Fwd: Autism and RDI: Engaged Learning

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Issue 38

June 27, 2012

B r a i n B y t e s

Protein in Alzheimer's Brains Linked to Autism

Context Affects Repetitive Behavior

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Dear Friend

This week, Steve shares more information from the Family Consultation Program about Engaged Learning and RDI Consultant ette Cormier begins a series on strategies to create meaningful guiding engagements through reading.

~ le Sheely, PhD

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Engaged Learning

by Dr Gutstein

Engaged Learning is an educational principle emphasizing that learning must be an active process, where the learner transforms the information he is presented with and integrates it with what he already knows. In our informationally-swamped age, successful people must become experts at determining what information they need and then effectively extracting and adapting that information. Engaged learners locate needed information, along with methods to effectively process, organize and finally communicate the results of their efforts.

Regardless of the subject matter, Engaged Learners spend part of each day observing, reviewing past observations and findings, developing hypotheses, making predictions, conducting experiments to test their predictions and making discoveries.

Eight Indicators of Engaged Learning Settings

In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of the 21st century, has stimulated the development of specific indicators of engaged learning.

, Valdez, Nowakowski, and Rasmussen (1994) developed the indicators described below. These indicators of engaged learning can act as a "compass" to reform instruction, helping educators chart an instructional course and maintain an orientation based on a vision of engaged learning and what it looks like in the classroom and community.

Read More...

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Reading for Remediation

by ette Cormier

Without a doubt, reading to your children plays an important part in their success with literacy. You're probably aware that the more you read to them, the better readers they will become and the more success they'll have academically. And, at the same time, reading can be a fun thing to

RDI Consultant,

ette Cormier

with your children, something you can enjoy together.

But what does reading have to do with remediating your child's autism?

In this four-part blog series, I'll be sharing specific strategies that you can use to create meaningful guiding engagements and get the most remediation value from your daily reading time with your child.

PART ONE: How Reading can Address Guiding Obstacles

As a parent involved in RDI® programs, you know the importance of spending as much time as you can engaging in one-on-one interactions with your child. You need to do this to re-establish or strengthen the guiding relationship that may not have been fully cemented as your child developed. However, finding quality time with your child can be a big challenge for many families given the number of things they have to do in the course of a day and the obstacles they can encounter.

For families with multiple children, some siblings inevitably feel left out when they are excluded from the one-on-one interactions between the parent and the child with ASD. While there are times you will want to read alone with your child, having other children involved creates many opportunities for remediation. Other children enrich the experience by showing their motivation and enthusiasm, modeling their thoughts, and responding to the parent's initiatives.

Read More...

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Next Back to Back Seminars for RDI

Certification in Houston, TX

Beginning Seminar - November 27-30, 2012

Intermediate Seminar - December 3-6, 2012

Visit our website or contact Beth Alford

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