This blog contains information on the submission criteria for some of the most significant academic and research journals that have published Intensive Interaction papers. It is not an exhaustive list, but it may be helpful to those considering which journals are best suited to any Intensive Interaction articles they might wish to submit for publication.
The journals included in this blog (with hyperlinks to their websites) are peer-reviewed (generally by one or two anonymous referees) and may also be reviewed by the editor. If you are unsure which journal is right for your proposed paper, it may be wise to email the journal’s editor with your paper’s title and a structured abstract; the journal editor will then be able to advise you on the suitability of your paper.
To start with, here are some general guidelines for manuscript submission:
- Language use: ‘English’ (i.e. ‘British English’) is usually expected, unless otherwise stated in the specific journal guidelines. The use of jargon and abbreviations should generally be avoided, and some specific terminology may be stipulated by particular journals e.g. ‘intellectual disability’ rather than ‘learning difficulty’ – please read the particular journal ‘author guidelines’ for details on these issues.
- Quotations should sit within the main text, indicated by ‘single quotation’ marks, with double quotation marks used ‘for “a quote” within a quote’. Long quotes (e.g. 40 words+) should normally sit separately from the main text i.e. indented with a line space above and below.
- Abstracts: if required, are usually between 150 -250 words, and a list of 5 or 6 ‘keywords’ is also often required. Increasingly, journals now also require an ‘accessible’ summary.
- Formatting and Reference style: e.g. font (usually Arial 10 or 12pt), line spacing (usually double spaced) and margins and heading types may be stipulated in the specific journal author guidelines. The ‘Harvard’ or other specific style is generally stipulated for references.
- File type for electronic submission: this is usually as a Word DOC or DOCX, although some other file types e.g. RTF, XLS, LaTeX may also be accepted by some journals.
- Ethics, confidentiality and permissions: as author(s), you will be responsible for obtaining and addressing any necessary R&D approvals, participant consents and organisational permissions with respect to any ethical, methodological or other relevant issues as required by the specific journal.
- Copyright and Plagiarism: as author(s), you will be responsible for obtaining any necessary permissions for reproducing illustrations, tables, or figures from any previously published work of others. Also, journals now often use anti-plagiarism software, and so any attempt to present the work of others as your own will mean that it will be detected and rejected.
Remember: always consult and follow the specific ‘manuscript submission’ and/or ‘author guidelines’ of any journal to increase the chance of acceptance of your draft paper or article.
Education and Special Education Journals:
British Journal of Special Education (BJSE)
Publication frequency: 4 issues a year of articles between 4000 and 6000 words. Target audience: The membership of the National Association for Special Educational Needs (NASEN) which consists of professionals who are responsible for educating and supporting children and adults with special educational needs. Papers welcomed on: any aspect of policy, provision or practice relating to the pre-school, school or post-school experiences of those with special educational needs. BJSE also welcomes articles on international practices around inclusive education and the experiences of learners with special educational needs. Author Guidelines: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8578/homepage/ForAuthors.html
Previously published Intensive Interaction papers (most recent in 2006):
Nind, M. & Hewett, D. (1988) ‘Interaction as Curriculum’, BJSE, 15(2), 55-57.
Watson, J. & Fisher, A. (1997) ‘Evaluating the effectiveness of Intensive Interactive teaching with pupils with profound and complex learning difficulties’, BJSE, 24(2), 80-87.
Nind, M. (1999) ‘Intensive Interaction and Autism: a useful approach?’, BJSE, 26(2), 96–102.
Culham, A. (2004) ‘Getting in Touch with our Feminine Sides? Men’s difficulties and concerns with doing Intensive Interaction’, BJSE, 31(2), 81-88.
Kellett, M. (2005) ‘Catherine’s Legacy: social communication development for individuals with profound learning difficulties and fragile life expectancies’, BJSE, 32(3), 116-121.
Anderson, C. (2006) ‘Early Communication Strategies: using video analysis to support teachers working with preverbal pupils’, BJSE, 33(3), 114-120.
Support for Learning (SfL)
Publication frequency: 4 issues per year of articles between 3,000 and 5,000 words. Target audience: The membership of the NASEN i.e. professionals who are responsible for educating and supporting children and adults with special educational needs. Papers welcomed on: the practical and theoretical issues surrounding the education of pupils with special educational needs, including those attending mainstream schools. All aspects of curriculum delivery, classroom management and the use of support services are covered. Author Guidelines at: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9604/homepage/ForAuthors.html
Previously published Intensive Interaction papers (most recent in 2021):
Kellett, M. (2000) ‘Sam’s story: evaluating Intensive Interaction in terms of its effect on the social and communicative ability of a young child with severe learning difficulties’, SfL, 15(4), 165-71.
