top of page
Autism Care
What is ASD?

What is ASD? The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) defines Autism Spectrum Disorder (ASD) as a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts. It also involves restricted, repetitive patterns of behavior, interests, or activities.

In simplifying the DSM-5 description of the main characteristics of ASD, it can be as follow : 

Social Challenges:

  • Difficulty with social interactions, such as starting or responding to conversations.

  • Problems using nonverbal cues like gestures and facial expressions.

  • Challenges in forming and understanding relationships.

 

Repetitive Behaviors and Interests:

  • Engaging in repeated movements, using objects or speech.

  • Strong preference for routines, resistance to change, or following specific rituals.

  • Intense focus on specific, unusual interests.

  • Unusual reactions to sensory experiences, such as being overly or under-sensitive to sounds, lights, or textures.

ASD AND IT'S SYMPTOMS
Recognizing
Signs and Symptoms of Autism

If you suspect your child might be displaying signs of autism, early intervention is crucial. Some common indications include:

  • Avoiding eye contact

  • Engaging in self-isolation

  • Exhibiting repetitive behaviors like lining up toys or playing in the same way every time

  • Difficulty understanding others' feelings

  • Limited awareness of safety or danger

  • Frequent meltdowns

  • Sensory issues, such as extreme sensitivity to smells, tastes, sounds, or textures

  • Delayed or absent speech

  • Poor social skills

  • Resistance to or avoidance of contact

  • Experiencing extreme anxiety or uncommon phobias

  • Strong aversion to changes in routine

  • Displays of aggression or persistent anger

  • Unusual emotional reactions

These are just a few potential signs of autism, and early recognition is key for intervention. If your child is struggling with any of these issues, seeking a professional evaluation is advisable. A diagnosis opens avenues to resources and support, facilitating your child's thriving and providing assistance for you as well. An autism parent training program can equip you with the knowledge and skills to better support your child.

Asset 1_edited.jpg

Recent research highlights universal impairments in individuals with Autism Spectrum Disorder (ASD), impacting crucial aspects essential for real-world success. These challenges, even affecting those with above-average IQs, contribute to difficulties in achieving autonomy, securing employment, and sustaining meaningful relationships.

Understanding Oneself
  • Struggles in maintaining a consistent sense of self.

  • Difficulty grasping personal emotions and thoughts.

  • Limited development of evaluative feelings.

  • Challenges in handling and monitoring personal emotions.

Personal Experiences
  • Difficulty learning from personal experiences.

  • Trouble organizing memories and building personal knowledge.

  • Inability to learn from past experiences emotionally.

  • Challenges in recognizing situations with personal significance.

Relating to Others
  • Difficulty connecting personal experiences with others.

  • Limited interest in shared experiences.

  • Struggles in collaborating and monitoring social interactions.

  • Challenges in applying abstract social knowledge to real-life situations.

Dynamic Thinking
  • Struggles with flexible thinking.

  • Difficulty adjusting strategies in challenging situations.

  • Challenges in mentally simulating different scenarios.

  • Trouble improvising when resources are lacking.

  • Issues with productive hypothetical thinking and decision-making.

In summary, these challenges affect various aspects of life, requiring the development of sophisticated mental processes. Proficiency in these areas involves applying these processes with mental agility, especially in dynamic and complex real-world environments.

blue-eyed-girl-holds-autism-symbol-hand-covering-her-face-with-it-smiling-sweetly.jpg
INTERVENTION
INTERVENTION
Asset 1.png
What is RDI
( Relationship Development Intervention)

Autism isn't just about behaviors; it's a condition that makes it hard for kids to connect with others naturally. Normally, kids start forming important connections with their parents early on, but if a child with autism struggles to be guided, they might miss out on important learning.

That's where RDI® (Relationship Development Intervention) comes in. It helps by assessing, setting goals, and guiding parents to create meaningful interactions with their kids every day. This approach tackles the main challenges in autism, shaping how the child interacts, thinks, relates, and communicates.

RDI was started in the 2000s in the USA by psychologists Dr. Steven Gutstein and Dr. Rachelle Sheely. They keep updating it based on the latest research in autism and child development. Find out more at www.rdiconnect.com.

Relationship Development Intervention (RDI) is a behavioral therapy centered on addressing the fundamental challenges of autism. It is a family-oriented approach that concentrates on enhancing social and emotional skills. Typically, parents take on the role of primary therapists in RDI programs.

