[POSSIBLE SPAM] Re: [POSSIBLE SPAM] Re: Re:RDI - teaching theory of mind

[Guest guest]

sorry, I can't shut up now ... and if you do teach it as a skill then

that's what it will be - an externally motivated response to something

and will not be done out of the sheer pleasure and need to interact

with others and even if this skill is mastered the child with autism

remains different from the NT child and maybe won't repeat the 'skill'

on a day when external motivation is missing. In other words, in typical

development this is not a 'skill' like the ability to spell a word or

bake a cake and therefore shouldn't be taught as a skill. (please bear

in mind this is my interpretation and is missing loads and loads probably)

Sara

Sara Moroza- wrote:

>

> just reread your question as to how it looks - well I think it varies

> from family to family but in our case I just bear in mind that I need to

> show Tom that being with me is more fun than solitary play. I make sure

> he doesn't have demands placed on him, that he's relaxed, that we go

> slowly and at his pace and that we have a nice or fun time. It is slow

> and painstaking but it works.

> Sara

>

> bbrowne123 wrote:

> >

> > could someone please post just one post about an example of how RdI

> > looks, say for example, how to work on teaching a child to understand

> > a " tap on the shoulder " , etc. Or even list some of the things that

> > RDI teaches in terms of social referencing.

> >

> > It seems very closed, very few people actually talk about how

> > it " looks " .

> > > > > >

> > > > > > Zoe

> > > > > > I think you mentioned teaching theory of mind in your

> > > programme?

> > > > > Can you share any ideas? We don't have full time RDI programme,

> > > but

> > > > > do lots of RDI activities.

> > > > > > Thank you

> > > > > >

> > > > > >

> > > > >

> > > >

> > >

> >

> >

>

>