Relationship Development Intervention

最近，我從網上得知一種轉門由家長來做的，有詳細活動方法和評估方法的社交訓練辦法：關系型發展干預（Relational Development Intervention---rdi）。...]....://www.rdiconnect.com/[/url]

這是一種新的干預方法—大概從95年起，宗合了其它的干預方法，不同于過去社交干預中機械交流的干預方法（預設腳本來達到社交特定目標），著重于培養孩子的經驗分享能力（experience sharing-----這是自閉孩子普遍缺乏，而普通孩子輕易就能做到，可過去的社交培訓方法沒有干預到的。

普通孩子的經驗分享能力發育共分6個層次：Tuning In(birth)---諧調進入（出生以后）, Learning to Dance(6 months)---學習舞蹈（6個月大）, Improvising and Co-creating(12 months)---臨時準備和共同創造（12個月大時即會）, Sharing Outside worlds( 18 months)---分享外部世界（18個月）, Discovering Inside Worlds(30 months)---發現內在世界（30個月）, Binding Selves to others(48 months)----聯系自身到他人.

RDI的目標：
理解并欣賞多層次的經驗分享；
在共同管理的分享經驗交流中成為平等伙伴；
理解并評估其它人的獨特性----他們的觀點，意見和感覺；
評估并努力保持持久的關系；
在社交和非社交問題的解決上，變得有適應力和靈活性；
認識他們自己的能持續成長和發展的獨特性。

分為6個層次，，每個層次有4個節段。

RDI Research Summary

17 children ages 2-10 participating with their parents in RDI, were compared to 14 children

involved in other therapies. The two groups were administered the Autism Diagnostic

Observation Scales (ADOS) during an initial evaluation and then an average of 9 months later.

The school placements of both groups were also examined at both intervals. The non-RDI group

averaged over 26 hours per week of therapeutic intervention, while the RDI group had less than

9 hours per week of formal intervention.

While both groups were similar at their initial evaluation, by the time of the second evaluation,

results were dramatically different. 70% of the RDI group had improved their diagnostic

classification - from Autism to Autism Spectrum or non-Autism. Not a single child in the

non-RDI group had improved their diagnostic classification on the ADOS. Similarly, while

70% of the RDI group moved from a special education or home setting to a regular classroom

setting without any special support, not a single child improved school settings in the non-RDI group

This is an initial study and the research paper points out a number of reasons to limit

conclusions. However, there is no doubt that RDI has been proven to be an extremely

powerful method of addressing the core deficits of autism spectrum conditions.

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Relationship Development Intervention (RDI)

RDI is a program designed to help children who have difficulties forming successful relationships in their world. Developed by Dr. Steven Gutstein and his wife, Dr. Rachelle Sheely, RDI is a program based on the building of the developmental skills that are needed to form relationships.

The typical child easily knows how to seek out another human being and how to enjoy their company. The child with Autism does not readily develop the ability to understand the ever changing facial expressions and gestures of other people. Children with Autism do not "learn to run alongside their partners, share their unique perceptions, or wonder about the differences of other people's minds" (Gutstein, p. xi). Instead of wanting to engage with the people in their world, they want to make their world fit into their limited understanding of it.

Children with Autism do not develop relationships that give feelings of safety, excitement, and novelty. Rather, social encounters are stressful and confusing. It is easier for them to engage with objects, computers, videos rather than people because those are predictable.

Often we try to teach the child with Autism social skills in a scripted way. When doing this, we miss out helping them understand the reason behind wanting to engage with others. They use their social scripts without understanding if it fits within the context of what they are doing or how to adjust to make a better fit. There is "an "out-of-synch" quality to their actions - a lack if timing" (p.xii). We end up teaching the child with Autism the superficial layers of social interactions and miss helping them feel the joy of being in a relationship.

There are children on the spectrum whom we see that have a more sophisticated array of social appropriate behaviors. They can make eye contact, they may even be able to read others' emotions. But they still lack the skills for a genuine, caring friendship with another child.

It is easy to teach a child Instrumental Interactions. These are social behaviors that are used to achieve a result; they have little to do with the person on the other end of the interaction. RDI attempts to teach Experience Sharing, the pleasure of the social encounter rather than just getting what you need.

