FAQ

Relationship Development Intervention (RDI) is an intervention approach designed to address the social and communication challenges often experienced by individuals with autism spectrum disorders (ASD). It focuses on improving the ability to form and maintain meaningful relationships by targeting core deficits in social understanding and interaction.

• Guided Participation: RDI emphasizes the importance of guided participation, where a trained guide (often a parent or therapist) helps the individual with ASD navigate social situations and interactions.

• Dynamic Intelligence: It aims to develop what RDI terms “dynamic intelligence,” which refers to the ability to think flexibly, adaptively, and in real-time during social interactions.

• Gradual Progression: The intervention is structured to progress gradually, starting with foundational skills such as joint attention and emotional regulation, and advancing to more complex social skills like perspective-taking and empathy.

• Parent Involvement: Parents are actively involved in RDI, receiving training to become effective guides in their child’s social development. This approach encourages ongoing support and practice in natural settings.

• Individualized Approach: RDI recognizes that each individual with ASD has unique strengths and challenges, so interventions are tailored to meet specific needs and abilities.

• Long-Term Goals: The ultimate goal of Relationship Development Intervention is to enable individuals with ASD to build meaningful relationships, navigate social situations more effectively, and ultimately lead fulfilling lives within their communities.

Relationship Development Intervention (RDI) is primarily designed for individuals who are diagnosed with autism spectrum disorders (ASD). It is intended for:

1. Children and Adolescents with ASD: RDI is commonly used with children and adolescents who have been diagnosed with autism spectrum disorders. It addresses their specific social and communication challenges in order to improve their ability to form and maintain relationships.

2. Individuals with Social Communication Difficulties: RDI may also be beneficial for individuals who struggle with social communication difficulties, even if they do not have a formal diagnosis of ASD. This could include those with other developmental or communication disorders where social skills development is a priority.

3. Families and Caregivers: RDI involves active participation from parents and caregivers who are trained to support the individual’s social development. Therefore, it is also for families who are committed to actively participating in their child’s therapeutic process.

4. Individuals Needing Support with Dynamic Intelligence: RDI focuses on enhancing “dynamic intelligence,” which refers to the ability to adaptively navigate social interactions and understand social nuances. Thus, it is suitable for individuals who need support in developing these skills.

Relationship Development Intervention (RDI) was developed by Dr. Steven Gutstein, a clinical psychologist specializing in autism spectrum disorders (ASD), and his colleagues. The development of RDI began in the late 1990s as Dr. Gutstein sought to address the core deficits in social understanding and interaction commonly observed in individuals with ASD.

• Clinical Practice: Dr. Gutstein’s clinical observations and interactions with individuals with ASD led him to recognize the need for an intervention that specifically targeted social and relationship challenges.

• Research and Theory: RDI is grounded in developmental psychology, cognitive science, and theories of dynamic intelligence. It draws on principles of neurodevelopment to guide its approach to improving social skills and adaptive behavior.

• Parent Involvement: The role of parents as active participants in the therapeutic process is a fundamental aspect of RDI. Dr. Gutstein emphasized the importance of parents being trained to act as “guides” in their child’s social development, providing ongoing support and opportunities for practice in natural settings.

• Evolution and Practice: Over time, RDI has evolved based on clinical experience, feedback from families, and advances in understanding autism and related conditions. It continues to be refined and adapted to meet the needs of diverse individuals with ASD and other social communication difficulties.

The core idea behind Relationship Development Intervention (RDI) is to empower individuals with autism spectrum disorders (ASD) to develop meaningful and reciprocal relationships by addressing their specific challenges in social communication and interaction.

Relationship Development Intervention (RDI) involves a structured and systematic approach to improving social and relational skills in individuals with autism spectrum disorders (ASD). Here are the key components and activities typically involved in RDI:

1. Assessment and Goal Setting: The intervention begins with an assessment to identify the specific social and communication challenges of the individual with ASD. Goals are then set based on this assessment, focusing on areas such as joint attention, emotional regulation, perspective-taking, and social problem-solving.

