Autism RDI Program Video Resource Library
Our video library is an essential resource for anyone interested in autism and the RDI Program. Most of the video clips show examples from real families* doing the RDI Program in their home environment, and provide a close-up look at how autism is being remediated, step-by-step. A few of the video clips show neurotypical children, to provide examples of the core deficits of autism we are trying to remediate.
Currently, this invaluable resource contains dozens of clips with individuals of all ages, from toddlers to adults. The video clips include many different aspects of autism and the RDI Program, (both lab and "lifestyle), including: Stage 1, (Emotion-sharing); Stage 2, (Referencing); Stage 3 (Co-ordinating Actions); Stage 4 (Variations); Stage 5 (Reversals and Transformations); Stage 6 (Co-Regulation) plus video clips spotlighting Declarative language, Flexible thinking activities, Episodic Memory, and Guided Participation (Master-Apprentice). Each week we add a new video clip which is featured in the newsletter, with a written commentary to explain the clip.
 | "Scheduling and Prioritizing" Webinar - Excerpt #2: Scheduling and Prioritizing - Excerpt #2
Continuing Education Webinar for Parents, Hosted by Certified Consultant, Bruce Carroll, Ph.D.
This is another short excerpt from a live webinar presented on December 12, 2007. Bruce talks about "date night" and how it might fit into the "basket" system of setting priorities. He will be repeating this webinar on February 7, 2008.
The week of January 10, 2008 marked the official launch of consultant-hosted webinars exclusively for parents. An exciting addition to the RDIos™, these webinars give parents the chance to gain insight and continuing RDI® Program education from consultants around the world. With 4-7 webinars a week, parents can re-familiarize themselves with RDI® concepts, prepare for the future and ask consultants questions regarding the topic of the morning, afternoon and evening. There are also webinars for parents at every stage of the RDI® Program from beginning to advanced, and webinars dedicated to teenagers, children, homeschoolers, siblings, and more. These one hour sessions are not just a learning experience, but a way to connect with other parents who are experiencing similar difficulties in the same area or subject. Parents will not only be learning from consultants, but from each other.
The list below shows the schedule for the first half of 2008. For more details, including the name of the Consultant hosting each webinar, the link to the webinar room, or any last-minute changes, please see the Parent Calendar on the RDIos™.
RDIos™ Continuing Education for Parents
The following webinars are all included as part of an RDIos™ subscription. (Click here for information about the RDIos™ and how to subscribe.) Each webinar is limited to 50 participants due to the size of the room, however, they will be posted in the RDIos™ archives for later review.
Note: all dates and times are USA CENTRAL TIME. To convert the times to your local area, please use the time and date converter at http://www.timeanddate.com/.
January 2008
1/10 - Scheduling and Prioritizing webinar, 7:00 PM CST
1/14 - Advanced 1: Intermediate and Advanced (parent stages and guiding, internalization, transfer), 8:00 AM CST
1/14 - Beginners 1: Parent Objectives from education to commitment, 6:00 PM CST
1/15 - New to RDI, 4:00 PM CST
1/15 - RDI as Lifestyle, 8:00 PM CST
1/16 - Paying for the RDI Program, 6:00 PM CST
1/17 - Finding Opportunities, 5:00 PM CST
1/18 - Objectives to Feedback, 10:00 AM CST
1/21 - Advanced 2: Transferring Responsibility, 10:00 AM CST
1/21 - Beginners 2: Beginners 2: Working on parent objectives from planning to apprenticeship, 7:00 PM CST
1/23 - Siblings, 5:00 PMCST
1/24 - Behavior Management and RDI: Setting limits and learning from consequences, 6:00 PM CST
1/25 - Video Feedback, 10:00 AM CST
1/28 - Beginners 1:Working on parent objectives from education to readiness and commitment, 6:00 PM CST
1/29 - New to RDI, 4:00 PM CST
1/29 - RDI as Lifestyle,- 8:00 PM CST
1/30 - The RDA, 5:00 PM CST
February 2008
2/4 - Advanced 1, 8:00 AM CST
2/4 - Beginners 1:Working on parent objectives from education to readiness and commitment, 6:00 PM CST
2/5 - New to RDI, 4:00 PM CST
2/5 - RDI as Lifestyle, 8:00 PM CST
2/6 - Paying for the RDI Program,6:00 PM CST
2/7 - Scheduling and Prioritizing, 7:00 PM CST
2/8 - Co-occuring disorders, 5:00 PM CST
2/11 - Advanced 2, 10:00 AM CST
2/11 - Beginners 2, 7:00 PM CST
2/12 - Transitioning from ABA, 10:00 AM CST
2/14 - Finding Opportunities, 10:00 AM CST
2/15 - Objective to Feedback, 5:00 PM CST
2/18 - Beginners 1:Working on parent objectives from education to readiness and commitment, 6:00 PM CST
2/19 - New to RDI, 4:00 PM CST
2/19 - RDI as Lifestyle, 8:00 PM CST
2/20 - Siblings, 10:00 AM CST
2/21 - Behavior Management, 5:00 PM CST
2/22 - Video Feedback, 10:00 AM CST
2/25 - Beginners 2, 7:00 PM CST
2/26 - Homeschooling, 3:00 PM CST
2/28 - Pre-School through Kindergarten, 5:00 PM CST
2/29 - The RDA, 10:00 AM CST
March 2008
3/3 - Summer Programs, 5:00 PM CST
3/4 - Involving Less-Involved Member of the Family, 10:00 AM CST
3/6 - Communication 1, 10:00 AM CST
3/6 - Working Parents, 5:00 PM CST
3/7 - Cognitive 1, 5:00 PM CST
3/10 - Advanced 1, 8:00 AM CST
3/10 - Beginners 1, 6:00 PM CST
3/11 - New to RDI, 4:00 PM CST
3/11 - RDI as Lifestyle, 8:00 PM CST
3/13 - Communication 2, 10:00 AM CST
3/14 - Objective to Feedback, 10:00 AM CST
3/14 - Cognitive 2, 5:00 PM CST
3/17 - Advanced 2, 10:00 AM CST
3/17 - Beginners 2, 7:00 PM CST
3/18 - Transitioning from ABA, 5:00 PM CST
3/20 - Communication 3, 8:00 PM CST
3/21 - Cognitive 3, 10:00 AM CST
