Relationship Development Intervention (RDI) is a comprehensive, family-based behavioral treatment primarily used for individuals on the Autism Spectrum Disorder (ASD). It directly addresses the core symptoms of autism by focusing on building social and emotional capacities. The therapy aims to strengthen the foundational building blocks of social connection, such as the ability to share experiences and form emotional bonds. Rather than teaching rote memorization of discrete social skills, RDI centers its efforts on improving the individual’s overall quality of life through authentic, mutual relationships.
Defining the RDI Framework
The RDI framework is founded on a core philosophical shift that moves away from teaching isolated, static skills toward developing what it terms “dynamic intelligence.” This concept is seen as the ability to think flexibly, adapt to novelty, and process context-dependent information in real-time, which is crucial for navigating unpredictable social relationships. The therapy is designed for individuals with ASD, but its principles can also be applied to other developmental differences that involve relationship deficits.
Dynamic intelligence encompasses the capacity to consider different perspectives and integrate information from multiple sources, such as simultaneously processing sights and sounds during an interaction. Without this ability, the world can appear rigid and overwhelming, leading to a reliance on predictable, static routines. The RDI program systematically builds the motivation and tools necessary for successful interaction within dynamic systems.
RDI’s developers believe that relationship deficits are central to the challenges faced by people with ASD, suggesting that the developmental path for forming social connections has been disrupted. Therefore, the treatment is structured to restore this path in a gradual and systematic way, allowing the individual to gain competence in social and emotional spheres. The goal is to cultivate the foundational building blocks of social connection that typically develop in early childhood, such as emotion sharing and referencing.
The framework seeks to enhance neural connectivity and brain function by systematically working through developmentally appropriate objectives. The emphasis is on real-life experiences and relational development as the foundation for cognitive and social growth.
Developing Core Relationship Competencies
The RDI program works through a progression of specific, hierarchical competencies that form the basis of dynamic intelligence.
Emotional Referencing
This is the ability to learn from and use the emotional and subjective experiences of others to guide one’s own behavior. This involves looking to a guide, such as a parent, to gauge their reaction in an uncertain situation to understand how one should respond.
Co-Regulation
This fundamental competency focuses on the ability to observe and control one’s own behavior to participate successfully in a shared social relationship. This involves being in sync with another person moment-to-moment, responding authentically within the interaction without a fixed agenda. Co-regulation helps establish a back-and-forth feedback loop, which is the prototype for all communication and connection.
Declarative Communication
The development of Declarative Communication, often referred to as Declarative Language, represents a significant milestone in the program. This involves using both verbal and non-verbal communication to express curiosity, share perceptions, invite interaction, and coordinate actions with others, rather than using language solely to demand a desired outcome.
Flexible Thinking and Relational Information Processing
As the individual progresses, they work toward developing Flexible Thinking and Relational Information Processing. Flexible thinking is the capacity to adapt and alter plans when circumstances change, moving beyond rigid routines. Relational Information Processing is the skill of putting new information into context and solving problems that lack clear, single-answer solutions.
Episodic Memory
Episodic Memory is the capacity to relate past events to the current context, essentially forming an autobiographical narrative that helps with problem-solving and planning for the future. The individual learns to draw on these meaningful memories to understand new situations and to share their experiences with others, which strengthens relationships.
Implementation The Guide and the Apprentice
The practical application of RDI is centered on a unique, home-based, and family-driven model with clearly defined roles. The parent or primary caregiver is cast as the “Guide,” serving as the primary therapist and the person who facilitates the child’s learning and growth. The child is viewed as the “Apprentice,” a cognitive learner who is systematically taught how to navigate the dynamic complexities of the social world.
A certified RDI Consultant supervises this process, acting as a coach who trains the Guide to alter interaction and communication styles to create “guided participation” experiences. The consultant assesses the child’s and the parent-child relationship’s developmental level, then provides the family with specific, developmentally appropriate objectives. The Guide implements these objectives within the context of daily life, using positive reinforcement to help the Apprentice improve adaptability and social skills.
The key implementation strategy involves using structured, low-risk activities and games to create opportunities for shared experience and growth. These activities are designed to be slightly challenging, introducing “just-noticeable differences” to a routine, which encourages the Apprentice to observe and adapt in real-time. By creating these small disruptions to routine, the Guide helps the Apprentice develop coping skills and intrinsic motivation to understand ongoing interactions.
This home-based approach ensures that the learning is consistent and deeply integrated into the family’s daily routine, fostering a deeper emotional connection. The Guide and Apprentice work one-on-one, often limiting spoken language to encourage a focus on non-verbal communication, such as eye contact and shared gaze. As the child’s abilities increase, the goals advance, eventually including time spent with peers to practice the relational skills in a dyad setting.