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

[Guest guest]

RDI doesn't teach skills so it wouldn't teach how to answer a tap on the

shoulder. It looks at the child much more fundamentally than that and

asks why the child doesn't do that and other things without being taught

as NT children do. It looks at the stages of development in the NT child

and works out how they reach their developmental level in order to be

able to do such a thing. I am in no way qualified to explain this

properly but .... a tap on the shoulder like calling someone's name are

not hard for NT children because they seek and enjoy attention and

social interaction. That is because the greatest entertainment and the

greatest learning come from interacting with others. Therefore what is

missing in the child with autism would be 'understanding' the value of

interacting with others. Again this cannot be taught as a skill just as

I can't say to Tom 'interacting with others is fun' and expect him to

find it fun. Since doing RDI Tom responds to his name and to a tap on

the shoulder (not as well as a child his age but as well as a baby of 6

- 9 months which is where he is developmentally in terms of the deficits

of autism) and we haven't taught either. In fact I've only just realised

that that's happened.

Comments please from anyone that can explain this better,

hope that helps,

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

> > > > >

> > > > >

> > > >

> > >

> >

>

>