3/21 - Video Feedback, 5:00 PM CST
3/24 - Self-regulation, 5:00 PM CST
3/25 - Home schooling, 4:00 PM CST
3/26 - Siblings,10:00 AM CST
3/27 - Behavior Management, 5:00 PM CST
3/28 - The RDA, 10:00 AM CST
3/28 - Cognitive 4, 5:00 PM CST
3/31 - Journaling, 6:00 PM CST
April 2008
4/2 - Co-occuring disorders, 10:00 AM CST
4/3 - Japanese Webinar, 5:00 PM CST
4/4 - Cognitive 1: Developing Cognitive Apprenticeship, 10:00 AM CST
4/8 - Involving Less-Involved Members of the family, 5:00 PM CST
4/10 - CST Working Parents, 10:00 AM
4/10 - Communication 1: Effective communication with children who are talking too much, 6:00 PM CST
4/11 - Cognitive 2:Developing Cognitive Apprenticeship with an over-controlling child, 10:00 AM CST
4/14 - Advanced 1: Intermediate and Advanced parent stages, 8:00 AM CST
4/14 - Beginners 1: Working on parent objectives, 6:00 PM CST
4/15 - RDI as Lifestyle, 8:00 PM CST
4/16 - Pre-school to Kindergarten, 10:00 AM CST
4/17 - Communication 2:Developing Effective communication with children who are not talking, 5:00 PM CST
4/18 - Cognitive 3:developing cognitive apprentice with passive children, 10:00 AM CST
4/21 - Advanced 2: Transferring responsibility, 10:00 AM CST
4/21 - Beginners 2: Parent objectives from planning to apprenticeship, 7:00 PM CST
4/23 - Self-regulation, 5:00 PM CST
4/24 - Communication 3: broadband communication, 8:00 PM CST
4/25 - Cognitive 4: developing a cognitive apprenticeship with emotionally dysregulated children, 6:00 PM CST
4/29 - Cognitive Development, 10:00 AM CST
4/30 - The RDA, 5:00 PM CST
May 2008
5/2 - Cognitive 1:developing cognitive apprenticeship with adolescents and young adults, 10:00 AM CST
5/5 - Summer Programs, 5:00 PM CST
5/6 - Involving less-involved members, 6:00 PM CST
5/8 - Working Parents, 10:00 AM CST
5/8 - Communication 1: developing effective communication with children who are talking too much, 5:00 PM CST
5/9 - Cognitive 2: apprenticeship with an over-controlling child, 10:00 AM CST
5/12 - Advanced 1: intermediate and advanced parent stages, 8:00 AM CST
5/12 - Beginners 1: parent objectives, 6:00 PM CST
5/13 - New to RDI, 4:00 PM CST
5/13 - RDI as Lifestyle, 8:00 PM CST
5/15 - Communication 2:children who are not talking, 5:00 PM CST
5/16 - Cognitive 3:apprenticeship with passive children, 6:00 PM CST
5/19 - Advanced 2:transferring responsibility, 10:00 AM CST
5/19 - Beginners : parent objectives from planning to apprenticeship, 7:00 PM CST
5/20 - Homeschooling, 5:00 PM CST
5/21 - Siblings, 10:00 AM CST
5/22 - Communication 3: broadband communication, 8:00 PM CST
5/23 - Cognitive 4:apprenticeship with emotionally dysregulated child, 10:00 AM CST
5/27 - Journaling, 5:00 PM CST
5/28 - Self-regulation, 10:00 AM CST
5/29 - Co-occuring disorders, 5:00 PM CST
5/30 - The RDA, 10:00 AM CST
June 2008
6/5 - Communication 1: Children who are talking too much,10:00 AM CST
6/6 - Cognitive 1:apprenticeship with adolescents and young adults,5:00 PM CST
6/11 - Elementary School,5:00 PM CST
6/12 - Communication 2: children who are not talking,10:00 AM CST
6/13 - Cognitive 2: an over-controlling child,5:00 PM CST
6/16 - Advanced 1 ,8:00 AM CST
6/16 - Beginners 1: initial parent objectives,6:00 PM CST
6/17 - New to RDI, 4:00 PM CST
6/17 - RDI as Lifestyle, 8:00 PM CST
6/19 - Communication 3, 8:00 PM CST
6/20 - Cognitive 3:apprenticeship with passive children, 5:00 PM CST
6/23 - Advanced 2:transferring responsibility, 10:00 AM CST
6/23 - Beginners 2: parent objectives from planning to apprenticeship, 7:00 PM CST
6/24 - Preschool to Kindergarten, 10:00 AM CST
6/25 - Siblings, 5:00 PM CST
6/26 - Cognitive Development, 10:00 AM CST
6/27 - Cognitive 4: apprenticeship with an emotionally dysregulated child, 5:00 PM CST
6/30 - The RDA, 10:00 AM CST
July - Dec 2008
To be Announced
|
 | Scheduling and Prioritizing: Scheduling and Prioritizing
Continuing Education Webinar for Parents, Hosted by Certified Consultant, Bruce Carroll, Ph.D.
In this short excerpt from a live webinar presented on December 12, 2007, hear Bruce talk about managing different levels of time using a "basket" system. He will be repeating this webinar on January 10 and February 7, 2008.
The week of January 10, 2008 marks the official launch of consultant-hosted webinars exclusively for parents. An exciting addition to the RDIos™, these webinars give parents the chance to gain insight and continuing RDI® Program education from consultants around the world. With 4-7 webinars a week, parents can re-familiarize themselves with RDI® concepts, prepare for the future and ask consultants questions regarding the topic of the morning, afternoon and evening. There are also webinars for parents at every stage of the RDI® Program from beginning to advanced, and webinars dedicated to teenagers, children, homeschoolers, siblings, and more. These one hour sessions are not just a learning experience, but a way to connect with other parents who are experiencing similar difficulties in the same area or subject. Parents will not only be learning from consultants, but from each other.
The list below shows the schedule for the first half of 2008. For more details, including the name of the Consultant hosting each webinar, the link to the webinar room, or any last-minute changes, please see the Parent Calendar on the RDIos™.
RDIos™ Continuing Education for Parents
The following webinars are all included as part of an RDIos™ subscription. (Click here for information about the RDIos™ and how to subscribe.) Each webinar is limited to 50 participants due to the size of the room, however, they will be posted in the RDIos™ archives for later review.
Note: all dates and times are USA CENTRAL TIME. To convert the times to your local area, please use the time and date converter at http://www.timeanddate.com/.
