Post on 04-Jan-2016
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Maisie Soetantyo Peter Dunlavey
RDI Consultant RDI Consultant
Developing Guide-Apprentice Relationship
To learn about the Guide-Apprentice relationship development
To understand the impact of Guide-Apprentice relationship break downs
To understand the role of a guide in a remediation process
Building trust and competence for life long learning
Our Goals Today2
What is a Guide-Apprentice Relationship?
Guide: Someone who shows the way to others
Apprentice: A beginner at somethingGuide-Apprentice Relationship: A
relationship involving a more experienced person sharing his/her knowledge alongside a learner through ‘active’ roles embedded in meaningful experiences and interactions
The Guiding Relationship
Universal learning processNurturing trust
Creates the neural architecture of the brain
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The Role of a Guide
Providing a ‘bridge’ from familiar skills or information to what is needed to solve new problems (Barbara Rogoff)
Providing context by linking ‘now’ to ‘previous’ experiences
Structuring situations for optimal learning Modeling how to handle new situations and
challenges through actions and communication Always think ahead to provide just enough support Gradually transferring responsibility to the
apprentice Spotlighting competence by giving clear feedback
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What Happens when Guiding
Relationship does not Develop?
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Autism Spectrum Disorder
Lifelong neurologically-based information processing disorder
Under and/or over-connectivity of different neural processing centers
Prevents most individuals from attaining a quality of life
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Brain Differences Lead to Loses
Social CoordinationEmotional ReferencingExperience Sharing LanguageFlexible ThinkingResilienceRelational Information ProcessingForesight and Hindsight (Being able to anticipate what has not happened and reflect)
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Atypical Development
Creates Unreliable Feedback between Parents and Child
Children with autism often do not respond to their parents’ attempts to engage them in ways that provide the needed brain stimulation
Children with autism struggle to remain calm, focused and attentive to all of their parents’ efforts at engaging them, leaving parents confused and uncertain
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Long Term Impact of Atypical Development of GR Anxiety expressed in many forms of
behaviors There is a lack of awareness of loss of
social coordination and the drive to restore it
Avoidant of new situations and preference to sameness
Less frequent and complex learning occurs
Long history of failures
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Beginning Remediation Process Slowing down Using multi-channel communication
(use of eye gaze, gestures, facial expressions, body orientation, voice inflections)
Using 80 % dynamic communication and only 20 % static communication (close-ended questions and instructions)
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First Objective: Dynamic Communication
Unpredictable and full of break downs. Multi-Channel: prosody, gestures, facial
gazing, facial expressions, body orientation, body language and space.
The most important thing is ‘the understanding’ of each other’s intentions.
Ever changing, never exactly the same even when we talk about the same topic.
Static Dynamic
Which one do you want?
Go get the ball! What is in this box?
Can I have that?
You have to wait for me
Hmm they smell so good!
Oh no! We lost the ball!
I wonder what’s in it (shaking the box)
I really like the shiny one.
Let’s do it together
Questions?
Peter Dunlavey, B. S. Certified RDI Consultant 650-483-3580 pdunlavey@comcast.netMaisie Soetantyo, M.Ed. Certified RDI Consultant 650-483-7174 catchmaisie@comcast.net
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