普通孩子的经验分享能力发育共分6个层次：Tuning In(birth)---谐调进入（出生以后）, Learning to Dance(6 months)---学习舞蹈（6个月大）, Improvising and Co-creating(12 months)---临时准备和共同创造（12个月大时即会）, Sharing Outside worlds( 18 months)---分享外部世界（18个月）, Discovering Inside Worlds(30 months)---发现内在世界（30个月）, Binding Selves to others(48 months)----联系自身到他人.
RDI的目标：
理解并欣赏多层次的经验分享；
在共同管理的分享经验交流中成为平等伙伴；
理解并评估其他人的独特性----他们的观点，意见和感觉；
评估并努力保持持久的关系；
在社交和非社交问题的解决上，变得有适应力和灵活性；
认识他们自己的能持续成长和发展的独特性。
分为6个层次，，每个层次有4个节段。
我驻地附近就有一个家长的孩子（目前4岁半，经过一年的培训后，由原来的重症自闭，转变成边缘性的自闭倾向，据说，他预期再经半年干预，有望变成不自闭----据说是由自闭量表来测试的结果）。那个家长组织了一个做关系型发展干预的家长组织，每月都在他家聚会，探讨干预方法。这套放法是基于Dr. Steven E. Gutstein 一个心理学医生和他夫人 Rachell sheely（也是医生）研究和从医20多年来的成果所创立。他们还据此法在当地一个 学校正式推广其干预方法。据说我们这里的特教老师也很感兴趣用此法来教孩子。
一般地说，贵的学习此法的途径是先到做一个测试评估（relational development assessment---RDA）可以到他们那个中心 （在美国Houston, TX ---需一周，对孩子评估，录像讨论，家长有机会见识对你孩子的实地操作。-----估计较贵----我还没得到报价）做，也可找有那个中心培训证书授权的治疗师做（目前美国的人数都不多，如果国内机构能来人培训，国内的家长就方便了），以制定针对孩子个人特点的干预方案，并实地学习如何操作。(也有家长培训班，较贵1950美元4天，但他夫妇二人亲自教)。
便宜的方法有先认真学习他的两本书：1)Autism Aspergers: Solving the Relationship Puzzle--原里部分 ; 2) Relationship Development Intervention with young Children----具体操作1-3 层次--2-8岁孩子（雅马逊上有售: www.amazon.com, 我在 www.overstock.com 买的,更便宜,），[大孩子或大人, Relationship Development Intervention with Children, Adolescents and Adults: Social and Emotional Development Activities for Asperger Syndrome, Autism]
RDI is a program designed to help children who have difficulties forming successful relationships in their world. Developed by Dr. Steven Gutstein and his wife, Dr. Rachelle Sheely, RDI is a program based on the building of the developmental skills that are needed to form relationships.
The typical child easily knows how to seek out another human being and how to enjoy their company. The child with Autism does not readily develop the ability to understand the ever changing facial expressions and gestures of other people. Children with Autism do not "learn to run alongside their partners, share their unique perceptions, or wonder about the differences of other people's minds" (Gutstein, p. xi). Instead of wanting to engage with the people in their world, they want to make their world fit into their limited understanding of it.
Children with Autism do not develop relationships that give feelings of safety, excitement, and novelty. Rather, social encounters are stressful and confusing. It is easier for them to engage with objects, computers, videos rather than people because those are predictable.
Often we try to teach the child with Autism social skills in a scripted way. When doing this, we miss out helping them understand the reason behind wanting to engage with others. They use their social scripts without understanding if it fits within the context of what they are doing or how to adjust to make a better fit. There is "an "out-of-synch" quality to their actions - a lack if timing" (p.xii). We end up teaching the child with Autism the superficial layers of social interactions and miss helping them feel the joy of being in a relationship.
There are children on the spectrum whom we see that have a more sophisticated array of social appropriate behaviors. They can make eye contact, they may even be able to read others' emotions. But they still lack the skills for a genuine, caring friendship with another child.
It is easy to teach a child Instrumental Interactions. These are social behaviors that are used to achieve a result; they have little to do with the person on the other end of the interaction. RDI attempts to teach Experience Sharing, the pleasure of the social encounter rather than just getting what you need.
Overview of the RDI Model
RDI is based on a developmental model.
It examines a child's level of development of experience sharing and tries to develop the areas not mastered.
It focuses on Experience Sharing. Social Skills training work within the realm of instrumental behaviors. Scripts are based upon "if/then" reasoning. Important to get by in the world, they fail in situations that demand flexibility and change.