January 2008
1/10 - Scheduling and Prioritizing webinar, 7:00 PM CST
1/14 - Advanced 1: Intermediate and Advanced (parent stages and guiding, internalization, transfer), 8:00 AM CST
1/14 - Beginners 1: Parent Objectives from education to commitment, 6:00 PM CST
1/15 - New to RDI, 4:00 PM CST
1/15 - RDI as Lifestyle, 8:00 PM CST
1/16 - Paying for the RDI Program, 6:00 PM CST
1/17 - Finding Opportunities, 5:00 PM CST
1/18 - Objectives to Feedback, 10:00 AM CST
1/21 - Advanced 2: Transferring Responsibility, 10:00 AM CST
1/21 - Beginners 2: Beginners 2: Working on parent objectives from planning to apprenticeship, 7:00 PM CST
1/23 - Siblings, 5:00 PMCST
1/24 - Behavior Management and RDI: Setting limits and learning from consequences, 6:00 PM CST
1/25 - Video Feedback, 10:00 AM CST
1/28 - Beginners 1:Working on parent objectives from education to readiness and commitment, 6:00 PM CST
1/29 - New to RDI, 4:00 PM CST
1/29 - RDI as Lifestyle,- 8:00 PM CST
1/30 - The RDA, 5:00 PM CST
February 2008
2/4 - Advanced 1, 8:00 AM CST
2/4 - Beginners 1:Working on parent objectives from education to readiness and commitment, 6:00 PM CST
2/5 - New to RDI, 4:00 PM CST
2/5 - RDI as Lifestyle, 8:00 PM CST
2/6 - Paying for the RDI Program,6:00 PM CST
2/7 - Scheduling and Prioritizing, 7:00 PM CST
2/8 - Co-occuring disorders, 5:00 PM CST
2/11 - Advanced 2, 10:00 AM CST
2/11 - Beginners 2, 7:00 PM CST
2/12 - Transitioning from ABA, 10:00 AM CST
2/14 - Finding Opportunities, 10:00 AM CST
2/15 - Objective to Feedback, 5:00 PM CST
2/18 - Beginners 1:Working on parent objectives from education to readiness and commitment, 6:00 PM CST
2/19 - New to RDI, 4:00 PM CST
2/19 - RDI as Lifestyle, 8:00 PM CST
2/20 - Siblings, 10:00 AM CST
2/21 - Behavior Management, 5:00 PM CST
2/22 - Video Feedback, 10:00 AM CST
2/25 - Beginners 2, 7:00 PM CST
2/26 - Homeschooling, 3:00 PM CST
2/28 - Pre-School through Kindergarten, 5:00 PM CST
2/29 - The RDA, 10:00 AM CST
March 2008
3/3 - Summer Programs, 5:00 PM CST
3/4 - Involving Less-Involved Member of the Family, 10:00 AM CST
3/6 - Communication 1, 10:00 AM CST
3/6 - Working Parents, 5:00 PM CST
3/7 - Cognitive 1, 5:00 PM CST
3/10 - Advanced 1, 8:00 AM CST
3/10 - Beginners 1, 6:00 PM CST
3/11 - New to RDI, 4:00 PM CST
3/11 - RDI as Lifestyle, 8:00 PM CST
3/13 - Communication 2, 10:00 AM CST
3/14 - Objective to Feedback, 10:00 AM CST
3/14 - Cognitive 2, 5:00 PM CST
3/17 - Advanced 2, 10:00 AM CST
3/17 - Beginners 2, 7:00 PM CST
3/18 - Transitioning from ABA, 5:00 PM CST
3/20 - Communication 3, 8:00 PM CST
3/21 - Cognitive 3, 10:00 AM CST
3/21 - Video Feedback, 5:00 PM CST
3/24 - Self-regulation, 5:00 PM CST
3/25 - Home schooling, 4:00 PM CST
3/26 - Siblings,10:00 AM CST
3/27 - Behavior Management, 5:00 PM CST
3/28 - The RDA, 10:00 AM CST
3/28 - Cognitive 4, 5:00 PM CST
3/31 - Journaling, 6:00 PM CST
April 2008
4/2 - Co-occuring disorders, 10:00 AM CST
4/3 - Japanese Webinar, 5:00 PM CST
4/4 - Cognitive 1: Developing Cognitive Apprenticeship, 10:00 AM CST
4/8 - Involving Less-Involved Members of the family, 5:00 PM CST
4/10 - CST Working Parents, 10:00 AM
4/10 - Communication 1: Effective communication with children who are talking too much, 6:00 PM CST
4/11 - Cognitive 2:Developing Cognitive Apprenticeship with an over-controlling child, 10:00 AM CST
4/14 - Advanced 1: Intermediate and Advanced parent stages, 8:00 AM CST
4/14 - Beginners 1: Working on parent objectives, 6:00 PM CST
4/15 - RDI as Lifestyle, 8:00 PM CST
4/16 - Pre-school to Kindergarten, 10:00 AM CST
4/17 - Communication 2:Developing Effective communication with children who are not talking, 5:00 PM CST
4/18 - Cognitive 3:developing cognitive apprentice with passive children, 10:00 AM CST
4/21 - Advanced 2: Transferring responsibility, 10:00 AM CST
4/21 - Beginners 2: Parent objectives from planning to apprenticeship, 7:00 PM CST
4/23 - Self-regulation, 5:00 PM CST
4/24 - Communication 3: broadband communication, 8:00 PM CST
4/25 - Cognitive 4: developing a cognitive apprenticeship with emotionally dysregulated children, 6:00 PM CST
4/29 - Cognitive Development, 10:00 AM CST
4/30 - The RDA, 5:00 PM CST
May 2008
5/2 - Cognitive 1:developing cognitive apprenticeship with adolescents and young adults, 10:00 AM CST
5/5 - Summer Programs, 5:00 PM CST
5/6 - Involving less-involved members, 6:00 PM CST
5/8 - Working Parents, 10:00 AM CST
5/8 - Communication 1: developing effective communication with children who are talking too much, 5:00 PM CST
5/9 - Cognitive 2: apprenticeship with an over-controlling child, 10:00 AM CST
5/12 - Advanced 1: intermediate and advanced parent stages, 8:00 AM CST
5/12 - Beginners 1: parent objectives, 6:00 PM CST
5/13 - New to RDI, 4:00 PM CST
5/13 - RDI as Lifestyle, 8:00 PM CST
5/15 - Communication 2:children who are not talking, 5:00 PM CST
5/16 - Cognitive 3:apprenticeship with passive children, 6:00 PM CST
5/19 - Advanced 2:transferring responsibility, 10:00 AM CST
5/19 - Beginners : parent objectives from planning to apprenticeship, 7:00 PM CST
5/20 - Homeschooling, 5:00 PM CST
5/21 - Siblings, 10:00 AM CST
5/22 - Communication 3: broadband communication, 8:00 PM CST
5/23 - Cognitive 4:apprenticeship with emotionally dysregulated child, 10:00 AM CST
5/27 - Journaling, 5:00 PM CST
5/28 - Self-regulation, 10:00 AM CST
5/29 - Co-occuring disorders, 5:00 PM CST
5/30 - The RDA, 10:00 AM CST
June 2008
6/5 - Communication 1: Children who are talking too much,10:00 AM CST
6/6 - Cognitive 1:apprenticeship with adolescents and young adults,5:00 PM CST
6/11 - Elementary School,5:00 PM CST
6/12 - Communication 2: children who are not talking,10:00 AM CST
6/13 - Cognitive 2: an over-controlling child,5:00 PM CST
6/16 - Advanced 1 ,8:00 AM CST
6/16 - Beginners 1: initial parent objectives,6:00 PM CST
6/17 - New to RDI, 4:00 PM CST
6/17 - RDI as Lifestyle, 8:00 PM CST
6/19 - Communication 3, 8:00 PM CST
6/20 - Cognitive 3:apprenticeship with passive children, 5:00 PM CST
6/23 - Advanced 2:transferring responsibility, 10:00 AM CST
6/23 - Beginners 2: parent objectives from planning to apprenticeship, 7:00 PM CST
6/24 - Preschool to Kindergarten, 10:00 AM CST
6/25 - Siblings, 5:00 PM CST
6/26 - Cognitive Development, 10:00 AM CST