Barber, M. (2007) ‘Imitation, interaction and dialogue using Intensive Interaction: tea party rules’,SfL, 22, 124–30.
Hewett, D. (2007) ‘Do touch: physical contact and people who have severe, profound and multiple learning difficulties’, SfL, 22(3), 116.
Mourière, A. & Hewett, D. (2021) ‘Autism, Intensive Interaction, and the Development of Non-Verbal Communication in a Teenager Diagnosed with PDD-NOS: A Case Study’, SfL, 36(3), 400-420.
European Journal of Special Needs Education (EJSNE)
Publication frequency: 4 issues per year of articles not exceeding 4000 words. Target audience: European teachers and researchers. Papers welcomed on: scholarly research and theoretical contributions ‘advancing new thinking on issues related to special needs and inclusive education’. Author Guidelines: http://www.tandfonline.com/action/authorSubmission?journalCode=rejs20&page=instructions#.VVNcM45VhHw
Previously published Intensive Interaction papers (most recent in 2012):
Nind, M. (1996) ‘Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver-infant interaction’, EJSNE, 11(1), 48-66.
Nind, M. & Kellett, M. (2002) ‘Responding to learners with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era’, EJSNE, 17(3), 265-82 & 299-300.
Barber, M. (2008) ‘Using Intensive Interaction to add to the palette of interactive possibilities in teacher-pupil communication’, EJSNE, 23(4), 393-402.
Zeedyk, S., Caldwell, P. & Davies, C. (2009) ‘How rapidly does Intensive Interaction promote social engagement for adults with profound learning disabilities and communicative impairments?’ EJSNE, 24(2), 119–137.
Argyropoulou, Z. & Papoudi, D. (2012) ‘The training of a child with autism in a Greek preschool inclusive class through Intensive Interaction: a case study’, EJSNE, 27(1), 99-114.
Journal of Research in Special Educational Needs (JORSEN)
Publication frequency: 4 issues per year of manuscripts between 6,000 – 8,000 words. Target audience: multi-disciplinary national and international audience of those working in research, teaching and learning support, policy making, administration and supervision, educational psychology and advocacy. Papers welcomed on: original research, reviews of research, critical reviews and theoretical papers on meeting special educational needs. These articles will be more specifically for researchers to share ideas regarding issues of particular importance e.g. methodology, research design and ethical issues. Author Guidelines: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1471-3802/homepage/ForAuthors.html
Previously published Intensive Interaction papers (most recent in 2017):
Kellett, M. (2003) ‘Jacob’s Journey: developing sociability and communication in a young boy with severe and complex learning difficulties using the Intensive Interaction teaching approach’, JORSEN, March.
Jones, K. & Howley, M. (2010) ‘An investigation into an interaction programme for children on the autism spectrum: outcomes for children, perceptions of schools and a model for training’, JORSEN, 10 (2), 115-123.
Tee, A. & Reed, P. (2017) ‘Controlled study of the impact on child behaviour problems of Intensive Interaction for children with ASD’, JORSEN, 17 (3), 179-186.
Learning Disability Journals:
British Journal of Learning Disabilities (BJLD)
Publication frequency: 4 issues per year of articles up to 7,000 words. Target audience: members of the British Institute of Learning Disabilities, as well as academics, family carers, practitioners, staff in health and social care, etc. Papers welcomed on: current trends across all aspects of residential and day-care services, including: inclusion, quality of life, education and training, therapies, family and carers, health issues, staff training, and policy critique and impact. Author Guidelines: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1468-3156/homepage/ForAuthors.html
Previously published Intensive Interaction papers (most in 2021):
Leaning, B. and Watson, T. (2006) ‘From the inside looking out – an Intensive Interaction group for people with profound and multiple learning disabilities’, BJLD, 34, 103-109.
Firth, G. (2008) ‘A Dual Aspect Process Model of Intensive Interaction’, BJLD, 37(1), 43-49.
Zeedyk, S., Davies, C., Parry, S. & Caldwell, P. (2009) ‘Fostering social engagement in Romanian children with communicative impairments: the experiences of newly trained Intensive Interaction practitioners’, BJLD, 37(3), 186-196.
Rayner, K., Bradley, S., Johnson, G., Mrozik, J. H., Appiah, A. & Nagra, M. K. (2016) ‘Teaching Intensive Interaction to paid carers: using the ‘communities of practice’ model to inform training’, BJLD, 44(1), 63-70.