Overview of the RDI Model
RDI is based on a developmental model.
It examines a child's level of development of experience sharing and tries to develop the areas not mastered.

It focuses on Experience Sharing. Social Skills training work within the realm of instrumental behaviors. Scripts are based upon "if/then" reasoning. Important to get by in the world, they fail in situations that demand flexibility and change.
Initial setting for intervention is purposefully artificial.
Distractions are eliminated to help focus on relationship discoveries.
Visual and auditory input is minimized.
Removing competing objects or input helps spotlight the social and emotional information we want to convey to the child.
Activities are highly structured as well as motivating to the child.
They offer emotion sharing and excitement.
They allow for gradual variation and introduction of novelty.
Parents are intensively trained to take the lead as they guide their child.
They learn to set clear limits, minimize distractions, and develop an "emotionally attuned" relationship.
Gradually, as the child is better able to assume more responsibility for maintaining the coordination of interactions, parents allow them to introduce variation and creativity into their encounters.

RDI gradually prepares children to move beyond their reliance on adults by introducing them to carefully matched and prepared peers. First in dyads, then into groups. Setting shifts as well, from therapy area to more natural world.

RDI takes practice at home with parents and eventually in other settings.

報價
Relationship Development Intervention (RDI)

RDI is a comprehensive, developmentally based program that helps foster development of social connections. It focuses on the development of necessary fundamental skills that help motivate and encourage the child with Autism, Asperger's Syndrome or other social difficulties to want and be successful at forming friendships.

RDI is a parent based intervention program. Individual parent training is provided in according with the child's developmental needs and supported through on going supervision. Dyads and small groups are available as the child becomes more competent and successful in relationship skills. RDI offers programming appropriate throughout the child's life span, offering more complex skill development as the child develops.

Initial Assessment and Program Planning (usually completed in a 3-4 week period)
* Review of questionnaires, rating scales, and a short video segment from home showing your child in play
* Initial consultation with therapist and parents only
* Autism Diagnostic Observation Schedule (ADOS) with therapist and client(this tool is used prior to beginning treatment for research and progress purposes).
* RDA #1 (assessment) with therapist, client, and 1 parent
* RDA #2 (Hypothesis testing session) with therapist and client
* RDA #3 with therapist, client, and parents (used to show and teach parent(s)where and how to begin working with their child)
* Consultation with parents and therapist only
* Written treatment plan with recommendations for client and family to work on.

Total Cost: $850.00

During the final consultation session, discussion of the treatment program is given which will be overseen by a certified RDI consultant. This usually consists of weekly sessions where parent(s) demonstrate how they are targeting their child's RDI objectives through the assigned activities. Assistance is offered to best facilitate the RDI objectives. Parents will be completing RDI assignment sheets which are collected prior to each session to provide insight into implementation of the program throughout the week and examine areas of strength and difficulty in implementing the program. Updated activities will be introduced by the certified RDI provider with the child during the session and then practiced with the parent(s). RDA updates will be administered within the weekly sessions every 4-6 months to track progress.
Weekly ongoing support is available through e-mail contact.

Session Cost: $85.00/hour

On-Going Support:
* For those families who prefer to remain in contact via the use of videotapes, the following option is available:
* After the final consultation and the parents have begun to implement the suggested RDI program, RDI provider will view 12 consecutive videotapes sent every two weeks.
* E-mail feedback will be given.
* Ongoing activities will be provided as needed for that designated time period.
* E-mail support is available as needed.

On-Going Support Cost: $85.00/video

Dyads and Small Groups:
Dyads and small groups are available as the child shows competency in relationship development. Initially, RDI is practiced with one appropriately matched peer and supervised by a certified RDI provider. As the child develops, other similar peers are included to expand and strengthen the child's relationship development and peer group.

Dyads and Small Groups: $85.00/hour

RDI Requirements
In order to do RDI, parents initially need to have a room with low stimulation to work in. You also need 4-5 beanbag chairs. Other suggestions include mounting a video camera in the corner of the designated RDI room to decrease possible distractions. A wide angle or fish-eye lens is suggested as well.