6/27 - Cognitive 4: apprenticeship with an emotionally dysregulated child, 5:00 PM CST
6/30 - The RDA, 10:00 AM CST
July - Dec 2008
To be Announced |
 | Slow Down, You Move Too Fast.…: Dr. Gutstein Talking about the Power of the Resource Library
Many of you have heard Dr. Gutstein talk about the RDI® Program and the importance of slowing down ... but have you ever heard him sing it?! In last week's webinar for professionals, he was discussing the Resource Library on the RDIos™ and how it will offer so much more than video clips. The whole point of the library is to provide rich resources for every objective so that each one is personally meaningful to every user–no matter what their learning style. Professionals had a rich exchange about how they are working with parents, with one consultant saying she had used the TV show, "Dancing with the Stars" to discuss the concept of apprenticeship. Another consultant said she had asked her family to send back a song for the communication objective, and mentioned the Simon and Garfunkel song, "Slow down, you move too fast ..." whereupon Dr. Gutstein broke into song! The consultant said the family loved having a "slowing down" song they could easily use to remind themselves, and Dr. Gutstein demonstrated the power of using another modality to make an objective fun, meaningful and easy to remember. He concluded by saying communication and feedbacks between consultants and parents could take many different forms: "Be open to all kinds of different ways to make RDI® objectives and assignments come alive: segments of songs, movies, stories, poems, novels, TV shows, "Mr. Rogers", paintings, drawings, charts, documents, audio recordings, still photos, role-playing, enactments–think about what will evoke a powerful episodic memory."
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 | Dr. Gutstein talks about how the RDIos™ will help RDI® become more effective for more families.: Dr. Gutstein Talks about how the RDIos will help improve the delivery of RDI services
RDI is constantly being updated based on new research and feedback from families. In the past, however, it has not been logistically possible to get feedback from ALL RDI families, because due to confidentiality, the Connections Center had no way of contacting the private clients of individual consultants, or even knowing how many there were, what stages they were working on, what their aggregate "issues" or confusions were, etc. The RDIos solves this problem, by allowing Consultants and parents to maintain their privacy, while at the same time giving a way for parents to provide tremendously helpful feedback to very specific questions. This will allow the RDI® Program to develop better and faster, with updates being instantaneously available to all consultants and families, no matter where they are in the world.
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 | Dr. Gutstein Talks about how the RDIos will help Customize RDI for Families: Dr. Gutstein Talks about how the RDIos will help Customize RDI for Families
As Dr. Gutstein talked about in his webinar with professionals last week, one major benefit of the RDIos™ is that it will take the effectiveness of the RDI® Program to a whole new level. No longer will RDI® come from "a pronouncement from the top," just from Dr. Gutstein, but RDI® will become continuously more effective based on input from hundreds of families. For example, everyone on the RDIos™ will be able to easily provide their feedback and contribute data from their own experiences via on-line polls. Families can anonymously help answer specific clinical questions, such as: "Are you having difficulty understanding the Co-Regulation objective (#893) in Stage 1?" "Does it need to be broken down more?" "Are you getting stuck in these places?" With the click of a button, all this information can be submitted along with other demographic information, such as co-occurring disorders, age, etc. By being able to collect and organize all of this very targeted information, the RDI® Program will become much more customized for various sub-groups of families, based on the collective wisdom of our whole community.
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 | Dr. G. Talks About The RDIos: Dr. Gutstein explaining how to use some of the new features of the RDIos
This clip contains video excerpts from this week's (October 15) Webinar for Professionals, where Dr. Gutstein talks to the professionals about the new RDIos, explaining more effective ways of consulting to families that will be made possible through the RDIos, and describing other valuable features of the system:
"Webcam" the Assignment (no more having to remember what you talked about!) When Consultants are with parents, they can explain an assignment to them right on video camera, press a button on the RDIos, and have that automatically uploaded right to the parent's Assignment page. You can review the assignment at your leisure later: no need to write it down or trying to remember details... that "memory" will all be right there and available in full color and sound for you, 24/7.
Provide very targeted feedback to Parents ("look at these critical 10 seconds where you were connecting") Consultants can easily edit out precisely the moments they want to discuss with parents. Within seconds, they can send this clip with their comments, directly to the parents' Assignment page. This is a great feature for both distance and local families.
Review video clips together on-line (watch and discuss the same video clip in real time.) Consultants and parents can watch, as well as edit clips, make notes and have the whole exchange become part of the parent's file, placed in the exact order it was done. No more filing!
Connect with other families - without breaking confidentiality, parents can meet families at the same stage as they are, in the same situation they might be in, and receive valuable support and information.
Participate in the growth of the video library: Available only to other subscribers, this invaluable resource will grow exponentially. Even if 1,000 families submit only 1 video clip a month, by the end of a year, there will be another 12,000 video clips, all categorized by age, gender, stage, objective, etc.