Initial setting for intervention is purposefully artificial.
Distractions are eliminated to help focus on relationship discoveries.
Visual and auditory input is minimized.
Removing competing objects or input helps spotlight the social and emotional information we want to convey to the child.
Activities are highly structured as well as motivating to the child.
They offer emotion sharing and excitement.
They allow for gradual variation and introduction of novelty.
Parents are intensively trained to take the lead as they guide their child.
They learn to set clear limits, minimize distractions, and develop an "emotionally attuned" relationship.
Gradually, as the child is better able to assume more responsibility for maintaining the coordination of interactions, parents allow them to introduce variation and creativity into their encounters.
RDI gradually prepares children to move beyond their reliance on adults by introducing them to carefully matched and prepared peers. First in dyads, then into groups. Setting shifts as well, from therapy area to more natural world.
RDI takes practice at home with parents and eventually in other settings.
報價
Relationship Development Intervention (RDI)
RDI is a comprehensive, developmentally based program that helps foster development of social connections. It focuses on the development of necessary fundamental skills that help motivate and encourage the child with Autism, Asperger's Syndrome or other social difficulties to want and be successful at forming friendships.
RDI is a parent based intervention program. Individual parent training is provided in according with the child's developmental needs and supported through on going supervision. Dyads and small groups are available as the child becomes more competent and successful in relationship skills. RDI offers programming appropriate throughout the child's life span, offering more complex skill development as the child develops.
Initial Assessment and Program Planning (usually completed in a 3-4 week period)
* Review of questionnaires, rating scales, and a short video segment from home showing your child in play
* Initial consultation with therapist and parents only
* Autism Diagnostic Observation Schedule (ADOS) with therapist and client(this tool is used prior to beginning treatment for research and progress purposes).
* RDA #1 (assessment) with therapist, client, and 1 parent
* RDA #2 (Hypothesis testing session) with therapist and client
* RDA #3 with therapist, client, and parents (used to show and teach parent(s)where and how to begin working with their child)
* Consultation with parents and therapist only
* Written treatment plan with recommendations for client and family to work on.
Total Cost: $850.00
During the final consultation session, discussion of the treatment program is given which will be overseen by a certified RDI consultant. This usually consists of weekly sessions where parent(s) demonstrate how they are targeting their child's RDI objectives through the assigned activities. Assistance is offered to best facilitate the RDI objectives. Parents will be completing RDI assignment sheets which are collected prior to each session to provide insight into implementation of the program throughout the week and examine areas of strength and difficulty in implementing the program. Updated activities will be introduced by the certified RDI provider with the child during the session and then practiced with the parent(s). RDA updates will be administered within the weekly sessions every 4-6 months to track progress.
Weekly ongoing support is available through e-mail contact.
Session Cost: $85.00/hour
On-Going Support:
* For those families who prefer to remain in contact via the use of videotapes, the following option is available:
* After the final consultation and the parents have begun to implement the suggested RDI program, RDI provider will view 12 consecutive videotapes sent every two weeks.
* E-mail feedback will be given.
* Ongoing activities will be provided as needed for that designated time period.
* E-mail support is available as needed.
On-Going Support Cost: $85.00/video
Dyads and Small Groups:
Dyads and small groups are available as the child shows competency in relationship development. Initially, RDI is practiced with one appropriately matched peer and supervised by a certified RDI provider. As the child develops, other similar peers are included to expand and strengthen the child's relationship development and peer group.
Dyads and Small Groups: $85.00/hour
RDI Requirements
In order to do RDI, parents initially need to have a room with low stimulation to work in. You also need 4-5 beanbag chairs. Other suggestions include mounting a video camera in the corner of the designated RDI room to decrease possible distractions. A wide angle or fish-eye lens is suggested as well.
作者: Shandamom 时间: 2004-3-10 04:24 标题: Re:一个新的社会交往干预法----关系型发展干预 I was in that 2 days work shop last weekend. Maybe I was too tied that time; I don’t think I learn anything from there. Period to that two days work shop, I took my son to see local RDI therapist, she suggested us start level 1. I am planning to attend that 4 days parent work shop. Hope I will learn something from there.
I will take the 4 days parent training in April.And we are working on my son's RDA this month from a local provider and hopfully could get some IEP goal from it(if you go to the connections center directly, the whole package will be 6600$, including 6 months follow up and re-evaluation as they told me last week). So I choose to go local provider site.
I am also trying to start the activities from the level one and the RDI life style now.I did not take the 2 days training, just watched the RDI video tape from that provider site and read the info from the internet and Dr. G's book. I heard that the 4 days training might give us more info.