Firth, G., Glyde, M. & Denby, G. (2020) ‘A qualitative study of the practice-related decision-making of Intensive Interaction Practitioners’, BJLD, 49(2), 117-128.
McKim, J. & Samuel, J. (2021) ‘The use of Intensive Interaction within a PBS framework’, BJLD, 49(2), 129-137.
Journal of Applied Research in Intellectual Disabilities (JARID)
Publication frequency: 6 issues per year for articles not exceeding 7000 words. Target audience: JARID is aimed at an international, multi-disciplinary readership from all relevant professional disciplines. Papers welcomed on: community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, physical and mental health, autism, staff training, epidemiology and service provision. Author Guidelines: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1468-3148/homepage/ForAuthors.html
Previously published Intensive Interaction papers (most recent in 2021):
Firth, G., Elford, H., Leeming, C., & Crabbe, M. (2008) ‘Intensive Interaction as a Novel Approach in Social Care: care staff’s views on the practice change process’, JARID, 21, 58-69.
Hutchinson, N. & Bodicoat, A. (2015) ‘The Effectiveness of Intensive Interaction: A Systematic Literature Review’, JARID, 28(6), 437-54.
Maninder, K., Nagra, M. K., White, R., Appiah, A. & Rayner, K. (2017) ‘Intensive Interaction Training for Paid Carers: ‘Looking, Looking and Find Out When They Want to Relate to You’’, JARID, 30(4), 648-660.
Berridge, S. & Hutchinson, N. (2021) ‘Staff experience of the implementation of Intensive Interaction within their places of work with people with learning disabilities and/or autism’, JARID, 34(1), -15.
Learning Disability Practice (LDP)
Publication frequency: 10 online issues per year. Articles should be between 2,000 – 3,500 words, but shorter ‘opinion articles’ are also accepted with up to 800 words. Target audience: nurses and other health professionals caring for people with learning disabilities. LDP is published by the Royal College of Nursing. Papers welcomed on: articles with clear implications for nursing and/or care practices. Articles can be literature reviews, original research, descriptions of practice or case studies. Author guidelines at: Publish an article with RCNi | RCNi
Previously published Intensive Interaction papers (most recent in 2017):
Kennedy, A. (2001) ‘Intensive Interaction’, LDP, 4 (3), 14-15.
Sharma, V. & Firth, G. (2012)’ Effective engagement through Intensive Interaction’, LDP, 15 (9), 20-23.
Firth, G., Poyser, C. & Guthrie, N. (2013) ‘Training care staff in Intensive Interactions’, LDP, 16 (10), 14-19.
Weddle, S (2016) ‘The use of Intensive Interaction with people with severe-profound intellectual disability’, LDP, 19 (9), 27-34.
Calverley, J. (2017) ‘Gaining the power of initiation through Intensive Interaction’, LDP, 20 (1), 19-23.
Tizard Learning Disability Review (TLDR)
Publication frequency: 4 issues per year: articles should be between 3500 and 4500 words in length (including references and appendices). Target audience: those working in the field of learning/intellectual disabilities: i.e. managers, practitioners, academics, researchers, users and carers. Papers welcomed on: papers that draw ‘explicit links between theory and practice, including accounts of research with clear implications for practice and practice innovations of broader relevance’. Author Guidelines: https://www.emeraldgrouppublishing.com/journal/tldr?id=tldr#author-guidelines
Previously published Intensive Interaction papers (most recent in 2015):
Elgie, S. & Maguire, N. (2001) ‘Intensive Interaction with a woman with multiple and profound disabilities: a case study’, Tizard Learning Disability Review, 6(3), 18-24.
Samuel, J. (2001) ‘Intensive Interaction in context’, Tizard Learning Disability Review, 6(3), 25-30.
Donnelly, C., Elsworth, J. & McKim, J. (2015) ‘An audit of an Intensive Interaction service’, Tizard Learning Disability Review, 20(3), 111–116.
Journal of Intellectual Disabilities (JoID)
Publication frequency: 4 issues per year of articles between 6,000 – 8,000 words. Target audience: This journal provides a medium for the exchange of best practice, knowledge and research between academic and professional disciplines from education, social, and health settings to bring about the advancement of services for people with intellectual disabilities. Papers welcomed on: papers that ‘provide pragmatic solutions to service change and advances in professional practice, based upon best evidence and intellectual rigour’. Author Guidelines at: https://journals.sagepub.com/author-instructions/JLD
Previously published Intensive Interaction papers (most recent in 2021):
Samuel, J., Nind, M., Volans, A. & Scriven, I. (2008) ‘An evaluation of Intensive Interaction in community living settings for adults with profound intellectual disabilities’, Journal of Intellectual Disabilities, 12 (2), 111-126.
