Case Study: G

Our family has been working with Bimal since 2014. Before we started with Bimal, our lives and schedules revolved around our son’s erratic moods and unpredictable outbursts.  Our son G, who was diagnosed with Autism, had gone through close to 4 years of behavioural therapy yet, he remained disconnected from us and unsettled.

Working with Bimal has taught us to take charge as effective guides to our son by learning to slow down, being more mindful in our interaction with our son and seeing the value in the process rather than the result .

We are more confident in managing our son’s outbursts and no longer fret whenever we go out to have meals with G.  Through Bimal, we gained a better understanding of our family dynamics and how it affects our children.  We continue to benefit from Bimal’s guidance, encouragement, advice, and support for our children both at home and at school.

G’s Presentation

G presented as a 6 year old who was massively dysregulated with lots of repetitive behaviour and  highly anxious in terms of his presentation. This was manifested with his constant need to head smack and also resistant behaviour where he exhibited a certain amount of controlling behavior. G’s ability to accept limits and boundaries was seen to be poor. He would show his displeasure by crying and hyperventilating. G was seen to not display any resilience with any activities that he was tasked with. Even when the demands placed on him were significantly simplified he was seen to disengage and fight his parents. G’s communicative intent was seen to be non-existent in that he would only communicate his needs and wants non-verbally. G did not engage in any shared experience with his caregivers. He was also on Risperidone for Anxiety which seemed to exacerbate his behaviour.

Initial Goals for G

Slowing down

The family was encouraged to slow their lifestyle down. This was specific in terms of their communicative dialogue, i.e. from being directive; instructional and using lots of prompts, to using more experience sharing. Specifically they were also encouraged to slow down their day to day existence instead of being in a constant state of wanting to get things done in a hurried manner for G. Similarly it was communicate to the parents that there was no pressing need to have his day filled with activities.

Regulating G

Specific activities based on the RDI® Program were designed and these were geared towards being incorporated in the family’s lifestyle so that G’s resistant and controlling behaviour were managed. The focus was on building his apprenticeship with his parents so that he could see that they serve and function as his guides.

Non Verbal

the family was encouraged to be more non verbal in their communication with G so that his social communicative intent could be enhanced. This required them to be less verbal in their interaction with him.


Currently G continues to be on the RDI® Program. The program has allowed the family to  explore his learning and academic goals which were non-existent due to his dysregulated and resistant behaviour. Therapies (e.g. oral motor therapy) that G had attended previously, but yielded minimal results before RDI, were more effective when recommenced due to his calmer state. Due to the Family’s commitment and effort, G continues to grow and develop and as he is more regulated and mindful in his demeanour, it has allowed the family the opportunity to move forward.