2. Guided Participation: Central to RDI is the concept of guided participation, where a trained guide (often a parent or therapist) works closely with the individual with ASD. The guide supports the individual in learning and practicing social skills in real-life situations. This may involve structured activities, role-playing, and modeling appropriate social behaviors.

3. Skill Building and Practice: RDI aims to build foundational social skills gradually. Activities are designed to encourage the individual to engage in reciprocal interactions, understand non-verbal cues, take turns in conversation, and develop empathy. Skills are practiced in various settings to promote generalization and application in different contexts.

4. Feedback and Reflection: Throughout the intervention process, feedback is provided to the individual to help them understand their strengths and areas for improvement in social interactions. Reflection on social experiences and discussions about feelings and perspectives are also key components to enhance self-awareness and social learning.

5. Family Involvement: RDI places a strong emphasis on involving family members, particularly parents, in the intervention process. Parents are trained to become effective guides for their child’s social development. They learn strategies to support their child’s progress, reinforce skills at home, and facilitate social interactions in everyday settings.

6. Support for Dynamic Intelligence: RDI focuses on developing “dynamic intelligence,” which involves the ability to adaptively respond to social challenges and navigate complex social situations. Activities are designed to promote flexible thinking, problem-solving, and learning from social experiences.

7. Longitudinal and Individualized Approach: The intervention is typically long-term and individualized, recognizing that progress in social skills varies among individuals with ASD. The pace and focus of intervention are adjusted based on the individual’s strengths, needs, and developmental stage.

Parent education, training, support, and involvement are integral components of Relationship Development Intervention (RDI). Here’s how each aspect contributes to the effectiveness of RDI:

1. Education: Parents undergo thorough education about autism spectrum disorders (ASD), the specific challenges their child faces in social communication and interaction, and the principles of RDI. This education helps parents understand the rationale behind the intervention strategies and prepares them to play an active role in their child’s development.

2. Training: Parents receive training on how to implement RDI techniques and strategies in everyday situations. This training typically includes practical skills such as how to engage their child in meaningful social interactions, how to provide constructive feedback, and how to create opportunities for their child to practice and generalize social skills learned during RDI sessions.

3. Support: Continuous support is provided to parents throughout the RDI process. This support can come from RDI practitioners, other parents going through similar experiences, or support groups specifically for families of individuals with ASD. Having a supportive network helps parents navigate challenges, celebrate successes, and stay motivated throughout the intervention.

4. Involvement: Parents are actively involved in all stages of RDI. They collaborate with RDI practitioners to set goals for their child, participate in RDI sessions alongside their child, and reinforce skills learned during sessions in daily routines. This involvement ensures that RDI strategies are consistently applied across different environments, promoting generalization of skills.

5. Empowerment: RDI aims to empower parents as primary agents of change in their child’s social development. By equipping parents with knowledge, skills, and support, RDI enables them to effectively support their child’s growth, foster positive relationships, and advocate for their child’s needs within the community and educational settings.

RDI was developed based on the latest cutting-edge research.  Founder, Dr. Steven Gutstein has spent well over 30 years continually engaging in a meta study of the best consensual research in the field of neuroscience, typical development and Autism.  He has developed the clinical practice of RDI™ to deliver a clinically sound program based on progressive research. Additionally, there is a great deal of research supporting all aspects of RDI theory and this can be found on the RDI-LS and is cited in the “The RDI Book”.  More RDI research can also be found here. 

