.

The thrust of the RDI Program is not language and skills. (These however, emerge as a by product). The focus of the program is building a back and forth relationship between the parent and child. We call this guided participation.

 

Image: Dr Steven Gutstein, RDI Connect

Anjana’s parents have been using RDI principles to guide Anjana since the past 3 years.

This has resulted in the remediation of core deficits of autism.


Let me try to explain the core deficits simply.

Co regulation

The ability to connect with another person by understanding one’s role in the interaction.
For example- when one is tossing a ball to another, the role of each person is to be a thrower and catcher. If the child/ apprentice, understands this role clearly, s/he will not be too shaken by any variations introduced by the guide.

By being a part of such an activity, if a child is initially uncertain and restless in this interaction and the guide slows down and increases the challenge just one step ahead at a time, the child will be able to calm down and face changes.

Co regulation results in both the parent and child calming down.

Self Regulation

The ability to control oneself. This may start with behavioral regulation but goes on to being able to filter repetitive thoughts, bringing oneself back to what one is required to focus on. It’s an internal mechanism, rather than some sort of external control.

Self regulation leads to a reflective thought process, whereby one understands the repercussions of one’s actions.

Joint Attention

Joint attention is about learning to direct or co ordinate one’s attention based on interacting closely with someone else.

We learn through checking with our parents, initially. Then by observing and taking information from others, the environment.

Joint attention is learned by co experiencing situations with others. It’s about referencing with others and taking decisions through observation and co enacted experiences.

Emotional Responsibility

This is about being able to initiate and maintain an interaction.
It starts with the basic foundations of a child connecting with his/her parents, through emotions and experiences.

It leads to understanding the impact our actions have on others and taking responsibility to repair any negative impact we may have on others, in an activity or an interaction.

Personal agency

Personal agency is about developing a sense of self and understanding different perspectives.
It gives rise to the motivation to engage with mental challenges and build resilience.

Apprentices are motivated to learn and improve themselves.

Is it now easier to understand how Anjana has improved her writing, not by getting trained in writing better, but by working on the core deficits of ASD?

I can see a shift in personal agency (sense of self) leading to Anjana being more aware of her own work and it’s impact on others. Also on becoming intrinsically motivated to try to improve her own writing.



Several of our families have experienced immense benefit of the RDI Program. In this article, I’m sharing from just a few families.


I love this video of Daksh and his brother.
Daksh’s older brother is ‘acting’ to make his brother feel better and to deeply understand the concept of when to stop at a certain level. Check out this video.

 

Listen to Daksh’s sentence at code 0.50 min (What’s wrong with you, Jayant?)
I was bowled over by his sentence. Nobody has ‘practiced this with him.’
He used the words spontaneously and naturally.

 

And more importantly, notice how Daksh ‘consoles’ his brother, right before this sentence.

Another young mother, Sutanuka recently shared her experience about improvement in language-
being on the RDI program for about 7 months now.

Previously he was reading, but not understanding. I tried to teach him concepts like he, she, they, his, her – but I did not see any understanding or get appropriate answers.
Recently he want to a restaurant and wrote ‘restroom he’ and ‘restroom she’
I was surprised!

Also, recently he made chocolates with his dad.
Previously I used to initiate the sharing and encoding of events by starting to write- ‘today we made…’

But now he’s initiating the encoding himself.

– Sutanuka Mukherjee (Ritam’s mother)

My older students should not be left behind.




Gayatri and her parents have also been on the RDI Program for little over 7 months now.

Here is what Shalini (Gayatri’s mother) had to share about Gayatri’s progress related to understanding, application and good enough thinking.

 

Check out this slide for clarity.

Created by Shalini Gupta (Gayatri’s mother)

Pretty incredible, isn’t it?

 

Here is what Viji Srinivas says about Vishal’s improvement in language.

Vishal when diagnosed at age 4 had good spoken language ( Tamil). He lost all that very quickly within a month of the onset of ASD. Then initially with Speech Therapy for 2-3 years and then hardcore ABA training till the age of 18 he could speak in sentences but mostly ‘ need based’ and it was ‘ taught’ language.
We began our RDI journey in 2013 at age 18. Over these 8 long years all I did was work on the Objectives assigned to me by my Consultant Mrs. Kamini Lakhani. These Objectives helped address the core deficits of autism. We did many Frameworks week after week. Over these years Vishal not only learnt skills organically, became a good Chef and also independent in many areas but his language too improved significantly, his vocabulary increased and his back and forth communication with us became more natural. He is able to share with us. He can understand and speak Tamil, our mother tongue, quite well and can manage English too. He even understands basic Hindi and Marathi. All these without directly ‘Teaching’ him the languages. He has learnt to grasp from the environment and use appropriately. He even asks ‘ Why’ questions in Tamil. He has come a long way.

 

Viji Srinivas (Vishal’s mother)

For several years, I tried to teach language and skills, making that the base for improvement.

I struggled with my own son (Mohit) and several of my students.

 

But with RDI, improvement in language and skills have come without even focussing on them.

Work on the core deficits, your life will be much easier. Initially, you may feel like you’re swimming against the tide.

 

 

And the best part? You will reach your destination much faster.