我近日在一個RDI醫師(其實她還沒有拿到證書)家里看了那盤錄像帶, 一半是原里, 另一半錄了約18個操作例子, 從第一層到第三層, 第一, 二層內容包括幫助培養孩子識別大人的面部表情, 建立和擴展活動框架, 培養孩子的情感交流, 差異裝扮游戲,等. 大人各個表情及其夸張, 以各種方式(摔倒, 碰撞,大叫, 大笑等)吸引孩子注意, 并在游戲過程中加以變化, 以培養孩子適應和跟隨活動中的變化, 關心其它人的活動.---都是由家長帶領小孩子玩.
第三層是關于與同程度(指同樣進行訓練的同齡人,且同RDI訓練層次的, 非普通孩子)人建立活動溝通. 有二人一同彈琴,一起協作游戲, 兩個年輕人互相聊天,其中轉換興趣題目 等等.據說, 二層第8階段以后,才能正式加入同齡人的活動.

, 這是用游戲的方法來達到增進社交的目的. 但是它有技劃, 有具體框架步驟, 很結構化. (有人說它的一些活動像用菜譜一樣, ---其實都可以加以變化, 是用結構化的方法來訓練非結構的社會交流, 經驗分享. 與ABA 不同的是不是為了達到一個現成的目的, 如某一活動只訓練向人問好, 達到要求即可獎勵.據Dr. Steven E. Gutstein 在書中說, 訓練是希望一個孩子看見他就高興地打招呼,而其中的原因不是為了過后從家長那里立刻就能得到獎勵物, 而是因為這孩子發現他很有趣. ). 在他們網上, ...]....://www.rdiconnect.com/[/url] 你可能找到很多活動方法建議.

與地板快樂時光比, 它是由家長引導孩子(地板快樂時光是孩子引導大人), 且據說活動時間不需要太長(一周幾個小時, 而非每天幾個小時).
有些美國家長將二者同和運用. 據說效果更好.

摘自
Relationship Development Intervention with young Children

Level 1: Novice 層次1：新手

目標---建立一個核心關系在你和孩子間。

階段1---父母或教練的面部表情和手勢要成為孩子的注意中心。目的是盡量減少提示孩子以得到他的注意。
（我加注：----此階段是以后的基礎，沒有打好基礎，以后容易走入死胡同。不需很多語言，好像多話的孩子還要更難做）
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活動1）我的世界是重要的。-----非特定練習，改變大人說話方式，隨時隨地做，直到孩子不須提示即能注意你的話。
步驟1 ---預備講話
每個人同孩子放慢說話語速，說話時在字和句子之間加上很多預留停頓。
步驟2---平衡
第一，試著不要用比這孩子所用說話方式更多的字。
（如孩子不說話，你用最短的話；孩子說2-3個字，你也保持在這個長度）
第二，不加更多的字，直到孩子對你說的前幾個字有了有意義的回應。（如果你最初的信息被忽視，不要持續重復你自己，不加更多信息。這樣，你的話才有份量）
步驟3---聚光
插入‘聚光’元素到你的話中。這些是非直接（間接）但對這個孩子是有力的信號：有重要信息出現，需注意。
需試驗你的說話方式的何種改變可以產生最有影響力，喚起孩子注意力的‘聚光燈’。
如：插入一個深呼吸，一個嘆氣，或一個‘結巴’當說到一句話的關鍵點?？伞！谝粋€字上，重復它，如結結巴巴五秒鐘。在關鍵性時候結巴常產生孩子凝視轉移或快速增加注意力。如結巴本身不有效，可相伴著很大的音量變化。

變化：其它間接提示：變音調，語速變慢，停頓，咳嗽，清嗓子。

注，有些孩子對外界太不注意，可能不適用。
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活動2---我說不出話來了
---開發面部表情注意，提高非-語言溝通。（此時要周圍人配合，別用語言溝通）
準備好，停止對孩子的語言回應。保持一種生動活潑的，邀請的表情。要非常專注于孩子。對他的溝通嘗試高度回應。用很多手指點，手勢，和放大，夸張的面部表情。保持非常情緒化，生動活潑的狀態。當可行時，邀請孩子交流以很興奮的方式。但別看電視，或玩不需語言的游戲。 不要讓任何人成為你的‘替代’溝通者。

