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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