The primary goal of RDI is to facilitate the development of personal relationships for individuals with autism. This is achieved by reinforcing the foundational elements of social connections, such as the capacity to establish emotional bonds and engage in shared experiences with others.

RDI is grounded in the notion that enhancing "dynamic intelligence" is crucial for enhancing the overall well-being of individuals with autism.

Dynamic intelligence involves the capacity for flexible thinking, including the ability to:


 

  • Grasp diverse perspectives

  • Adapt to changes

  • Integrate information from various sources, such as sights and sounds.

THE SIX GOALS OF
RDI ENCOMPASS
Emotional Referencing

Developing the capability to learn from the emotional and subjective experiences of others.

Social Coordination

Cultivating the ability to observe and regulate behaviour for successful engagement in social relationships.

Declarative Language

Fostering the skills to use both verbal and non-verbal communication for expressing curiosity, inviting interaction, sharing perceptions and feelings, and coordinating actions with others.

Flexible Thinking

Enhancing the capacity to adapt and modify plans in response to changing circumstances.

Relational Information Processing

Building the ability to place information into context and solve problems that lack clear-cut solutions, involving situations with no definitive "right and wrong" answers.

Foresight and Hindsight

Developing the ability to reflect on past experiences and anticipate future possibilities based on those experiences.

RDI employs a systematic approach to cultivate motivation and impart skills, tailoring the teaching plan to the child's current age and skill level. The parent or therapist employs a set of age-appropriate, step-by-step goals.

The initial objective is to establish a "guided participation" relationship, positioning the child as a "cognitive apprentice." Once this foundational relationship is established, the family progresses through a series of developmental goals tailored to the child. The ultimate aim is to enhance "neural connectivity" or brain function.

Subsequently, parents, teachers, and caregivers integrate RDI principles into the child's daily activities. They utilise positive reinforcement to support the child in enhancing social skills, adaptability, and self-awareness.

abstract-watercolor-illustration-with-geometric-elements-generative-ai.jpg
WHY CHOOSE RDI? 

The child who was diagnosed 2-3 decades back  got recommendations for Speech Therapy, Occupational Therapy, and ABA. Surprisingly, even a few years later, the same recommendations were given.

In every field of medicine, treatments evolve over time. So, why should autism treatment options stay the same as they were 20 years ago?

 

It's not that Speech Therapy, Occupational Therapy, and ABA aren't helpful; however, they don't focus on key issues like dynamic thinking, problem-solving, and shared attention. When parents work on these core issues through simple everyday activities, we often see remarkable improvements in children, including speech and behaviour.

Typically, autism treatment focuses on teaching specific skills to the child—making them do this or that. However, amidst all this, we often forget the most crucial aspect of a child's life: the Parent-Child Guiding Relationship.

HOW DOES RDI OPERATE?

The RDI consultant typically initiates the process by conducting an assessment to understand the child's interactions with parents or teachers. Based on this assessment, the consultant formulates a customised teaching plan and sets goals aligned with the individual's developmental stage and abilities. The plan is designed to address communication styles that best suit the child.

Initially, RDI involves individualised sessions between the parent or therapist and the child. They apply step-by-step, developmentally appropriate objectives to everyday situations. For instance, in the early stages, parents may minimise their use of spoken language to encourage the child and parent to focus on eye contact and non-verbal communication.

As the child's abilities progress, the goals and teaching plan are adjusted to meet evolving needs. Subsequently, the child begins spending time with a peer who possesses similar social and emotional skills, forming what is known as a "dyad" (comprising two children).

Over time, additional children are introduced to the group. Under the guidance of a parent or therapist, they engage in meetings and activities in various settings, allowing them to practise establishing and sustaining relationships in diverse contexts.

WHEN TO BEGIN

Embarking on Relationship Development Intervention (RDI) is never too late. We can initiate the intervention as soon as concerns arise regarding relating and flexibility. The brain's plasticity ensures that change is possible at any point, regardless of when RDI starts.

Asset 1.png
OUR SERVICES

We serve as a  consultant for parents, accompanying them on their journey as they support their child in approaching the world with enthusiasm.

Our focus is on assisting parents in nurturing essential aspects like the child's initiative, motivation, persistence, and sense of competence, which in turn addresses numerous behaviour concerns.

Instead of allocating specific "Therapy" time, my approach involves creating personalised interventions within everyday activities. The emphasis is on the process and connection, prioritising these aspects over specific results or skills.

However, personally, we encourage parents to learn about RDI early on and to start the intervention as soon as possible. This is because habits become more challenging to change over time, and resistance to change tends to increase.