變化：可邀請孩子也假裝失聲（如他可理解），來與你同玩。
‘我聽不見了’---你可說話，但聽不見孩子的話，他必須以非語言方式溝通。你可告孩子，你能唇讀，他就要找你的臉以讓你‘看見’他的話。

注，對交流完全無意愿的孩子可能不適用。

培訓中提到的重點：
1. Declarative communication （宣言式交流--------說話不是為了達到直接的特定的目的，而是分享感覺，經驗，如：啊，花開了。。。。天快下雨了。。。水好燙。。。）
/ Imperative communication------（命令，需要式交流----說話為達到一定的目的，如：你在學校表現好嗎？。。。這是什么？。。。坐下，吃飯?。?

我們發現，在日常生活中，作為家長特別是自閉孩子的家長，我們已將后者用得太多了。
理想比例要達到80：20。我們連50：50也很難。好處是，不少孩子對這種前者非功利性的交談呼應好。但我們這幾天實踐的結果發現前者不如后者行動上收效快，特別是在時間緊的時候。（如，快吃，上車，。。。躺下睡覺?。┮驗榍罢邚潖澙@多。但正常人交流（聊天）時據說為75：25。
Dr. G。 建議我們不能把生活搞太緊張了，要變慢，簡化！他提出不是每周每天，每小時你都在巡連孩子就能達到目的。比如你這小時教了孩子說了一句話，也許下周他就忘光了。他反復提醒大家，你現在還能記住多少高中學的東西？要重質量，而非數量。當然，他也不反對其它針對有嚴重伴隨性問題的治療，如感統，語言，生活技能等。但他提出那些都沒有觸及自閉癥的根本問題。（我希望他的真是：）我認為在目前自閉癥原因不明的情況下，別的問題也要訓練，因為你真不知哪朵云彩會下雨。）
對那些ABA, VB做了有些年頭，而目前收效不大或想試著解決深層次問題的家長，我建議來做這個。Dr. G 不建議同時做VB。而認為會水到渠成。

2. Frameworks（活動框架）------家長需要牢記你孩子目前的訓練目標（長，短期都要有）。
按目標來組織同類型活動。如：發出---接受框架：可以是一人滾球，一人接球，循環往復；也可以用個長點的紙筒一頭抬高，一頭低， 從一頭發個小汽車讓孩子在另一頭接?；蚋纱饩褪切≤嚨耐苼硗迫?。
用夸張的動作，語言， 變速度等引到孩子一同興奮，大叫，大?。ㄍ瑫r會產生目光對視）就是為了社交分享目標(emotion sharing)。如果下一階段， 大人拿著球遲疑不發，等著孩子用目光從你臉上疑惑地搜尋答案，就是為了訓練社交參照的目標(social referencing)。 如果兩人一人一球，大人喊：1，2，3。 2人同向一同滾出，就是為了第三階段的‘共同行動(coordinating actions)’。
建立活動框架，使家長可以從同一類活動中為不同的目標而訓練---‘從相同到不同’。
而從幾個不同的活動框架中，你又可針對（聚光）你所要的主要目標來做。 如把東西藏在房間里的什么地方，讓孩子來找（藏和找框架），找不到時，孩子也許會看你的面部表情或身體語言或手指的方向來確定下一步到哪里找，-----這也是訓練社交參照(social referencing)。與別的框架中的活動連起來做（如上述的發出---接受框架：）可收到‘從不同到相同’的校果。

3．Dr. Gutstein試圖解釋自閉癥的癥結所在。 認為自閉的孩子是對周圍世界最感到疑惑的孩子。他們無法理解復雜的動態的世界，所以才膽小，退縮到自己的世界里。我們想把他們拉出來，只能一點點來，先把基礎打好，逐漸引入新的變量。他把正常孩子社會性發展過程細化成很多小的部周，要求先打好基礎，再往前走。
4．Episodic Memory（事件記憶）
他認為并引用別人的研究成果（主要2000年以來），認為事件記憶的缺損是自閉孩子的核心問題。這就是我們的孩子很難記住過去發生的社交情景（僅管他們其它記憶力可能很好）。他的方法很簡單，就是設計，記錄正性的社交情感分享，用相機照下來（1，2張即可）作成記憶書，經常給孩子定期回顧他們，以后孩子還可以給別人講故事。

