Relationship Development Intervention as a developmental family-centered model of assistance to children with special educational needs
DOI:
https://doi.org/10.31558/2786-8745.2025.2(7).6Keywords:
Relationship Development Intervention, children with special educational needs, family-centered approach, early intervention, social thinking, parent coaching, psychological supportAbstract
The article provides a theoretical analysis of the Relationship Development Intervention (RDI) approach as a modern developmental family-centered model of support for children with special educational needs. The main theoretical foundations of the approach are outlined, formed at the intersection of attachment theory, neuropsychology, intersubjectivity research, and interpersonal neurobiology. The concept of dynamic intelligence is analyzed as the basis for the development of social thinking, behavioral flexibility, and adaptive abilities in children. The importance of guided interaction between adults and children in the formation of joint attention, emotional co-regulation, and social understanding is substantiated. The role of the family as the primary developmental environment is highlighted, and the significance of parent coaching within the RDI system is defined. Special attention is given to the professional role of the psychologist, who within this approach acts not only as a corrective specialist but also as a consultant and facilitator of family interaction. Recent research in early intervention and family-centered support is analyzed, confirming the effectiveness of naturalistic models for developing children’s social interaction. It is determined that the RDI approach focuses not on teaching isolated behavioral skills but on developing fundamental mechanisms of social cognition through live interaction in natural life situations. Prospects for further research related to expanding the evidence base of the approach and its integration into psychological support systems for children with special educational needs are outlined.
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