Entering the RDI® Professional Certification Program represents a significant financial commitment, similar to other educational endeavors. Though RDIconnect® is not set up to receive any type of government financial aid for our programs, there are many ways to creatively secure the necessary finances. Many trainees have secured funding via grants and/or fellowships through private and governmental agencies and professional organizations. Some trainees make arrangements with their employers, who view helping cover costs as an investment in the future of their business. Still others look to small business or personal loans to seed their new career path.  If trainees are located in Canada, BC, Alberta, and Ontario provide funding for families to implement RDI programs.  The supervision portion (part 2) of RDI Professional Training requires that trainees work with an “Supervision family” through a series of projects. Parents will pay for this service which can also help to offset the cost of training.  If parents are also seeking to become trained RDI professionals, they may be able to use some of their funding to cover the cost of training.  Payment plans can also be made available.   Please feel free to book a time to chat with the director should you have questions about the professional training tuition. 

RDI™ consultants come from all kinds of educational / experiential backgrounds and a wide range of disciplines. All are welcome to apply as long as you meet the pre-requisites. Some exceptions may apply. If you are in doubt, don’t hesitate to reach out.    

Applications typically take 2-3 business days to process. 

Classes sizes are limited and occasionally fill up; therefore, it is best to give yourself plenty of time to apply – ideally at least one month prior to the date of the first class. 

Because our programs rely on rebuilding the early-guided relationship between parent and child, it is imperative that there is an outside perspective to guide you in this process. The assessment from a third party gives clues to obstacles that are not readily apparent to parents and can provide a roadmap to moving forward. No matter what level of education or professional accomplishments, a parent might have, things change when it is your own child who needs help.  Additionally, it is important that parents and their children be afforded the opportunity to focus on developing their guiding relationship first and foremost.

RDIconnect® does not assign these families to you; it is the trainee’s responsibility to recruit them. Here are a few ideas:

1) Ask a consultant for a referral. Many consultants have a heavy workload and are happy to refer.

2) Find and build relationships with potential clients. Where would families with Autism hang out in your community? Where are their support groups, etc? Connect with other professionals who support the autism community, let them know that about your training and that you are looking for families to work with. 

3) Create some flyers or marketing materials. 

4) RDI® consultants can also provide ideas for how to find a family, so pop into the discussion boards and ask for help! I will also share many ideas during training, and you will be given some tips to help build your caseload.

As a Consultant-in-Training you are functioning as an RDI® professional and we expect that you will receive professional fees for your services, which are real and valuable. It is typical that trainees charge a slightly reduced fee, but as a professional going into private practice, you will set your own fees and now is the time to begin thinking about this. Don’t hesitate to ask our community of consultants or ask Lisa for advice about these practical matters.

Once you get through the first few projects with your supervision and case study families and begin to gain comfort with the curriculum, you are welcome and encouraged to add more families to your practice. Any additional families will not undergo supervision, though as a trainee you will continue to be supported. 

Typically, the entire process can be completed in less than 18 months, depending on when you attend the trainings. Getting through the 14 supervision projects can realistically be done in 7-9 months, but it can also take much longer. Even if you are highly motivated, there are other factors at play including the commitment level of your families and their grasp of the material. You do not want to rush the process. If you feel like things are lagging, be sure and chat with your supervisor about this.

Each week through part 1 a & b, trainees will be given a homework assignment which will take 1-2 hours to complete.  Self-paced learning is also provided for trainees to expand their learning at their own pace. 

RDI is a parent coaching model which works beautifully for virtual work.   While we prefer face to face sessions, we have worked successfully with clients using video conferencing platforms.  Lisa has worked successfully with clients from all over the world for well over a decade.  Online distance work has been one of the most rewarding aspects of her career in the ability to support and serve families that may not otherwise be able to access the very best guidance in helping their children achieve their greatest potential. 

Your business will be what you make of it.  You can decide how busy you want to be and how many clients you will serve at one time.  You have the opportunity to be creative and design the kind of business you always dreamed of.   An average caseload size would be anywhere between 10-20 families.   Some consultants have developed creative ways to provide more services to groups of families at once. 

That will depend on each consultant, supply and demand and their disciplines.  Once certified rates can vary between $100 – $200 per hour.  Many consultants also use packaged rates which can be beneficial in managing case loads and ensuring that parents are committed to the process.