他曾自己做過RDI有效性的研究（樣本不多），其中30%無效的孩子，對家長的質詢，他的答復是完全沒有事件記憶的能力。為何會這樣，答曰，原因不詳。

培訓中穿插不少較成功兒童的錄像。他最得意的是一個從18個月到目前10歲的兒童。他一開始也是語言能力很差，現在已變得很好了。據說三年前已摘掉自閉癥的帽子（跟據ADOS量表----一種從交流和溝通方面來度量自閉癥的辦法）。 在畫面上那孩子看上去很靈活，樂于對同伴提供幫助，共同完成工作。
還有個4歲半的孩子家長也參加了培訓。這孩子現已成為RDI家長中的名人，不知你們可否看到他的相關聯結：
...]....://www.myimpactengine.com/personal/view/show.asp?ai=10032003152041280228&id=18[/url]
因為住得近，最后一天孩子也來玩了一會。面對屋內好幾個認識或不認識的大人，他表現得很大方，依次用目光掃視，回答不同人提的問題， 還跟Dr. Gutstein聊了一會兒天。屏幕上，他能拿著記憶書給對面兩歲的妹妹講故事時，照片的上下位置對妹妹是正合適。（我兒子讓我看他的書時，從不顧及我的位置，老上下顛倒地給我，顯示他不能從別人的角度看問題）。妹妹叫媽媽， 但媽媽沒聽見，這孩子能專門跑到媽媽面前告訴她。。。。
據說這些也是近期才有的進步。 那孩子在第二層次。（不過，據說他的基礎好，初步評估時，已達到第一層次的第3階段，但也是從第一階段訓練起，至今已一年半了）。

譯自 Yahoo 的RDI_NC news group:

宣言式交流是用語言來提供分享經驗的機會. 當一個人用宣言式交流時,他的目的是為了同另一個人分享主意,觀點,想法和預言.與宣言式交流共存的非語言交流含有許多豐富的信息.使用
宣言式交流的人是在請教其它人的見識,并把他們加到他們已有的見識中去.這是自然積累的.對宣言式交流的回應不是機械的,而且不能被發起談話的人照搬. 宣言式交流也可以用于’自我控制’.當一個人用自我控制的宣言式交流時,他們在用宣言來幫助調控自己的思路和行動.當我們計劃將來,反省過去,思索一個困難的問題,或期待將來時,我們就在用自我調控的宣言式交流.

命令,需要式交流,正相反,是一種想要得到終點的交流方式. 命令,需要式交流的答復有對和錯.回應命令,需要式交流的方法可以照搬, 且是可預見的. 非語言交流對命令,需要式交流不大重要.
情感信息和分享對命令,需要式交流也不重要. 命令,需要式交流從性質上來說是是機械的. 命令,需要式交流包括:命令,有’照搬’答案的問題, 提示和要求.

好的比例關于宣言式交流: 命令,需要式交流為 80:20.

以下為不同種類的宣言式交流例子:

COMMENTS注解，評論

I really like playing with cars. 我真喜歡玩汽車。

We went to McDonald’s for lunch.我們去了麥當勞吃午飯。

I like the way the water splashes when we throw in the rocks.我喜歡扔石頭時水花濺起來的樣子。

That was a really loud noise.那個噪音真大。

He got hurt when he fell.他摔傷了。

DECLARATIONS聲明

Today is my birthday.今天是我的生日。

I am going to try and win.我要爭取贏。

I don’t like when he yells.我不喜歡他喊叫。

We won!我們贏了。

I want to play cowboys.我想扮牛仔。

PREDICTIONS預言

I bet the red car wins.我賭紅車會贏。

The rabbit is not paying attention, so probably the turtle will get there first.這兔子沒集中精力，所以烏龜也許會得第一。

Today is Tuesday, so I bet there is pizza for lunch.今天是星期二，所以我打賭午餐有比薩餅。

I think Daddy is really going to like this!我想爸爸肯定會喜歡這個。

REFLECTIONS 沉思，反射

It was really nice of Ms. Smith to give us a treat.斯密斯女士招待我們真好。

You made a colorful picture.你照了幅華美的照片

He is a super fast runner.他跑得特快。

I liked when we clapped at the same time.我喜歡我們同時拍手。

That was a really good one!那東西是真好的！

I remember when we went to the beach and found some shells. 我記得我們曾到海邊找到了一些貝殼。
It was such a nice day.真是個好天。