In our area, I already found several other Chinese families already began their RDI activities with their children since last year. They all began from the level 1. So I think other families who could not get the RDA done, just can begin from the level one.
作者: xiaojie 时间: 2004-3-11 05:13 标题: Re:一个新的社会交往干预法----关系型发展干预 Hi Laurey,
What city are you in? You mentioned other Chinese families are doing RDI in your area. How old are those kids, how long have they been doing RDI?
Thank you for your information. I live in Seattle area. Our RDI therapist is working on set up a parent support group. I haven’t seen any Chinese family so far. I haven't started the RDI activities on my son. He just turns 3 years old. His language skill is our biggest concern. He can say Mom, dady,cow,car, ect twenty some words and can mimic some simple words. He's receptive language is much better than his expressive language. His academic skill is OK. I thought about sent him to China last year when he just get, because of Sars, we can’t go .We started a lot of services from birth to three program for him BUT his speech still not come out.. Could you share some experience about this. Most expert suggest us to speak English at home, couple says it is OK say Chinese at home, English at School.
For RDI,,somehow I feel like RDI is more for high functioning kids, It may not be suitable for my son because of his langue limitation. I don't know how to start it, even though RDI theory says it apply to all level. I wonder if I can talk to you off line?
Dr. G。 建议我们不能把生活搞太紧张了，要变慢，简化！他提出不是每周每天，每小时你都在巡连孩子就能达到目的。比如你这小时教了孩子说了一句话，也许下周他就忘光了。他反复提醒大家，你现在还能记住多少高中学的东西？要重质量，而非数量。当然，他也不反对其他针对有严重伴随性问题的治疗，如感统，语言，生活技能等。但他提出那些都没有触及自闭症的根本问题。（我希望他的真是：）我认为在目前自闭症原因不明的情况下，别的问题也要训练，因为你真不知哪朵云彩会下雨。）
对那些ABA, VB做了有些年头，而目前收效不大或想试着解决深层次问题的家长，我建议来做这个。Dr. G 不建议同时做VB。而认为会水到渠成。
据Dr. G. 反复讲，先要掌握了‘功能’，再管‘技能’。一个阶段的‘功能’掌握好了，才开始下一个阶段的活动。一定要把基础打好。
这里，我先翻译第一层次，1-3阶段的活动目标（包括‘功能’和‘技能’。
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Stage 1: Emotion Sharing情绪分享
Mastery Criteria掌握关键
Partners: Parents and Primary Coaches同伴：父母和主教练
Settings: RDI practice settings设置：RDI实践设置。
Function 1: 功能1：
Seeks out face-to-face gazing to intensify joy and excitement, soothe distress and attend to Coach’s communication找寻面对面的凝视来强化快乐和兴奋，疏解担忧并注意于教练的沟通交流。
F1A. Shares excited gazes during pleasurable activities
功能1A。 在愉悦的活动中分享兴奋的凝视。
F1B. Initiates facial gazing, specifically to share pleasurable facial expressions
功能1 B。 发起面部的凝视，特别地分享愉悦的面部表情。
F1C. Initiates excited facial emotion sharing during brief pauses in pleasurable shared activities
功能1 C。在愉悦的分享活动中的暂停期间，发起兴奋的面部凝视。
F1D. Communicates anticipatory excitement (body orientation facing you and facially orienting to you) for up to 20 seconds when you pause during and after a mutually exciting activity
F1E. Initiates excited emotion sharing just prior to beginning shared activities that have been pleasurable in the past
功能1 E。就在开始分享活动（过去做过的，曾经是愉快的）开始前， 发起兴奋的情感分享。
F1F. Uses facial gazing for emotion soothing when distressed
功能1 F。 当担忧，哀伤时，用面部凝视来疏解情绪
Stage 1 Skills 阶段1技能
S1A. Orienting for Communication: Conducts clear gaze shifting followed by sustained visual attention when Coach indicates the intention to communicate verbally and/or nonverbally. Maintains visual attention until Coach is done communicating
S1B. Two-Partner Gaze Shifting: Shifts gaze back-and-forth between two adults to conduct emotion sharing with both of them during pleasurable activities
与2个伙伴间的凝视转换：在愉悦的活动中，在两个大人间来回转换凝视以同他们进行情绪分享
S1C. Orienting to Anticipate: Shifts gaze and remains focused on Coach’s face during brief pauses and hesitations in shared activities, in order to anticipate the start or progression of the activity
预期方向：在简短的暂停 和犹豫不决中，转换凝视和保吃聚焦于教练的脸上，以便预期活动的开始或进程。
S1D. Simple Role Participation: Remembers and successfully enacts simple role actions (e.g. moving from one position to another) in a manner synchronized with Coach’s actions