Ongoing continuing education for both parents and professionals through the live webinars and learn-at-your-own pace e-Learning.
Helping the RDI Program systematically get better and better results based on the collective wisdom of all participants.
Thank you for your patience and support as we work out the initial bugs in the RDIos! This amazing system will be home to a world-wide community, all committed to improving the quality of life for those on the autism spectrum. It will be the first on-line community of its kind for any medical condition.
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 | Experience Sharing using Coins (Part 3): Experience Sharing using Coins (Part 3)
This clip is the final one in this series* where Dad and son are doing some great co-regulating and experience-sharing using Canadian coins. Again, notice the effective scaffolding with lots of nonverbal communication, and his pacing, which also gives himself time to think about what he's doing. Even in Dad's verbal communication, he is very expressive, speaking more quietly and drawing out his words in places, to spotlight what he is saying. Dad keeps the focus on the experience-sharing and not on the activity throughout, and Son is an active and engaged participant–clearly wanting to keep going, at the end!
*View Part 1
View Part 2
Many thanks to Certified Consultant, Lisa Palasti, Ontario, Canada, for contributing this series of clips.
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 | Experience Sharing using Coins (Part 2): Experience Sharing using Coins (Part 2)
This clip is a continuation from last week, where Dad and son are doing some great co-regulating and experience-sharing using Canadian coins. Again, Dad gives progressively easier clues to help his son guess the kind of animal on each coin, providing very effective scaffolding. Notice too, Dad's pacing, and how he is able to limit his talking to what is necessary, and how he provides lots of "declarative silence" processing time, especially when his son examines the coins. Dad also uses lots of other non-verbal communication in this episode, adding large but gentle gestures and even breaking into full humming song!
Many thanks to Certified Consultant, Lisa Palasti, Ontario, Canada, for contributing this series of clips.
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 | Experience Sharing using Coins (Part 1): Experience Sharing using Coins (Part 1)
Experience Sharing using Coins (Part 1)
This great series of clips shows a father and his 4 year old son using everyday coins as the "backdrop" for working on joint attention. Dad starts by explaining the game they are going to play, which is about guessing the animals or items (leaves) pictured on the backs of Canadian coins. Notice how Dad spotlights the experience-sharing they are doing together, rather than focusing on teaching his son the name of each coin. Also notice how Dad progressively increases his scaffolding (clues) based on his son's responses, and how he engagingly adds non-verbal clues so he is communicating with his son on more than just the verbal "channel."
Many thanks to Certified Consultant, Lisa Palasti, Ontario, Canada, for contributing this series of clips.
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 | MomProfile: Rating Mom, Part 3
This clip is a continuation from Part 1 (where we were introduced to Dad and his eight year old daughter, collaborating on "rating" their family members based on characteristics of dogs, as categorized by the American Kennel Association!) and Part 2, where Daughter enthusiastically continues the process by rating herself on the same scale. Here, in Part 3, Dad and Daughter rate "Mom" together. Notice Daughter's flexible thinking, guided participation, and on-going discoveries, plus the gentle negotiations and experience-sharing communications Dad and Daughter are enjoying together.
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 | Self-Profile: Self-Profile
This clip is a continuation of last week's clip, where we were introduced to Dad and his eight year old daughter, collaborating on "rating" their family members based on characteristics of dogs, as categorized by the American Kennel Association! Here, we see Daughter enthusiastically engaging in this process–this time rating herself–with affectionate help and declarative affirmations from Dad, nurturing her mindfulness, pride and self-awareness.
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 | Profile of an RDI Dad: Rating the Family, Part 1
Just prior to what we see in this clip, Dad and his eight year old daughter have been talking about different breeds of dogs and how they compare with one another, discussing their various characteristics and how they rate according to the American Kennel Association (AKA). But why limit this discussion to dogs? In this delightful collaboration, Dad and daughter take the AKA's rating scales and consider how they might apply to other members of the family! See how Daughter starts off this process by "rating" Dad on such attributes as his size, activity requirements, trainability, bonding, grooming needs, and how good he is with children! In this "opposite-world" type of activity which brings many giggles of glee, Daughter is able to thoughtfully compare and contrast, all the while demonstrating a great deal of flexible thinking, ability to appraise, and most of all, enjoyment of this process with her Dad.
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 | Squish: The Ultimate Beginner's Guide.: A light-hearted first look at Squish.
Watch Dr. Sheely use Squish for the first time! Note that while she "browses" to find her video clip, on the RDIos™ all you'll have to do is drap and drop your video clip onto the Squish applet! That's it. The compression, conversion and uploading will be taken care of automatically.
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 | eLearning Demo: Dynamic Problems are MESSIER than Static Problems.: This video clip is a short screen shot of one of the self-paced e-Learning modules which will be one of the educational components of the new RDI Program operating system (RDIos™). This lesson is focused on explaining how critical dynamic intelligence is, in helping us manage the "MESSIER" problems of the real world. (MESSIER: Multiple, Ever-changing, Simultaneous, Surprising, Imperfect, Emotional and Relative). Each slide in the presentation is accompanied by recorded audio of Dr. Gutstein explaining the material and all of the courses have been developed from recent live presentations given by Dr. Gutstein. In this clip, we see the "condensed" interface view, with the navigational menu hidden.
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 | Catching Toys (active participation): In this clip, we see the coach tossing toys for the child to catch within a sender-receiver framework. Although it is rather fast-paced, deliberate pauses are introduced by the coach to give the child sufficient time to process and be an active participant in the interaction. The child is given the responsibility for maintaining the ongoing engagement with the coach. The coach has framed the activity such that the child is responsible for checking the responses of the coach and sharing his own responses with her. Notice how the focus is on the shared experience, not whether the toys are caught perfectly or not.
* Many thanks to Singapore Certified Consultant Genevieve Chua, who provided this clip and commentary
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 | Live Webinar Q and A: This clip shows a very small excerpt from a recorded "webinar" (web seminar) which Dr. Gutstein presented for professionals last week. The thin window on the far left shows the list of participants, and we also see Dr. Gutstein in real-time video, a PowerPoint slide (titled "Proposed Revision to Tools") in the large white square, and the text chat window on the bottom. This is just one example of a "layout" for a webinar, which can be customized by the presenter for each presentation. In this example, the "host" (moderator) is not shown on live video camera, but was participating through audio only.
In this part of the webinar, Dr. Gutstein was asked a question from the text chat: "How many times do you need to see an objective mastered to know it's generalized?" Dr. Gustein then repeats this question vocally (important if some participants are attending by teleconference only) and continues to answer the question by speaking. He then resumed his PowerPoint presentation.