INVITATIONS 邀請

What should we do next? 我們下一步做什么？

We could play cars next…下一步，我們可以玩汽車

I can make mine go super fast!我可以使我的（車）走得特別快。

Would you like to play with my race cars? (declarative if it is ok for the answer to be no)你愿意玩我的賽車嗎？（如答案允許為‘不’，也屬于宣言式的語言）

ATTEMPTS AT REGULATION 嘗試著調整

Hey, that one was too fast for me.咳，那東西對我來說太快了。

You forgot about me!你已經忘了我！

I would like a turn.該我了。

Jack looks like he wants to try.杰克看來想試試。

SELF REGULATION 自我調整

I can do it! 我能做這個。

I need to slow down and try again.我要慢點，再試一次。
If he gives me a turn, I will try it.如果他給我一個機會，我要再試試看。

Oops! I forgot to give that to her. 唉喲，我忘了給她那個東西。

SHARED NARRATIVE 敘述性分享

That’s so funny, I wonder what will happen next.太好玩了，我希望下次還會發生。

First you went down the hill, now here comes the cars!先頭，你下了山，現在，車就來了。

If the monster is in there, what should we do?如果妖怪在那兒，我們該怎么辦？

How could we surprise Daddy for his birthday?我們怎么讓爸爸在過生日時大吃一驚？

SELF NARRATIVE 自我敘述

When the monster popped out from the bean bags, I threw a ball at him! 當妖怪從豆包椅子堆里跳出來時，我向它砸了個球！

After we went to church, we had eggs for breakfast. I liked them.當我們去教堂后，我們早飯有雞蛋吃。我喜歡他們。

Before I come inside, I will take off my shoes and hang up my jacket.我進來前，要脫掉鞋，還要把我的夾克掛起來。

ENTHUSIASM 激發熱情：

Woo! We did it! 噢，我們成功了！

We are awesome! 我們真了不起！

Ouch! That hurt! 哎喲，真疼！

Oh, I am so scared! 噢， 我真害怕！

SUPPORT 支持：

You can do it! 你可以做到！

She is a really good basketball player! 她真是個好的藍球運動員！

You’ll get it next time! 下次你就能得到它!

Can I help you with that? 我能幫你做那個嗎?

ANNOUNCEMENTS 宣告:

We are going to the park today. 我們今天去公園.

You did a great job on your spelling test.你的拼讀考試做得很好.

I would like some ice cream.我想要點兒冰淇淋.

My favorite color is green.我最喜歡的顏色是綠色.

PERSPECTIVE SHARING 分享看法:

I don’t like Scooby Doo.我不喜歡史古比.度狗.

Going on the swings makes my tummy feel funny.坐秋千讓我的肚子覺得怪怪的.

That book was hard to read.那本書不好讀.

It scares me when the dog barks.那只狗叫的時候嚇了我一跳.

DECLARATIVE QUESTIONS 宣言式問句

(If you already know the answer, the question is not declarative. 如果你已經知道了答案,這個問句就不是宣言式的了.)

Do you know what I think? 你知道我是怎么想的嗎?

Why don’t we try that together? 為什么我們不一起試試看?

I wonder what will happen if we mix these two things together? 我想知道會發生什么假如我們把這兩樣東西混在一起?

Which one is your favorite? 你喜歡哪一個?

What do you think about…? 你覺得….怎么樣?

