Yes, RDI helps us to identify and resolve the root causes of behaviour, instead of superficially working on them.

RDI focuses on developing intrinsic motivation, dynamic thinking and problem solving abilities in a structured and calibrated manner. RDI also helps in understanding underlying causes of behaviours, if any, and helps address them accordingly - not simply seek to mask the condition with scripted conversations or rehearsed behaviours.

• Self regulation: ability to take in new information, absorb it and making sense of it.

• Joint attention: ability to read and process nonverbal cues, results in an understanding of the mental state of another person.

• Co-regulation: ability to dynamically alter actions with respect to the ongoing and anticipated actions of partners.

• Episodic Memory: a representation of an event, strongly anchored by an emotional appraisal

• Empathy: emotional awareness of impact of own actions on others

RDI is about remediating the core deficits of autism, which are pre-requisites for independent living, in a step by step process of coaching parents/caregivers and incorporating RDI in our daily lives.

• It implies mental resources needed to prepare for, engage with, adapt to, and learn from uncertain situations, that aid us to function effectively.

• Whereas static intelligence is when we expect the same result every time a set of actions is completed, or expect a situation to be managed by following a certain procedure.

RDI builds dynamic intelligence, not by "getting" a child to do something but by coaching parents how to create customized experiences that focus on activating growth seeking, building intrinsic motivation and giving the child mental & emotional abilities that we all count on to navigate life.

• Children with neurodivergent challenges often have a difficulty making sense of patterns in the environment. Many situations in which child may appear to be deliberately misbehaving or being manipulative, it is likely that the child is not able to regulate and is experiencing anxiety.

Regulation, as used in RDI, refers to a state of relatively low-stress regularity within a dynamic system. It's the experiential patterns and emotional responses that are emphasized in RDI regulatory patterns.

• Co-regulation is the process by which individuals dynamically alter their actions with respect to the ongoing and anticipated actions of their partners.

• It is different from compliance, which is doing an action without having to think about it (being trained to do something in a very precise manner and automatically).

RDI helps build co-regulation by training yourself to engage in regulatory patterns and learning to analyze the interaction.

• The type of communication that would enhance learning relationship between a parent and his/her child to increase experience sharing, build resilience, focus on thinking process and not just ‘doing’.

• Different to imperative language: making requests, asking questions and making demands, used for instrumental purposes. It limits opportunities for problem solving and empowerment.

RDI is about taking a long-term perspective and addressing the core deficits of autism. RDI helps in setting the foundations of mindful communication in place through coaching and practise.

A growing body of research underscores the importance of early development and relationship-based guidance for autistic individuals. Read the full research overview https://www.rdiconnect.com/transforming-the-well-being-of-persons-with-autism/