| Relationship Development Intervention is a | | | | Thirdly, Relationship Development Intervention is about |
| cognitive-developmental treatment that aims to re | | | | teaching dynamic intelligence, competence in dynamic |
| mediate (remedy) the core deficits of autism. It is an | | | | systems. It is well known that children on the autism |
| educative consultant model where trained Certified | | | | spectrum are capable of learning. In fact, a great |
| Consultants work closely with parents and teachers of | | | | number of autistic children have above average IQ's |
| children on the Autism Spectrum to give them the | | | | and are "academic successes." Relationship |
| tools and strategies they need to prepare these | | | | Development Intervention looks beyond life's "static |
| children for a better quality of life. It is a program that | | | | systems" (those life situations that are predictable, |
| empowers, educates and coaches. Consultants help | | | | repetitive, stable, rule-driven, safe) and focuses on how |
| parents regain competency and control of their lives | | | | to help children develop the internalized ability to |
| (and parenting) and give them the education, methods, | | | | succeed in complex dynamic systems (those situations |
| and strategies they need in order to improve their | | | | that are novel, unpredictable, and characterized by |
| connection and relationship with their child. In return, the | | | | variation.) In other words, Relationship Development |
| Program provides autistic individuals the cognitive, | | | | Intervention focuses on helping autistic individuals to |
| emotional, communicative and social tools needed to | | | | learn how to handle real life situations, the kind we |
| obtain a better chance of leading a full, connected and | | | | have to deal with everyday of our lives. |
| meaningful life. | | | | The difference between static intelligence and dynamic |
| Perhaps it is easiest to describe the Relationship | | | | intelligence is that is that dynamic systems require |
| Development Intervention Program in relation to how it | | | | mental engagement. In static systems people simply |
| differs from other autism intervention models. First, | | | | have to acquire knowledge. They can receive it, |
| RDI® is a remediation treatment program. It is the | | | | memorize it, store it, accept and accumulate it. People |
| only model that looks specifically at how autism | | | | on the autism spectrum are typically very good at |
| impacts quality of life and how to help this population | | | | acquiring knowledge. On the contrary, in dynamic |
| integrate into the social world. | | | | systems one must obtain knowledge by being mentally |
| Secondly, Relationship Development Intervention is a | | | | engaged. Here, people must take on an active |
| developmental model meaning that the intervention is | | | | cognitive role where they do more than just receive |
| developmentally appropriate for each child. This is not | | | | knowledge. Dynamic intelligence requires people to |
| a one-size-fits-all type of intervention. Every child is | | | | participate, persevere, be flexible, reflect, monitor |
| assessed using a Relationship Development | | | | themselves and others, manage conflicts, evaluate, and |
| Assessment to see where the child has | | | | problem-solve. In essence, RDI® strives to re |
| developmentally "hit the wall" in their social | | | | mediate these core deficits by providing adults who |
| communicative competency and is no longer able to | | | | work with ASD individuals the tools and strategies |
| progress on their own. Each home program is tailored | | | | they need to help these children learn how to adapt |
| to target each child's specific developmental needs. | | | | and thrive in dynamic systems. |