RDI was developed based on the belief that every human being is born with the drive for continued growth and competence. Somewhere along the line, as in ASD, this drive can be camouflaged or covered with obstacles. But it never disappears. It simply waits for a time and place to thrive.
That is what RDI intends to provide. We know that with the proper support and guidance, parents, grandparents and teachers can provide children on the autism spectrum with the cognitive, emotional and social tools needed to establish real reciprocal friendships and obtain independence, high quality employment, and in many cases, marriage and a successful family life. And we know that it is never too late to start.
The RDI® Program is:
Parent-based
The 'guiding relationship' between parent and child serves as a critical foundation for the development of "dynamic intelligence". Without this relationship in place, as in autism, severe deficits relating to ability to think and process information dynamically are the result. In the RDI Program, consultants work in collaboration with parents to gain a clear understanding of the obstacles that are impacting their ability to connect with and guide their child. Parents are given tools to effectively reduce/remove those obstacles and begin supporting the development of dynamic thought and processing.
Developmental, clinical and systematic
A comprehensive treatment plan is developed based on the results of a Relationship Development Assessment and ongoing collaboration with parents, primary caregivers, teachers and treatment providers. Parents are guided, at their own pace, on how to structure opportunities within the context of routine, daily interaction for their child to play an authentic, mindful role based on the developmental thought process they are focusing on. The RDI dynamic intelligence curriculum serves as a guide to this process.
Based on extensive research on autism and typical development
Autism research has concluded that there is a significant neural underconnectivity in people affected by the disorder. Research in child development tells us that dynamic thought and processing ability develops through interaction with others - beginning with the guiding relationship. Since the brain is a constantly evolving organ, we believe that remediation of core deficits (increased neural collaboration), beginning with the establishment of the guiding relationship, is possible.
Effective
Gutstein, (2005) Autism Spectrum Quarterly
Assessed RDI's efficacy based on improvements in the ADOS and educational placement:
31 children ages 2-9 followed for 16 months 17 children participated in RDI; 14 children participated in other treatments 70% of RDI children improved at least one diagnostic category on the ADOS compared to 0% of the non-RDI children RDI children moved from 1/17 to 13/17 participation in regular education settings compared to no movement of non-RDI children into regular education settings Gutstein, Burgess, Montfort, (2007) Autism
16 children participating in RDI assessed before and after at least 30 months of treatment:
All children met ADOS/ADI-R criteria for autism at the beginning None of the 16 children met the criteria at follow up Children involved in the RDI ® Program show:
Increased flexibility Dramatic improvement in meaningful communication Genuine desire to engage in experience sharing interaction with others Significant improvement in perspective taking Ability to respond appropriately to uncertainty (stop and study rather than avoid) Motivation to seek out new challenges/experiences Ability to problem solve Resilience Internal motivation for learning and discovery 
