Transcript Welcome to Relationship Development Intervention

Developing Guide-Apprentice Relationship
Maisie Soetantyo
RDI Consultant
Peter Dunlavey
RDI Consultant
Our Goals Today
2




To learn about the Guide-Apprentice
relationship development
To understand the impact of Guide-Apprentice
relationship break downs
To understand the role of a guide in a
remediation process
Building trust and competence for life long
learning
What is a Guide-Apprentice Relationship?
Guide: Someone who shows the way to others
Apprentice: A beginner at something
Guide-Apprentice Relationship: A relationship
involving a more experienced person sharing
his/her knowledge alongside a learner through
‘active’ roles embedded in meaningful
experiences and interactions
The Guiding Relationship
4
Universal learning process
 Nurturing trust
 Creates the neural architecture of the brain

The Role of a Guide
5







Providing a ‘bridge’ from familiar skills or information to
what is needed to solve new problems (Barbara Rogoff)
Providing context by linking ‘now’ to ‘previous’
experiences
Structuring situations for optimal learning
Modeling how to handle new situations and challenges
through actions and communication
Always think ahead to provide just enough support
Gradually transferring responsibility to the apprentice
Spotlighting competence by giving clear feedback
6
What Happens when
Guiding Relationship
does not Develop?
Autism Spectrum Disorder
7



Lifelong neurologically-based information
processing disorder
Under and/or over-connectivity of different
neural processing centers
Prevents most individuals from attaining a
quality of life
Brain Differences Lead to Loses
8
Social Coordination
 Emotional Referencing
 Experience Sharing Language
 Flexible Thinking
 Resilience
 Relational Information Processing
 Foresight and Hindsight (Being able to anticipate
what has not happened and reflect)

Atypical Development
9
Creates Unreliable Feedback between Parents
and Child
 Children with autism often do not respond to their
parents’ attempts to engage them in ways that provide
the needed brain stimulation
 Children with autism struggle to remain calm, focused
and attentive to all of their parents’ efforts at
engaging them, leaving parents confused and
uncertain
Long Term Impact of Atypical
Development of GR
10





Anxiety expressed in many forms of behaviors
There is a lack of awareness of loss of social
coordination and the drive to restore it
Avoidant of new situations and preference to
sameness
Less frequent and complex learning occurs
Long history of failures
Beginning Remediation Process
11



Slowing down
Using multi-channel communication (use of eye
gaze, gestures, facial expressions, body orientation,
voice inflections)
Using 80 % dynamic communication and only 20 %
static communication (close-ended questions and
instructions)
First Objective: Dynamic Communication




Unpredictable and full of break downs.
Multi-Channel: prosody, gestures, facial gazing, facial
expressions, body orientation, body language and
space.
The most important thing is ‘the understanding’ of
each other’s intentions.
Ever changing, never exactly the same even when we
talk about the same topic.
Static
Dynamic

Which one do you
want?
Go get the ball!
What is in this box?

Can I have that?


You have to wait for me






Hmm they smell so
good!
Oh no! We lost the ball!
I wonder what’s in it
(shaking the box)
I really like the shiny
one.
Let’s do it together
Questions?
14


Peter Dunlavey, B. S. Certified RDI Consultant
650-483-3580
[email protected]
Maisie Soetantyo, M.Ed. Certified RDI Consultant
650-483-7174
[email protected]