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 | Making muffins (Guided Participation): Making Muffins (Guided Participation)
In this clip, we see mum and her 4-year old child making muffins together, in their first year of doing RDI®. Mother's close zone of connection and slow pace gives the child the opportunity to process the ongoing interaction. As such, he is able to take an active role in participating in the engagement with mother. Mother was attentive to his responses and initiations for interaction, and would also share with him her own subjective response.
* Many thanks to Singapore Certified Consultant Genevieve Chua, who provided this clip and commentary
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 | "Goggles! Help!" (Strengthening Dynamic Memory):
In this short clip* we see a Dad helping his daughter strengthen her dynamic memory by reviewing an activity they did together the previous day. Spotlighting in the moment is the most important element in developing episodic memory, otherwise there is nothing to retrieve. In this clip, clearly the critical moments had been spotlighted and encoded at the time of the original activity, and this delightful review shows Dad and daughter both "reliving" the experience through their replaying it together and re-enacting both their roles. Notice that the retrieval was effortless for the daughter because she had encoded the right memory in a meaningful way. Also notice how Dad's language is all experience-sharing, and how engaged his daughter is in their review, actively suggesting they pretend they are in the pool again. Dad and daughter use a unique label ("Goggles!" Help") to refer to their experience, with a focus on the safe and happy resolution of their play in the swimming pool.
* Many thanks to Certified Consultant Maisie Soetantyo who provided this clip.
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 | EverydayStraws: Everyday Straws (Dynamic analysis)
In this short clip* of an "everyday" activity, we see Dad and his daughter transferring straws from a box into a dispenser. Dad is helping to transfer his thinking about how to approach this task to his daughter. Notice he does not give her instructions or tell her what to do, but makes comments about what they're doing and gives her the opportunity to think about and discover solutions to this task. He spotlights degrees of doing things in different ways and helps his daughter understand that different solutions to a problem may result in the same outcome, but some solutions might be better (faster, in this case) than others.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip and commentary.
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 | Tapping Knees: In this wonderfully rhythmic clip*, notice how both Dad and Daughter share the responsibility for co-regulating with each other. At first, they are both "in sync" with each other, and Daughter elaborates their initial pattern and Dad naturally spotlights her addition with his face. When she gets a little distracted, watch how Dad handles it. He did not verbally redirect her, instead he uses his facial expressions as well as keeping his eye gaze on her to continue his support. By doing this, Dad gives her the opportunity to appraise what was important, and through his pacing, helps her reorient successfully back to their regulatory pattern even after a breakdown.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip and commentary.
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 | Jumping (Part 3): In Part 1* and Part 2*, we saw Mom and Dad carefully preparing their 6 year old daughter for this exciting all-family "jumping" activity we see in Part 3. Now that the daughter is comfortable and successful in her role, they are able to elaborate the pattern by including her sibling. Note again their use of a close zone of connection and the use of different speeds of rhythmic chanting. They do a great "family celebration" at the end with some fun and engaging emotion-sharing.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided these clips of a family during their CATch F.I.R.E. Immersion. (F.I.R.E. - Family Immersion RDI® Program Enhancement.)
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 | Jumping (Part 2): In last week's clip, Part 1* we saw mom and her 6 year old daughter, doing a carefully framed "jumping" activity. This week in Part 2, we see Dad jumping with his daughter, again with disks set out on the floor in advance, using a close zone of connection, and providing some wonderful rhythmic chanting with variations. From the outset, this activity was framed to eventually include the younger sibling. It was carefully scaffolded for the little girl to learn her role first with Mom and Dad, which is what Parts 1 and 2 show.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip of a family during their CATch F.I.R.E. Immersion. (F.I.R.E. - Family Immersion RDI® Program Enhancement.)
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 | Jumping (Part 1): In this clip* we see a mom and her 6 year old daughter. Notice how carefully this activity is framed, with disks set out on the floor in advance, and Mom using a close zone of connection, practicing her declarative communication, chanting, and using hesitation to build anticipation. Mom stays in the lead, guiding her daughter as they complete their "jumping course" together.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip of a family during their CATch F.I.R.E. Immersion. (F.I.R.E. - Family Immersion RDI® Program Enhancement.)
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 | Walking Poolside (Part 5): In this final clip of the series, we see Dad giving Son another opportunity to re-engage on his own initiative. Once his son is ready to be lifted out of the pool, Dad introduces a new, very surprising variation! Then his sibling decides to join in the fun, and Son successfully manages this new challenge, too.
• Part 1: Dad and Son establish the basic pattern of: walking together, stopping with much anticipation, and then Dad throwing Son into pool.
• Part 2: Dad adds a small variation to the pattern by adding one of the colored disks into their play and then chanting as he lifts his son out of the pool.
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Part 3: Dad continues to be a great guide by allowing his son time to re-engage by his own initiative, and then Dad ups the challenge by "accidentally" dropping his son back in the water.
• Part 4: Dad elaborates on the pattern, doing something quite different, and increases the zone of connections so his son can still be successful.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip of a family during their CATch F.I.R.E. Immersion. (F.I.R.E. - Family Immersion RDI® Program Enhancement.)
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 | Walking Poolside (Part 4): In this short clip, we see Dad continuing to elaborate on the regulatory pattern he has established with his son in Part 4 of "Walking Poolside" (see below for links to Parts 1-3). Instead of Dad throwing son into pool, Dad communicates in a "broadband" way something different is going to happen this time. Notice how Dad increases the scaffolding (by increasing the zone of connection with his son), which helps his son continue to be successful, despite the much greater complexity of this variation!
• Part 1: Dad and Son establish the basic pattern of: walking together, stopping with much anticipation, and then Dad throwing Son into pool.
• Part 2: Dad adds a small variation to the pattern by adding one of the colored disks into their play and then chanting as he lifts his son out of the pool.
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Part 3: Dad continues to be a great guide by allowing his son time to re-engage by his own initiative, and then Dad ups the challenge by "accidentally" dropping his son back in the water.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip of a family during their CATch F.I.R.E. Immersion. (F.I.R.E. - Family Immersion RDI® Program Enhancement.)
