Despite the abundance of research and data, the autism field often fails to ask the most crucial question: What’s actually working for individuals and their families? Instead, many traditional approaches focus on teaching isolated skills and calling it success—even when those skills don’t lead to a better quality of life. In this episode, Kat Lee talks with Steven Gutstein, Ph.D., Chief Executive Officer and creator of RDI®connect, about the future of autism treatment. Together, they challenge outdated methods and present a hopeful vision for 2025. Change in the autism field has been slow, but Dr. Gutstein sees hope for a breakthrough. More families and professionals are seeking approaches that prioritize long-term progress over short-term fixes. RDI® remains a groundbreaking approach in a field that often feels stuck. Instead of offering quick fixes, RDI® fosters ongoing development, helping autistic individuals connect more deeply with their world in meaningful and lasting ways. If you’re searching for a fresh approach to autism, this episode is for you. Curious to know more about what makes RDI® different? Find out more and connect with an RDI® Program Certified Consultant here: https://www.rdiconnect.com/about-rdi/

When Failure Leads to Curiosity Failure, of course, is important. Scientists have found that our ability to remain engaged, despite the experience of uncertainty, is primarily responsible for the growth of higher level neural functioning and neural integration. But how much failure is right? Too much and the student might experience chaos and withdraw internally or externally. Not enough, and the student will never grow. Small mistakes, which allow for an inquisitive approach, can lead to an excitement for the palatable unknown. By allowing our children certain degrees of failure (i.e. challenges) in a safe environment, we can help to guide them toward growth and development. Competence stems from the parent’s desire and ability to grow and nurture their child.

Pushing Your Child to the Next Step – When They Are Ready The Zone of Proximal Development refers to the manner in which new knowledge occurs on the heels of previous learning. This important understanding of the development of knowledge is underscored in the RDI® Family Consultation Program, goal one: It will only come about if the child is spending most of his waking hours activity- engaging with people and things in this world. Learning how to evaluate, to plan the very next step for the cognitive growth of a person with autism, occurs through a collaborative relationship between parent and consultant. It is within this relationship that theory takes on a more practical and natural form.

Introducing Challenge to Facilitate Curiosity We can introduce challenge to our children, beginning with small changes: a red ball instead of a blue ball or a big ball instead of a football. The student notices that the unexpected is ok, easily monitored, easily understood. Prediction, while perhaps still desirable, becomes less important. Failure, strategically introduced in small doses, rather than leading to a breakdown or tantrum, becomes a point of curiosity.

Most of us would agree that facing big unkowns crisis create a storm of avoidance and a subsequent search for predictability. Anxiety is an unwelcome component of uncertainty (for most of us). Imagine though, if overwhelming anxiety in response to uncertainty kicked in much sooner – not when there was a looming, serious problem but when there was a much smaller difference like a substitute teacher or lost crayon. It would be hard to enjoy surprises or the prospect of meeting new people. While not a universal insurmountable problem, this marriage of anxiety and uncertainty occurs frequently enough for families and teachers of autisti children to avoid the introduction of unpredictable scenarios into their lives. But RDI® flips the script! Instead, we help use uncertainty as a fundamental element of the guiding relationship. Our next video will continue this!

Mindful Guides need to find the right amount of support to give and then gradually fade the support by: - Demonstrating - Giving feedback - Gradually letting them do the task by themselves Many times when parenting, it seems natural to want to do everything for them. But this is not helpful. If we incorporate these different techniques into our everyday routine, not only will behavior start to improve, but you will enjoy a more meaningful relationship!