Declaratives vs. Imperatives宣言式交流 和 命令，需要式交流 對比。
Declaratives 宣言式交流
I’m gonna get you 我要抓到你。
We’re walking 我們正在散步。
I am so tired 我太累了
Look, there’s a giant spider 看，有個大蜘蛛
Watch out!小心
Here I come 我來了。
I hope that truck gets here soon 我希望卡車早點來。
Something is going to happen 有事兒要發生了。
I just remembered something 我剛好想起一些事。
Uh Oh! 哦，噢！
Yikes! 呀！
Oh No! 噢，不！
We can do it 我們能做。
I’m not having fun 我不覺得好玩。
This is not a hat, it’s a shoe 這不是帽子，這是鞋。
-------------------
Imperatives命令，需要式交流
Pick that up把它拿起來。
Which one do you want? 你要哪一個？
What did you do today?今天你干了什么？
What color is this?這是什么顏色？
What comes next? 下一個是什么？
Stop that 停下它。
Get dressed right now! 現在就穿衣服！
Look at me 看看我！
Come over here 到這兒來
Do you want to do RDI? 你想做RDI嗎?
What do you want to do next? 下一步你要干什么？
What is the right answer? 什么是正確答案？
What do you call this 你叫這個是什么？
Give me that balloon 把那個氣球給我。
Say, “thank you”說，‘謝謝你’！

RDI 的2.0 版強調將活動融入日常生活中。而且活動是為培養功能服務。

Living an RDI Lifestyle 生活在RDI的生活方式中
Recognize that small moments are the most important 承認小的片刻時間是最重要的。
Review your weekly schedule and cut things out 回顧你一周的計劃并把（不重要的事）砍掉。
Plan more time for routine events and see them as an end in themselves 為日常索事劃出更多的時間并到此為止。 （不知理解原意對否？Dr. G.在培訓時多次強調要將生活節奏放緩，而且要簡化）。
Take photos of positive episodes and put them in your memory book. Review photos often照些正性事件的照片并把他們放入你的記憶書中。常復習那些照片。
Take advantage of many “small moments” throughout the day to practice 整天利用許多‘小的片刻’機會來練習。
Create many opportunities for productive uncertainty創造許多產生不確定性的機會 （當孩子頻頻面臨困惑或不確定時，會注視大人以求答案或幫助----譯者注）

Practice the “80/20” Rule: 運用80：20 法則：
Experience Sharing/Instrumental Interaction 經驗分享：機械交流
Non-verbal – Verbal Communication 非語言交流：語言交流
Declarative/Imperative Communication 宣彥式交流：命令，需要式交流。

Places to practice 訓練地點：
Driving in your car 開車時
Dinner time 晚飯時間
Bath time 洗澡時
Swimming pool 游泳池
Laundry 洗衣房
Grocery Shopping 副食品店
Back Yard 后院
Shopping Mall 百貨商店
Washing the car 洗車
Sweeping the floors 掃地時
Gardening/ yard work 庭院勞動
Treadmill – exercise area 健身房
Taking walks 散步
Bike rides 騎腳踏車
Supermarket 超市
While reading together 當一起閱讀
Waiting in a waiting room 等候（看?。r
Drawing together on a paper with pencils 用鉛筆在紙上一起畫。
Cleaning out a closet or the garage 打掃衣櫥或車庫。
Sandbox, or beach 砂箱或在海灘
Getting dressed 穿衣
Elevated ledge or table 抬高架子或桌子
Standing on line 排隊

Materials to practice with 訓練器材

Paper and pencil or crayons 紙，鉛筆或蠟筆
Plates 盤子
Brooms掃帚
String 線
Rope 繩子
Laundry – dirty and clean 要洗的衣服—臟的和干凈的
Snow 雪
Water 水
Drums 小鼓
Body parts – legs, hands etc.肢體—腿，手，等
Tables 桌子
Balls 球
Flashlights 手電筒
Balloons 氣球
Books 書
Sidewalk “treasures”人行便道 ‘寶藏’
Headphones 耳機
Polaroid cameras 一次成像相機
Video cameras 攝像機
Tape recorders 錄音機
Styrofoam cups 泡沫塑料杯子
Marbles 彈球
Beanbag chairs 豆包椅子 （RDI活動中，特別是實驗室活動，要用到很多豆包椅子6-8個。不知國內有沒有賣的。其實就像我們小時候玩的自制小砂包---6面正方形布相連而成，中間放豆子或砂子。 不過都很大，近1米見方，人造革或化纖布作面，內裝花生米大小的泡沫塑料顆粒70%滿---耐壓些的最好， 顆粒大（如紙箱添充物）了有些坐著不舒服。 美國這兒買的都產自中國。國內如買不到，可買點結實的布自己縫制。
這東西很輕，又不定形，堆在一起可以做很多活動，堆成小山頭可讓孩子爬上，溜下； 造山時可讓孩子幫忙； 散布幾個在房內可假裝是一個個小島。大人藏在‘山’后可與孩子捉迷藏，或突然冒出給以吃驚的效果。。。。。平時可當椅子看電視，我兒子常窩在一個椅子里舒舒服服地睡過去。
如想省事兒，也可用大米袋，大面袋（麻袋粗了些），裝入泡沫塑料顆粒70%滿或蓬松棉之類----擔心壓扁了，彈性差）。
也可用枕頭，被子堆起來如果不擔心弄臟。）