THE PROCESS

The consultant meets the parents and their child to create and tailor their program. Between the sessions,  the consultant assigns homework, and parents use videos to record specific interactions with their child, which they share with us. During our meetings, we discuss these interactions, and based on the videos and discussions, we set the next goal.

Through this process, parents learn how to consistently enhance their interactions with their child, offering challenges that are "just right" to foster Dynamic Intelligence development.

As time progresses,  the parents are adequate and equipped enough that the need for consultations decreases, and RDI becomes an integrated part of their daily life. Eventually, the consultant is no longer necessary

Asset 2.png
KEY FEATURES
Family Focused
  1. Our approach centres on making lasting, meaningful, and lifelong changes starting with the child's parents.

  2. We believe the remediation process should occur within each family's unique culture and relationships.

Interventions
  1. These programs coach parents and primary caregivers on breaking down complex dynamic processes.

  2. The process involves systematically orchestrating the presentation of dynamic intelligence objectives within day-to-day interactions.

Engagements
  1. Interactions are embedded in daily routines and activities.

  2. This approach aims to build memories of competence and fulfilment, increasing motivation for the child to engage in our complex world

Plans
  1. Because each family is unique, their needs differ. Therefore, we have developed a range of plans that cater to everyone.

12.jpg
INDIVIDUAL FAMILY PLAN
INDIVIDUAL FAMILY PLAN
Comprehensive Student Understanding

Ensure the plan thoroughly examines every aspect of the student's bio-psycho-social functioning relevant to the Guiding Relationship.

Highlighting Strengths

Direct the focus towards the student's development rather than perceived issues. Avoid using labels and emphasise the individual's unique strengths.

Collaborative Team Approach

Clearly outline how the Parent-Consultant team intends to engage other specialists if necessary. Additionally, strategize collaboration with influential family members and other support figures.

Tailored Support Framework

Develop a plan for three distinct types of support:

  1. Guidance during specific sessions based on assessments.

  2. Daily assistance seamlessly integrated into the student's routine, gradually reduced as progress is made.

  3. Extended support for enduring needs, with consideration for gradual reduction if appropriate.

Obstacle Evaluation

Evaluate and report progress in recognizing and addressing obstacles. Illuminate any constraints in the current assessment and articulate ongoing needs.

Effective Prioritization

Concentrate efforts on areas directly linked to the current and future advancement of the program. Acknowledge that attempting to address everything might not lead to success and prioritize accordingly.

Regular Review and Adjustment

Acknowledge the dynamic nature of the factors involved. Schedule periodic meetings between consultants and parents to reassess and adjust priorities based on evolving needs

Total sessions : 50

Frequency : Every week ( excluding Diwali & Christmas Week)

Duration : 1 hour

FAMILY GROUP PLAN
22685.jpg
FAMILY GROUP PLAN (FGP)

FGP is similar to  Individual Family Plan making it cost effective as there are 4 families in a group. The sessions are held fortnightly and the parents are trained and guided to work with their child as per the child’s need. It also gives a space for parents to learn from other parents and their journey. 

This is a cost-effective plan where a total of 4 families are consulted in a group. 

Individual assessments (RDA1 & RDA2) are done individually with the respective families. Remedial plans are made and discussed in individual sessions. Later the families are taken on board for group sessions. 

Total sessions: 25

Frequency: Once in fortnight ( excluding Diwali & Christmas Week)

Duration : 1 hour

PARENTS SUPPORT GROUP
PARENTS SUPPORT GROUP

Autism support groups offer significant benefits to individuals on the spectrum and their families. Participation in these groups can assist a person with autism or their caregiver in various ways:

colorful-leaf-shape-fall-season-top-view.jpg
Support Plan Highlights
  • Connectivity: Helping families dealing with autism connect and share strategies.

  • Expert Advice: Providing professional guidance and a judgement-free space for venting.

Preventing Depression

Supportive Community: Building a community to prevent isolation and depression.

Tailored Assistance

Personalised Support: Connecting families on similar journeys for specific help.

Adapting to Needs

Dynamic Adjustments: Addressing changing needs and immediate concerns.

Empowerment Approach

Mutual Support: Encouraging families to be strong pillars for each other through mutual empowerment.

Number of Family: 6

Frequency : once a month

Duration : 1 hour

Along with the support of other parents, the consultant will guide the group each session so that parents learn and  feel confident, adequate and equipped to work with their child and make deeper connections. 

bottom of page