Fwd: Autism and RDI: Have you 'RDI-ed' Today?

May 2, 2012

Issue 30

May 2, 2012

B r a i n B y t e s

'Language Gene' May Regulate Autism

How to Think About All

The Science

The Bilingual Brain

Quick Links

RDIconnect Website

Find an RDI Consultant

RDI Certification for professionals

Where in the World is Aunt Martha?

She is in Pearland, Texas with Certified Consultant,

!

The Lighter Side

by

Q: What was the slogan of the gardening company that practices Voodoo.

A: "Flower won't be the only thing popping out of the ground"

In Their Own Words

Click on these links to see what RDI consultants are doing!

Amy Cameron

Breathing Underwater Podcast

Kathy Darrow

Kathy discusses RDI in an interview on Autism One Radio

Hudkins

'The RDI Mom' Blog

Isaac

Understanding Autism Podcast - Broadcast live on the 2nd Monday and 2nd

Zoe

'Food for Thought' Blog

The RDI Book

In English and Spanish!

Available through Amazon or Click here.

Good News...Amazon is now shipping the RDI Book Internationally.

Find Us

Dear Friend,

For those of you who may not be exactly sure what RDIconnect is all about, today we offer some FAQs about our Family Consultation Program and shares more thoughts on co-regulation.

-le Sheely, Ph.D.

* * * * * * * * * * * * * * * * * *

FAQs: The Family Consultation Program Contact Alford for more information

The cornerstone program of RDIconnect is the Family Consultation Program (FCP). Developed by Dr Gutstein, the FCP has helped many families find hope and help when struggling with a child with development needs. The following are a set of FAQs to give an overview of the program.

What is the Family Consultation Program?

The RDI Family Consultation Program was designed to help families restore the natural "Guiding Relationship" when it has been disrupted or has failed to develop. Parents work with a trained RDI Family Consultant to harness the immense potential residing within each family. The goal is to to provide parents with tools and the knowledge of how best to use these tools function as a 'Guide' and facilitate their child's mental growth. The program has provided a second chance for thousands of families worldwide to resume the critical functions that are the universal basis of family life and their children's success in the 21st century world. Our program mission can be condensed into two statements:

1 - Teaching parents to guide their children in a manner that builds Students' competent enactment of their role as mentally active dynamic learning Apprentices.

2 - Teaching parents to guide their children in a manner that builds the Students' essential motivation, responsibility and neural foundations for Dynamic Intelligence.

What is the problem? Why is this program necessary?

Most of us are fortunate to have grown up and raised our children in circumstances where things largely go as they should. We may think that parenting is difficult, but in reality we take our good fortune for granted. Our children's development takes place in the context of a natural intuitive "Guiding Relationship."

* * * * * * * * * * * * * * * * * *

Co-Regulation: Creating Opportunities within Natural Environments and Routines

by

Following is part two of an article written by RDI Consultant, , which first appeared in the Fall 2011 issue of Autism Spectrum Quarterly

RDI Consultant,

Part Two of a Two-Part Article

In a part one of this article, I discussed the idea of co-regulation as the basis of all social interaction. In this article I will outline some ways to create opportunities for co-regulation in everyday activities and routines across the home and school environments.

As a brief review, co-regulation simply means that we are acting contingently with another person moment to moment; that is, acting towards and responding to each other in reciprocal fashion, with neither partner controlling the other.

Co-regulation first develops within movement patterns (e.g., adjusting one's rate of walking to coincide with the walking pattern of one's partner). Later, we see co-regulation occur in the form of a dynamic conversation between partners. Therefore, when beginning to offer children opportunities to engage in co-regulatory patterns, it is best to focus on movement first, since this is the way in which co-regulation typically develops. In addition, we need to offer children authentic reasons to coordinate their actions with ours. This can best be done by creating roles in naturally-occurring routines in which the child can be competent, and then slowing down our own pace in order to allow him or her time to assume those roles independently. Here are some specific examples:

1. ative clean up. Very often we work hard to get children to clean up on their own, viewing this task as an important step towards independence. By viewing a clean-up task through a different lens, however, we can reshape it so as to create an opportunity for co-regulation. Imagine this: Instead of asking your child to put items away on his or her own, create an "assembly line" and complete the job as a team. You may say to your child, "I have an idea! Let's clean up together. I will hand you the toy, and you can put it in its box." Then, hand the child the item, be it a block, book, or puzzle piece, so that he or she puts it in its place.

Sign In

Fwd: Autism and RDI: Have you 'RDI-ed' Today?

Recommended Posts

Guest guest

Link to comment

Share on other sites

Join the conversation

Activity