S1E. Inviting for Interaction: Communicates in a positive manner to initiate and/or continue pleasurable activities. Uses his/her positive facial expressions as a key part of the invitation
S1F. Positive Persistence: Persists in positive, appealing invitations for interaction when Coach does not immediately respond one way or another to his/her invitation for interaction
正性的坚持：当教练不立即以一种或其他方式来回应他/或她的交流邀请时，用正性的坚持，恳求邀请来交流。
S1G. Providing Enjoyment: Takes specific actions to intensify the Coach’s enjoyment, (e.g. putting on masks, making silly faces and silly sounds). Observes Coach for his/her emotional reactions. Persists in actions that result in Coach’s increased enjoyment
S1H. Gaze-Shifting for Soothing: When mildly upset, shifts gaze to Coach’s face for comforting
转换凝视来安抚：当适度地不适时，转换凝视到教练的脸上来寻求安慰。
Stage 2: Social Referencing社交参照
Mastery Criteria掌握关键
Partners: All Coaches, immediate family members and primary teacher (if teacher is involved in implementing RDI)
同伴：所有的教练，家庭直系亲属和主要老师（如教师参与实施RDI）
Settings: Low distraction familiar indoor and outdoor settings. School settings providing one-on-one interaction with an adult
设置：分心的机会少的熟悉的室内和室外设置。学校要提供与一个成人的一对一的交互设置。
Function 2: 功能2：
Coach’s facial expressions and gestures are the major factor he/she uses in determining subsequent actions when uncertain or confused 教练员的面部表情和手势是他/她当不确定和困惑时用于确定下一步行动的主要因素。
F2A. Shifts attention and seeks out Coach’s facial expressions and non-verbal actions when uncertain about subsequent actions当关于下一步行动不确定时，转换注意力并寻找教练的面部表情和非语言动作
F2B. Uses the derived emotional information gained from observing Coach’s facial expressions to regulate his/her actions in a manner consistent with the referenced information
F2C. Seeks out Coach’s facial expressions and gestures for feedback about action(s) s/he has taken, while under Coach’s guidance, to determine acceptance and/or approval
S2A Referencing to Resolve Uncertainty: Shifts gaze and references Coach’s emotional expressions to determine the emotional context and to regulate subsequent actions, in situations of uncertainty or confusion
S2B: Referencing for Vigilance: Periodically shifts gaze to track Coach’s whereabouts and actions, when involved in moderately interesting activities (Do not evaluate while he/she is engaged in an activity in which he/she has an obsessive interest)
S2C. Referencing for Information: References Coach’s emotional expressions in situations where facial communication can solve a problem or lead to a correct decision
对信息的参照：在面部交流可以解决问题或导致一种正确的决定的条件下，参照教练的情绪表达。
S2D: Referencing for Instruction: Maintains directed attention and observes carefully to learn appropriate role actions while participating in parallel (e.g. stacking blocks side-by-side) and complementary (e.g. “Builder-giver.”) role activities
S2E. Referencing for Limits: Conducts referencing to remain in areas Coach requests and maintain behavior within limits set by Coach for a time period appropriate to his/her age. Pauses during an enjoyable activity for a rest period at Coach’s request. Does not protest during the break and allows Coach to determine when to resume an activity. Accepts Coach’s directive to end a period of interaction when Coach notices he/she is tired. Accepts Coach’s definition of when a goal-directed activity is complete in a "good enough" fashion, even though more could conceivably be done
S2F. Referencing for Task Functioning: Attends to Coach’s facial expressions for feedback to make sure he/she is handling and organizing materials properly
对任务机能的参照：注意教练的面部表情来获得信息反馈以确定他/她正在适当地处理和组织材料。
S2G. Referencing for Feedback: Seeks out Coach’s facial expressions and gestures for feedback about action(s) he/she has taken, to determine acceptance and/or approval. Stops, or modifies actions in response to referencing negative, or disapproving facial expressions and gestures 对反馈的参照：寻找教练的面部表情和手势来获得关于他/她已采取的行动的反馈， 来确定是接受和或赞同。停止，或改变行动来回应负面的， 或不赞成的面部表情和手势。
