Gutstein, S. E. (2009). Empowering families through Relationship Development Intervention: an important part of the biopsychosocial management of autism spectrum disorders. Ann Clin Psychiatry, 21(3), 174-182.
SUMMARY: Relationship Development Intervention (RDI) is a program designed to empower and guide parents of children, adolescents and young adults with autism spectrum disorders (ASD) and similar developmental disorders to function as facilitators for their children's mental development. RDI teaches parents to play an important role in improving critical emotional, social, and metacognitive abilities through carefully graduated, guided interaction in daily activities. The paper reviews RDI's theoretical underpinnings, current methodology and preliminary research results. The clinical utilization of RDI is discussed as an important part of the biopsychosocial management of ASD. Although a controlled, blinded study of RDI has yet to be done, preliminary research suggests that parents, through the RDI curriculum and consultation process, have the potential to exert a powerful impact on their ASD children's experience-sharing communication, social interaction, and adaptive functioning. RDI should be considered as part of a comprehensive treatment regimen, in which the physician plays a clinical management role, providing medical and psychiatric consultation. The RDI clinician can function as a remediation specialist, providing accurate feedback to the physician, along with individualized training and guidance to family members. Link to article: https://www.aacp.com/Pages.asp?AID=7940&issue=August%202009&page=C&UID.
Gutstein, S. E., Ph.D. (2009). The RDI Book: Forging New Pathways for Autism, Asperger's and PDD with the Relationship Development Intervention Program. Connections Center.
SUMMARY: In a highly readable, carefully detailed manner, The RDI Book chronicles the integration of cutting-edge theory and powerful clinical tools resulting in a program that has provided new hope to thousands of families with an ASD child. Dr. Gutstein describes the process in which parents are empowered and carefully trained by skilled professional consultants, to guide the cognitive, social and emotional development of their children. Through the framework of a unique dynamic intelligence curriculum, children become motivated to seek out new challenges and overcome their fear of change. Based on over ten years of research, Dr. Gutstein honors the delicate choreography critical for children of all ages to grow into independent, emotionally connected, responsible adults. The RDI Book is a landmark publication demonstrating how every family can apply their inherent wisdom and courage to attain success.
Gutstein, S. E., Burgess, A. F., & Montfort, K. (2007). Evaluation of the relationship development intervention program. Autism, 11(5), 397-411.
ABSTRACT: This study is the second in a series evaluating the effectiveness of Relationship Development Intervention (RDI) to address unique deficits inherent in autism spectrum disorders. RDI is a parent-based, cognitive-developmental approach, in which primary caregivers are trained to provide daily opportunities for successful functioning in increasingly challenging dynamic systems. This study reviewed the progress of 16 children who participated in RDI between 2000 and 2005. Changes in the Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview-Revised (ADI-R), flexibility, and school placement were compared prior to treatment and at a minimum 30 month follow-up period. While all children met ADOS/ADI-R criteria for autism prior to treatment, no child met criteria at follow-up. Similar positive results were found in relation to flexibility and educational placement. Generalizability of current findings is limited by the lack of a control or comparison group, constraints on age and IQ of treated children, parent self-selection, and parent education conducted through a single clinic setting. Link to article: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=17942454.
Gutstein, S., Gutstein, H., Baird, C. Eds. (2007). The Relationship Development Intervention Program and Education. Houston, Texas: Connections Center Publications.
SUMMARY: For children education takes place sitting, standing, running and jumping, it translates into the change of the leaves, imaginary trips around the world and baking a chocolate cake. Learning like real life is something that never stands still. In Dr. Gutstein's latest book, The Relationship Development Intervention Program and Education, readers meet a variety of empowered parents, professionals and consultants that have been able to maintain goals for quality of life, combining efforts in order to achieve effective remediation for their children and students with autism spectrum disorders. This book is a tribute to the people that have been able to see past the system, and focus on the student.
Gutstein, S., Gutstein, H., Baird, C. Eds. (2006). My Baby Can Dance: Stories of Autism, Asperger's, and Success Through the Relationship Development Intervention (RDI) Program. Connections Center Pub.
SUMMARY: My Baby Can Dance is for anyone who needs a reminder about what makes everyday social encounters so wonderful and why sometimes, the simplest forms of communication can lead to the most wonderful moments. For parents of children affected by autism, it is hard to identify exactly when their child slipped away. For one mother it was after planting flowers, for another it was one night in his sleep, for many more it was already too late to say goodbye. The stories in this book are of families that are all very different and yet their struggles are strikingly similar. They have made mistakes, they have cried and laughed and prayed. And, in the end they have done it all for the love of a child. Along with the remarkable stories of RDI families is a message of hope; that in their own time and in their own way these children will find their way back home.
Gutstein, S. (2005). Relationship Development Intervention: Developing a treatment program to address the unique social and emotional deficits of autism spectrum disorders. Autism Spectrum Quarterly (Winter).
Gutstein, S. (2004). The effectiveness of Relationship Development Intervention in remediating core deficits of autism-spectrum children. Journal of Developmental and Behavioral Pediatrics, 25(5), 375.
ABSTRACT: Papers Accepted for Presentation at the Annual Meeting of the Society for Developmental and Behavioral Pediatrics: October 3-4, 2004 Chicago, Illinois: Presented at a Plenary Session Sunday, October 3, 2004.