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 | Walking Poolside (Part 3): In Part 1 of this series "Walking Poolside*" we saw Dad and Son establishing the basic pattern of: walking together, stopping with much anticipation, and then Dad throwing Son into pool. In Part 2, we see Dad add a small variation to the pattern by adding one of the colored disks into their play and then chanting as he lifts his son out of the pool. Here in Part 3, they both elaborate the pattern by "discussing" the colored disks first. Notice what Dad does once his son is in the pool. He simply holds out his hands in a non-verbal "invitation," and makes some short, experience-sharing statements, while allowing his son the time and initiative to re-engage on his own. Then he immediately increases the challenge by dropping his son back into the water just as he is supposed to be lifting him out! See how well Son handles Dad's "mistake."
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip of a family during their CATch F.I.R.E. Immersion. (F.I.R.E. - Family Immersion RDI® Program Enhancement.)
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 | Walking Poolside (Part 2): This week's clip is a continuation from last week's clip*, where we saw Dad and son "walking poolside." Here we see Dad elaborating on their pattern of: walking together, then son getting ready to jump into the pool, getting thrown into the pool and getting lifted out of the pool (notice the chanting). In this excerpt, Dad adds another element, introducing one of the colored disks into their play. Watch how they go through the whole pattern and then start walking together again.
* Many thanks to Certified Consultant Maisie Soetantyo, who provided this clip of a family during their CATch F.I.R.E. Immersion. (F.I.R.E. - Family Immersion RDI® Program Enhancement.)
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 | Walking Poolside (Part 1): In last week's clip, we saw Dad helping his son with his golf swing on the "golf course" with quite a close zone of connection. This week, we see them at the pool, in another clip from their CATch F.I.R.E. RDI® Program Immersion,* provided by Certified Consultant Maisie Soetantyo. Notice how Dad is not holding his son's hand any more, (expanding the zone of connection), and yet the son is able to stay connected, despite many other distractions. Watch how he is able to stay engaged through stops and starts, referencing his dad for information along the way, and how he handles the challenge of being throw into the pool.
* CATch F.I.R.E. - Family Immersion RDI® Program Enhancement.
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 | Scaffolding - Golf with Dad: Certified Consultant Maisie Soetantyo provided this video of a Dad and his son on the autism spectrum during their CATch F.I.R.E. (Family Immersion RDI® Program Enhancement) stay. It spotlights Dad "scaffolding" (see below) so his son can experience competence and mastery, while Dad gradually raises the bar. In this clip, Dad and son are out on the "golf course" with Dad helping his son work on his golf swing. Notice how at the start they are both holding onto the golf club and son is able to experience the swinging motion. Dad soon reduces his scaffolding and son practices swinging on his own. Once that is going well, (even with a surprise inserted!) Dad increases the challenge by adding the golf ball. Notice how Dad increases his scaffolding at this point; he returns to holding the golf club with his son, giving his son the experience of the swing and then connecting it with hitting the golf ball. Then Dad decreases his scaffolding again, as son is able to swing and hit the ball on his own.
"Scaffolding is a term originally used by the Russian psychologist Lev Vygotsky who is now recognized as one of the fathers of modern Developmental Psychology. According to Vygotsky adults serve as "scaffolds" to the young child, so he or she can experience success in striving to experience a "preview" of competence that is slightly above his or her current level. Scaffolding leads to increased mastery motivation, self-efficacy and perseverance and resilience. The more competent partner balances the weaknesses of the less able child with setting challenging goals, in order to assist the child to achieve beyond his/her current level of mastery. The child participates in "real-world" activities with the adult guide providing just enough support for the child to achieve competence in their role. Support is gradually withdrawn as the child gains mastery." -From the Glossary in My Baby Can Dance: Stories of Autism, Asperger's and Success through the RDI® Program.
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 | Cracking the Eggs: Certified Consultant Maisie Soetantyo provided this video of a Mom and her four year old son on the autism spectrum during their CATch F.I.R.E. (Family Immersion RDI® Program Enhancement) stay. This clips shows Mom introducing her son to the challenge of cracking eggs, an activity in which he quickly becomes competent. She uses a close zone of connection for this regulatory pattern, along with non-verbal communication, declaratives, and hesitations to enhance their emotion-sharing.
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 | Peek-a-boo Progression (Part 4): Peek-a-boo Progression (Part 4)
One of the earliest "me-you" activity frameworks found in many cultures is "peek-a-boo." First done between parents and infants, it later evolves into hide-and-seek and much later evolves into flirting.
In this series of clips we see a mom and dad and their neurotypical baby daughter, and the progression of their "peek-a-boo's." So far, we've seen:
• peek-a-boo at 3, 4 and then 5 months
• peek-a-boo around 6-7 months
• peek-a-boo at 11 months
This clip shows:
• peek-a-boo at 16 months.
Notice how Emma has progressed beyond the challenge of straight peek-a-boo and quickly evolves the interaction into pretend play and then mom and daughter co-regulate effortlessly into a different variation of back-and-forth with the blanket.
Because the RDI® Program is a cognitive-developmental approach to remediating autism spectrum disorders, we always want to stay mindful of what typical development actually looks like. At the Connections Center we bring typically developing children into our clinic on a regular basis–at least once a month. We also study video clips of babies interacting with their parents, so we have a clear picture of the very earliest stages of development, when experience-sharing abilities are just beginning to emerge.
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 | Peek-a-boo Progression (Part 1): One of the earliest "me-you" activity frameworks found in many cultures is "peek-a-boo." First done between parents and infants, it later evolves into hide-and-seek and much later evolves into flirting.
In this clip of a father and his neurotypical baby daughter, we see different examples of them playing peek-a-boo at 3, 4 and then 5 months. Compare the differences in facial gazing and emotion-sharing in the three clips.
Because the RDI® Program is a cognitive-developmental approach to remediating autism spectrum disorders, we always want to stay mindful of what typical development actually looks like. At the Connections Center we bring typically developing children into our clinic on a regular basis–at least once a month. We also study video clips of babies interacting with their parents, so we have a clear picture of the very earliest stages of development, when experience-sharing abilities are just beginning to emerge.
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 | Sharing Aromatherapy (Mom and Kyle, age 22):
This clip shows Gayle Nobel* and her 22 year old son, Kyle, doing an emotion-sharing, aromatherapy activity together. Gayle explains the clip: "Aromatherapy is now one of Kyle's favorite activities and one we've been doing for over 2 years. Early on in the process I came up with this idea and he enjoys doing it and initiates it often. In this clip we were working on experience-sharing and shared enjoyment. I purposely didn't talk but tried to express myself nonverbally.