S2H. Referencing for Approval: Stops or pauses to communicate intentions either verbally or nonverbally - for example, pointing while gazing at a desired location - to take an action that may or may not be acceptable to Coach. Regulates actions based upon information referenced from facial expressions and gestures
对赞成的参照：停止或暂停来进行语言的或非语言的有目的的沟通---如，当凝视在一想要的地点时
用手指指---采取一个可能或不能让教练接受的行动。 用从面部表情和手势获得的参照信息来调控行动。
Stage 3: Coordinating Actions 阶段3：并列的行动
Mastery Criteria 掌握关键
Partners: All Coaches, immediate family members, younger siblings (under Coach’s guidance)
同伴：所有的教练，家庭直系亲属，弟妹（在教练的指导下）。
Settings: Low distraction familiar indoor and outdoor settings. School settings providing one-on-one interaction with an adult
设置：分心的机会少的熟悉的室内和室外设置。学校要提供与一个成人的一对一的交互设置。
Function 3: Derives his/her greatest enjoyment during shared activity frameworks from coordinating actions with Coach
功能3：在分享活动的框架结构中，从与教练的并行动作中得到他/她的最大快乐。
F3A. Chooses to continue shared coordination activities, even when offered the option of stopping, or performing a version of the activity that does not require synchronizing actions (e.g. falling onto a beanbag chair or blocks)
F3B. Communicates excited anticipation prior to beginning shared coordination activities
功能3B. 在开始分享并行活动开始前, 沟通表达兴奋的期待.
F3C. Seeks out face-to-face excited emotion sharing during, and after successful completion of coordinated movement activities (e.g. face-to-face excitement-sharing when landing on beanbags together)
功能3C. 在成功完成并行的同步活动的过程当中和过后,寻找面对面的兴奋的情感分享.
F3D. Demonstrates the desire to receive guidance and practice to improve ability to coordinate actions
功能3D. 表明愿望来接受指导和练习来改进同步动作的能力.
Stage 3 Skills阶段3技能:
S3A. Coordinating Physical Position: Demonstrates awareness of the relationship of his/her physical position to that of Coach. Regulates actions to move side-by-side, back-to-back and face-to-face, closer together and farther apart, when requested to coordinate with Coach
S3B. Coordinating Back-and-Forth Actions: Uses Coach’s guidance to regulate his/her behavior to remain coordinated during "back-and-forth" activity frameworks
技能3B. 并行的来来回回的动作:
在’来来回回’的活动框架内, 用教练的指导来调控他/她的行为以保持同步.
S3C. Parallel Actions: Uses Coach’s guidance to remain coordinated during activities requiring matching actions
技能3C. 平行动作:
在需要匹配的活动中, 用教练的指导来保持并行.
S3D. Coordinating Movement: Regulates actions to maintain side by side with Coach to successfully carry out shared activity frameworks
技能3D. 并行运动:
调控动作以保持与教练肩并肩地成功地执行分享活动框架。
S3E. Parallel Pretend Play: Matches Coach’s actions to carry out a simple pretend framework where both partners perform the same actions in a parallel manner
技能3E. 平行装扮游戏：
匹配教练的动作来实施一个简单的装扮活动框架当两个同伴（孩子与教练）用平行的方式表演同样的动作。
S3F. Coordinating Starting and Stopping: Accepts and coordinates actions based upon Coach’s definition of the correct starting point for goal-directed tasks (such as building a simple structure from blocks). Remains coordinated with Coach during activities requiring simultaneous starting and stopping
S3G. Coordinating Role Reversals: Conducts successful role-reversals at Coach’s request during simple, two-role complementary activity frameworks. Reverses roles successfully upon Coach’s request during a new “trial” of a familiar role play. Successfully performs each of two roles in structured role plays where both roles fit together like a "lock and key"
技能3G. 并行的角色反转:
在简单的,两个角色互补的活动框架内,在教练的要求下,
S3H. Coordinating Face-to-Face Actions: Regulates behavior to successfully carry out simultaneous actions with Coach when in a face-to-face position (e.g. Two Ball Toss)
技能3H. 并行的面对面的动作:
当在一种面对面的位置时(如,两个球抛掷), 调控行为来成功地执行与教练同时发生的动作.
S3I. Coordinating Complementary Actions: Successfully enacts complementary role actions in coordination with Coach’s actions. Synchronizes his/her actions with Coach’s in a “lock-and-key” fashion to complete the activity framework
技能3I. 并列的互补行动:
在与教练的动作 并行的角色动作中,成功地实行互补的角色动作.
S3J. Referencing for Coordination: Follows Coach’s verbal and/or non-verbal instructions