Gutstein, S. (2003). Can my Baby Learn to Dance? Exploring the Friendships of Asperger Teens. In Lianne Holliday Willey (Ed.). Asperger Syndrome in Adolescence.Jessica Kingsley Publications: London.
SUMMARY: Childhood and adult experiences of individuals with Asperger Syndrome (AS) are becoming increasingly well documented, yet the crucial formative teenage years have, so far, been neglected. Adolescence is a difficult time for any teenager, but when you have Asperger Syndrome this already emotionally complex time of life becomes all the more challenging. Reflecting the views of parents, professionals and those with AS themselves, this book tackles issues that are pertinent to all teenagers, such as sexuality, depression and friendship, as well as discussing topics like disclosure and therapeutic alternatives that are more specific to those with AS. This book aims to make the transition from child to adult as smooth as possible, and is an essential survival guide to adolescence.
Gutstein, S. & Sheely, R. (2002). Relationship Development Intervention with Children, Adolescents and Adults: A Comprehensive Program for Social and Emotional Development in Autism, PDD and NLD. Jessica Kingsley Publications: London.
SUMMARY: This is the second volume in a two-set collection of activities to inspire relationship development written by Steven E. Gutstein, Ph.D. and Rachelle K. Sheely, Ph.D. This volume contains over 150 activities and exercises ranging over the entire gamut of social and emotional development, and is applicable to anyone, regardless of diagnosis, but will be particularly valuable for those on the autism spectrum. Adolescents and adults who wish to use the book themselves should have no trouble using many of the exercises that focus on thinking, self-development and emotion regulation.
Gutstein, S. & Sheely, R. (2002): Relationship Development Intervention with Young Children: Social and Emotional Development Activities for Asperger’s, Autism, PDD and NLD. Jessica Kingsley Publications: London.
SUMMARY: Friendship, even for the most able, requires hard work, and the odds are heavily stacked against those with autism spectrum disorders. Designed for younger children, typically between the ages of two and eight, this comprehensive set of activities emphasizes foundation skills such as social referencing, regulating behavior, conversational reciprocity and synchronized actions. This book was written by Clinical Psychologists and husband/wife team Steven E. Gutstein, Ph.D. and Rachelle K. Sheely, Ph.D. The authors include over 200 objectives to plan and evaluate a child's progress, each one related to a specific exercise. Suitable for parental use, the manual is also designed for easy implementation in schools and in therapeutic settings.
Gutstein, S. & Whitney, T. (2002). The development of social competence in Asperger’s Syndrome. Focus on Autism. Pro-Ed Publications: Austin, Texas.
ABSTRACT: This article reviews critical components of experience sharing, relates them to the specific social deficits found in children and adolescents with Asperger syndrome, then proposes factors in developing a relationship intervention program that would incorporate these essential components. The use of evenly matched peer partners for experience sharing is recommended. Link to article: http://www.eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ655489&ERICExtSearch_SearchType_0=no&accno=EJ655489.
Gutstein, S. E. (2001). Autism Aspergers: Solving the Relationship Puzzle-A New Developmental Program that Opens the Door to Lifelong Social and Emotional Growth. Future Horizons.
SUMMARY: Solving the Relationship Puzzle was the first book to describe the model and theory of Relationship Development Intervention Program. The reader will begin to learn the basics of the developmental program that will open the door to lifelong social and emotional growth for individuals on the autistic spectrum. Steve Gutstein, psychologist and autism specialist, sought to discover why children with autism lack the social skills that come so easily to the rest of us. The result of his efforts is an innovative program–the Relationship Development Intervention Program–that takes social skills teaching to the next level. You'll learn about the social development pathway of the neurotypical child and the life-changing detour taken by children on the autism spectrum.
However, instead of leaving you there, Autism/Aspergers: Solving the Relationship Puzzle describes ways to steer children with autism onto a bright new path of self discovery and social awareness, one that will ultimately bring them home to meaningful friendships, shared emotions and heartfelt connection with the people in their lives.
Gutstein, S. (1991). Adolescent suicide: The loss of reconciliation. In F. Walsh and M. McGoldrick, (Eds.). Living beyond loss: Death in the family. Norton: New York.
Gutstein, S., Rudd, M. (1990). An outpatient treatment alternative for suicidal youth. Journal of Adolescence, 13, 265-277.
Gutstein, S., Rudd, M., Graham, J. & Rayha, L. (1988). Systemic crisis intervention as a response to adolescent crises: An outcome study. Family Process, 27, 201-211.
Gutstein, S. (1987). Family reconciliation as a response to adolescent crises. Family Process, 26, 475-491.
Tarnow, J. & Gutstein, S. (1983). A research methodology for children's preparatory behavior in stressful situations. Journal of the American Academy of Child Psychiatry, 22, 365-369.
Gutstein, S. & Tarnow, J. (1983). Parental facilitation of children's preparatory play behavior in a stressful situation. Journal of Abnormal Child Psychology, 11,181-192.
Tarnow, J. & Gutstein, S. (1982). Systemic consultation in a general hospital. International Journal of Psychiatry in Medicine, 12, 161-186.
Lewis, M., Gottesman, D. & Gutstein, S. (1979). The course and duration of crisis. Journal of Consulting & Clinical Psychology, 47, 128-134.