It's much more of a shared activity now than when we first started and as you can see, as the video progress, he connects more and more. Smelling the candles is not necessarily the most important part of the activity for him the way it was when we started; he seems as interested in my face and watching my reaction as he is interested in the candle. Also, in the clip we reverse the usual roles and I help him offer me the candle to smell rather than me offering it to him.
We both enjoy this activity and we can do it in a variety of places, such as candle shops or bath and body works stores. And we can do it with candles, lotions, soaps -- even buying gifts for his sisters or others."
*Gayle is also the co-author of "It's All About Attitude: Loving and Living Well with Autism."
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 | Push/pull regulation:
This clip shows Gayle Nobel* and her almost 23-year old son, Kyle, doing a gentle regulation activity together. Note how she takes her time at the beginning and doesn't rush them into the activity, but waits for him to regulate and and make the transition for them to be comfortable together. She uses very little language, and a close zone of connection with the additional help of a bar which reinforces the tension, giving him more feedback about the meaning they are creating together. Gayle adds even more feedback when she starts blowing out with her movements. She says about this clip, "We were very connected. I felt him very much 'with me' and he hung in there, not letting go, and pulling his weight in the interaction. He also seemed to very much enjoy it."
*Gayle is also the co-author of "It's All About Attitude: Loving and Living Well with Autism."
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 | After the Role Playing: Getting Started: In this series of clips of parents preparing to work with their 20 year old son we've seen:
• Certified Consultant, Kim Isaac in a planning session with Mom, Gayle Nobel* and Dad,
• Mom and Dad role playing together, with Mom taking the role of their son.
• Mom and Dad switching roles when they role play a second time , with Dad taking the role of their son.
This week, we see the parents "graduate" to the next stage, actually working with their son! By taking the time to prepare carefully, they were able to anticipate obstacles and set both themselves and their son up for successful interactions.
All of these video clips were taken from the first year they did RDI® with their son, and Gayle noted at the time: "we've seen a lot of positive things happen as a result of doing the RDI® Program. Kyle has become more aware of people around him and is taking more interest in them. For instance, now when coming home from school, instead of running away, he often waits for me in the area where we take off our shoes, until I'm done and can come with him. The other change I've noticed in Kyle is that when I take him to the grocery store, it used to be that I was constantly having to chase him and redirect him to stay with me and now at least some of the time, he seems to be watching and paying attention to when I stop and go and staying with me and referencing me. The other thing we've noticed is that he has become a much bigger initiator, and actually takes us into the room where we do our RDI® sessions and wants to be with us, so that's a big change. What I like about the Program is that it fits a little bit better into our lives and we can have RDI® moments no matter what we're doing and always feel like we're connecting with him, even if we're taking out the garbage or hanging up our coats."
Kyle's dad noted: Just a little example .. today, he and I were sitting outside together on a wall, and we just had some gravel put in. So we started a game of putting gravel on his knees, and he had to take the gravel off and put it in my hand and I put it on my knees and his knees, and he had to do one gravel, two gravels, three gravels, . and he did all of it! He just seems to be learning to learn! I really like the portability of it .. we can always use any opportunity to interact with him and I think that's going to give him a lot more experience with us and we hope to continue to see the significant progress we have seen. And, we're just getting started...
*Gayle is also the author of "It's All About Attitude: Loving and Living Well with Autism."
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 | Consultant Coaching Parents' Role Play (Part 2): In this series of clips showing how parents can "go slow to go fast" we have seen:
• Certified Consultant, Kim Isaac in a planning session with Mom, Gayle Nobel* and Dad as they prepared to work with their adult son with autism;
• Mom and Dad role playing together, with Mom taking the role of their son.
This week, we see Mom and Dad switch roles, with Dad taking the role of their son. Note how Kim explains the "why-bother" at the start of the clip, to help Mom feel competent in her guiding role, before taking on the challenge of working with their son. By helping them role play, the consultant has provided some preliminary scaffolding for the parents. Mom practices using a close zone of connection, non-verbal communication and then spotlights the shared experience.
*Gayle is also the author of "It's All About Attitude: Loving and Living Well with Autism."
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 | Consultant Coaching Parents Role Play: Last week's clip showed Certified Consultant, Kim Isaac in a planning session with Mom, Gayle Nobel* and Dad as they prepared to work with their adult son with autism. This week's clip shows them doing the role playing they have been planning, with Mom taking the role of their son. As they begin, Kim (out of camera range) suggests Dad practice doing the activity non-verbally, and he is very successful in helping his "son" be competent, despite the challenges that "son" presents him. After the few minutes of practice, all three of them discuss the role play. This is another example of parents slowing down, so they can make faster progress. By taking the time to think through what their objectives are, what the obstacles might be, and by problem-solving and actually practicing together beforehand, they are setting themselves up to be more successful and "going slow to go fast."
*Gayle is also the author of "It's All About Attitude: Loving and Living Well with Autism."
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 | Parents and Consultant - Planning session: Parents and Consultant - Planning session
This clip shows Certified Consultant Kim Isaac coaching Mom, Gayle Nobel* and Dad, as they prepare to work with their adult son with autism. Kim is helping the parents slow down, without rushing into an activity with their son. Here, they are taking the time to really think through what they will be doing and what their objectives are, beforehand. Kim suggests they deliberately anticipate obstacles that will come up, as they prepare to role-play together. Mom and Dad work as a team to discuss the obstacles and problem-solve how they will guide their son successfully.
*Gayle is also the author of "It's All About Attitude: Loving and Living Well with Autism."
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 | Parents Role Playing Together: Parents Role Playing Together
In last week's clip, we saw Certified Consultant Kim Isaac coaching Mom, Gayle Nobel*, with Dad behind the camera, observing. Kim and Gayle were role-playing an activity the parents were planning to do with their adult son with autism. In this clip, we see Mom and Dad role playing the same activity, so they will be better prepared before working with their son. By not only carefully thinking through this activity, but actually practicing beforehand, they can get more comfortable and anticipate possible challenges which might arise.
*Gayle is also the author of "It's All About Attitude: Loving and Living Well with Autism."
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 | Spotlighting competency and togetherness.: Spotlighting Competence and Togetherness
This clip shows Certified Consultant Kim Isaac coaching Mom, Gayle Nobel*, who has an adult son with autism. Kim and Gayle are role playing an activity together, with Dad (out of camera range) observing. Kim demonstrates the activity and then they talk about it. Later, Mom and Dad also practice with each other, so both parents feel competent before working with their son.
*Gayle is also the author of "It's All About Attitude: Loving and Living Well with Autism."
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