Trampolines 蹦床
Foam bats 泡沫塑料棒子
Your voices 你的聲音
Maps 地圖

Example: Practice RDI while taking a walk
例子：散步時練習RDI活動

Sudden stops and starts 突然停步和起步
Referencing at the corner 注視一個角落
Faster and slower 快點和慢點
Walking like Charlie Chaplin 像卓別林那樣走鴨子步
Mapping different routes with landmarks 用地界標來畫不同的路線圖
Pretend I can’t see – guide me 假裝‘我看不見了‘---請領著我走
Side-by-side, a little in front, a little behind 肩并肩，在前面一點點， 落后一點點
Pretend it’s a mountain 假裝它是一座山
Sack racing 裝袋比賽
Watch out for the ….小心。。。。
Guess what we see next 猜猜我們下一步看見什么
Neighborhood video documentary 鄰里錄像紀錄片
Walking with headphones on 戴著耳機走路
Sidewalk crack are a big river 人行便道的裂縫是一條大河
Look what I found!看我發現了什么？
Mushy sidewalks 黏糊糊的人行便道
Rubber sidewalks 橡皮的人行便道
Icy sidewalks 冰一樣溜滑的人行便道
Careful at the curb! 小心馬路牙子！
Buddy walkers 親密的走路伙伴
Wagon ride 坐著小推車
Choosing photos to remember選擇照片來記憶。。
Climbing up the “stairs mountain”爬上‘樓梯山‘
Walking towards one another to meet in the middle 二人互相走近，相會在中間。

RDI activities throughout the day 整天可做的RDI活動
Put food on upside-down plates 把食物放到倒扣的盤子上
Table setting variations 餐桌擺放變化
Map several different routes from place to place 從一個地方到另一個地方畫不同的路徑圖
Referencing treasure hunt用（觀察面部表情和手勢來找寶藏）
Folding laundry together – folder, receiver 一起疊洗了的衣服—折疊，接收。
Two broom sweep 兩個掃帚掃地
Supermarket referencing 超市里的參照（面部表情，手勢，點頭，搖頭等---如買什么？去哪里？）
Shopping cart coordination 購物車的同等行動（二人推一車，或二人各推一車---高級的）
Mall referencing 購物中心的參照（面部表情，手勢，點頭，搖頭等---如買什么？去哪里？）

Mall mapping 購物中心會地圖
Swaying while waiting in line 排隊等候時搖擺
Silly hat morning – trade hats 傻帽子的早晨---交換帽子
Designated Saturday morning “monster.” 設計好的周六早晨“妖怪”
Dinner time assembly line 晚餐時的裝配線
Oppo.. morning 對立面（相反）的早晨
Oppo.. dinner對立面的晚餐
Reading a book with some words cut out – fill in the words 念書時切掉某些字---添入字
Headphones on, Headphones off 戴上耳機，摘下耳機
I can’t see – guide me 我看不見---臨著我
Finding broken things to fix 找破了的東西來修理
Washing the car with two hoses 用兩條水軟管來洗車
Video documentary – how to fix something that’s broken. How to make a salad 錄像紀錄片---如何修損壞了的東西。怎么樣作薩拉。
Moving furniture 搬家具
New breakfast combinations 新的早飯雜燴
Silly names/labels for different rooms in the house 傻傻的命名/貼標簽給家里的不同房間
“Silly” after-school schedule ‘傻傻的’課后時間表
Trading names, name for the day 交換名字，為這一天命名。
Getting dressed 穿衣
treasure hunt找寶藏