PDF Download Autism Aspergers: Solving the Relationship Puzzle--A New Developmental Program that Opens the Door to Lifelong Social and Emotional Growth, by Steven E. Gutstein
PDF Download Autism Aspergers: Solving the Relationship Puzzle--A New Developmental Program that Opens the Door to Lifelong Social and Emotional Growth, by Steven E. Gutstein
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Autism Aspergers: Solving the Relationship Puzzle--A New Developmental Program that Opens the Door to Lifelong Social and Emotional Growth, by Steven E. Gutstein
PDF Download Autism Aspergers: Solving the Relationship Puzzle--A New Developmental Program that Opens the Door to Lifelong Social and Emotional Growth, by Steven E. Gutstein
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Review
“Teachers are fueled by the idea that maybe, sometimes, we make a difference. The concepts and activities offered in this book show me how I can help a child find true joy in relationships ... a very exciting prospect, indeed!” Debra Hall Boss, Educator
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About the Author
Prior to 1987, Dr. Gutstein was a nationally renowned developer of innovative clinical programs for children with high-risk conditions. In 1983, he received the largest grant ever awarded by the Hogg Foundation for Mental Health, to develop a family-based intervention program for seriously suicidal adolescents. Dr. Gutstein earned his Ph.D. in Clinical Psychology from Case Western Reserve University. Between 1979 and 1987 he served as an Assistant Professor of Psychiatry and Pediatrics at Baylor College of Medicine and the University of Texas Medical School. During this period, Dr. Gutstein also served as the director of Pediatric Psychology for Texas Children's Hospital. He is currently Director of The Connections Center.
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Product details
Paperback: 186 pages
Publisher: Future Horizons; 1 edition (January 1, 2000)
Language: English
ISBN-10: 1885477708
ISBN-13: 978-1885477705
Product Dimensions:
11 x 0.5 x 8.2 inches
Shipping Weight: 1.2 pounds (View shipping rates and policies)
Average Customer Review:
4.4 out of 5 stars
16 customer reviews
Amazon Best Sellers Rank:
#460,851 in Books (See Top 100 in Books)
I would recommend this book to anyone who is serious about finding an effective therapy to help someone they love or care for who is on the Autism Spectrum. This book is a careful, thorough and technical description of a compassionate, well researched, and professionally run therapy which involves and empowers parents and carers in the process of helping those they care for to ultimately be able to build their owngenuine relationships. This is something which those on the Autism Spectrum find the most difficult of all!This therapy is not merely about learning good manners or socially appropriate behaviour - but about the lifetime skill of building emotionallyappropriate, fulfilling and genuine personal relationships.
We are just starting RDI with a consultant and this book is clear and easy to understand.
Gutstein presents his RDI theory in this book. So much of what his theory involves makes incredible sense for anyone working with a person (people) with an asd spectrum disorder. This is the most insightful book on autism that I have ever read.
I bought this for work, it is a great book.
The book was good, just did not have all the information I was hoping it did.It came on time, no problems
This book moved me. I have gained so much insight on this subject by reading it. I am inspired to integrate what I've learned into my classroom. It is inspiring and touched me deeply.
Hats off to Dr. Gutstein for his focus on socialization in individuals with autism and Asperger's Syndrome. His "carrot minus the stick" approach in helping people on the autism spectrum perceive benefits in social interaction is an invaluable insight. I like the way he concentrates on building strengths and providing explanations for more severe autism-spectrum behaviors.He uses what appears to me a very reasonable approach. For many people with autism, sequencing or breaking tasks and interactions down into process-friendly steps has proven helpful. He also explains how people by nature crave socialization and that people on the autism spectrum do not have the intuitive social knowledge, such as how long and when to maintain eye contact. To his credit, he does not lapse into a tired "Rain Man" stereotype; instead, he focuses on how to encourage people with autism to develop nonverbal as well as other interpersonal social skills. In just about every case, people with autism learn these behaviors cognitively and often by repeated efforts.This book certainly deserves a place of honor among professionals and families. It is for everybody.
I'm actually revising this review having reread the book and learned more about RDI, as I feel I have a better idea of what the approach is really all about now. My new in-a-nutshell assessment: there are some things I really love about RDI, and some things that I don't care for. To be fair, I would say the same about most treatment approaches.To start with the positive: I think the thing that makes RDI special are what they now call the "Child Goals". There was a time when we thought teaching children with autism to be 'social' meant drilling them on how to say "Hi, my name is ____ what's your name how are you do you want to play", and other such catch phrases that would be fairly useless on a real life, chaotic playground full of it's own hidden codes and rules. The same for abstract thought, imagination, perspective taking. Some things don't translate well to the old "10 trials" format. So a big bravo to RDI for researching this topic and developing goals based around how these skills emerge in typical development.Now for what I see as the core problems in RDI. First, it is all set up around the philosophy that if children feel competent, they will participate (as opposed to ABA, which says if children feel MOTIVATED they will participate.) So if you are trying to do a social activity with an autistic child, and they keep running away trying to go play with light switches or Thomas Tank Engine, RDI says it's because they don't feel competent. Make the situation easier, help them more, slow down, and they will happily engage with you.Nothing wrong with this philosophy, but I'm here to say, I haven't found it to be true. There is actually emerging research to suggest that children with autism may be wired to be 'systemizers' and to pay attention to more mechanical/mathematical type information while lacking typical levels of motivation to attend to social information. If this is the case for a child, you can simplify all you want and the issue isn't that they don't understand, it's that they don't care and you're not creating a reason for them to care. You can be the best teacher in the world but it won't do much for a student who is tuning you out. Second, RDI says that most of the methods used in ABA teaching are Bad with a capital B, and encourage families to really avoid these methods. Again, the problem? A lot of those methods are extremely effective with autistic children, and taking them off the table really limits your teaching tools. This includes methods such as giving the child a direct instruction or asking them a direct question, prompting them to answer or respond, or teaching new material in a very repetitive, predictable way.I think the interesting argument that you get down to here is: when teaching an autistic child, how much should you accommodate a child's autism vs. how much you should try to change it? In my mind, using ABA type methods lean more toward accommodation - teaching in a way that is easier for an autistic child and more in line with their style of learning. RDI methods stress change - you teach more in the way you would expect a neurotypical child to learn and hope they will in turn adapt to this.What I have seen to happen, in my admittedly very limited observation, is that children who are closer to that neurotypical way of thinking do well with RDI, whereas children who are more classically autistic don't seem to get much out of RDI unless it's adapted for them. For the children who have some of those base skills already, RDI can be the push they need into becoming a dynamic thinker. For a child who doesn't attend well to social information, needs to have their interest/motivations incorporated to a large degree, and doesn't learn well outside of highly structured teaching situations, I almost wonder if it's akin to teaching a deaf child with nothing but verbal direction.So my advice? I like the ideas, I do. I would recommend this therapy for high-functioning children with fairly good language and some pre-existing social motivation. For more involved children, I would recommend it as an add-on to other types of therapy such as Floortime or Verbal Behavior, that are more focused on adapting to the child's way of thinking instead of waiting for them to adapt to yours.
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