Berridge, S. & Hutchinson, N. (2021) ‘Mothers’ Experience of Intensive Interaction’, Journal of Intellectual Disabilities, 26(2), 391–406.
Autism Journals:
Good Autism Practice (GAP)
Publication frequency: 2 online issues per year. Articles should be between 1000 and 4000 words (excluding references).Good Autism Practice is produced by the British Institute of Learning Disabilities in collaboration with University of Birmingham, Autism West Midlands and Scottish Autism. Target audience: parents and practitioners in health, education and social services, as well as people who are autistic. Papers welcomed on: articles written by practitioners, academics, parents and people with autism. The journal encourages good and innovative practice in supporting autistic children and adults. Author Guidelines at:https://www.bild.org.uk/wp-content/uploads/2020/01/Guidelines-for-authors.pdf
Previously published Intensive Interaction papers (most recent in 2020):
Fraser, C. (2011) ‘Can adults on the autism spectrum be affected positively by the use of Intensive Interaction in supported living services?’, GAP, 12(2), 37-42.
Lloyd, E. M. (2015) ‘Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio-communicative intervention’ GAP, 16(2), 49-68.
Mourière, A. & Scott-Roberts, S. (2017) ‘Measuring the impact of Intensive Interaction on joint attention and intentional communication using FOCAL wheels’, GAP, 18(1), 34-45.
Shearer, K. & Parkhouse, C. (2020) ‘Intensive Interaction: an evaluation of two different recording formats’, GAP, 1(2), 23-32.
Speech & Language and Communication Journals:
Royal College of Speech and Language Therapy Bulletin
Publication frequency: 4 issues a year of articles from 500 to 2,000 words. Target audience: The monthly Bulletin magazine is the official magazines of the Royal College of Speech and Language Therapists (RCSLT). It is ‘the UK’s leading professional speech and language therapy publication, providing the latest speech and language therapy news, features and analysis’. Papers welcomed on: latest news and clinical articles related to speech and language therapy. Author Guidelines: https://www.rcslt.org/about-us/bulletin-overview/write-for-bulletin/
Prospective authors should contact the editor for clarity on publishing criteria before submitting an article for consideration. You should email ‘The editor’ at: bulletin@rcslt.org to see if your article is something they may be interested in publishing.
Previously published Intensive Interaction papers (most recent in 2013):
Irvine, C. (2001) ‘On the floor and playing…’ RCSLT Bulletin: November, 9-11.
Crabbe, M. (2007) ‘The Intensive Interaction research project… and beyond’, RCSLT Bulletin: August, 12-13.
Harris, C. (2013) ‘Developing a communicative repertoire in advanced dementia’, RCSLT Bulletin: April, 20-21.
Child Language, Teaching and Therapy (CLTT)
Publication frequency: 3 issues per year of papers between 5,000 and 8,000 words. Target audience: academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics. Papers welcomed on: inter-disciplinary collaboration, with a stated aim to be ‘the leading inter-disciplinary journal in the field of intervention for and management of children’s speech, language and communication needs’. Author Guidelines: https://journals.sagepub.com/author-instructions/CLT
Full papers should be between 5,000 and 8,000 words, including all elements (title page, abstract, notes, references, tables, biographical statement, etc.).
Previously published Intensive Interaction papers (most recent in 2001):
Watson, J. & Knight, C. (1991) ‘An evaluation of Intensive Interaction teaching with pupils with severe learning difficulties’, Child language, Teaching and Therapy, 7 (3), 10-25.
Nind, M., Kellett, M. & Hopkins, V. (2001) ‘Teachers’ talk styles: communication with learners with severe learning difficulties’, Child Language, Teaching and Therapy, 17(2), 143-159.
Dementia Journals:
Dementia: International Journal of Social Research and Practice
Publication frequency: 8 issues per year featuring articles up to 6000 words. Target audience: Dementia is an international peer reviewed journal that acts as a major forum for social research of direct relevance to understanding lived experience and improving the quality of life, well-being, and quality of care for people with dementia, their families, and communities. Author Guidelines: https://journals.sagepub.com/author-instructions/DEM
Previously published Intensive Interaction papers (most recent in 2020): Heap, C. J. & Wolverson, E. (2020) ‘Intensive Interaction and discourses of personhood: A focus group study with dementia caregivers’, Dementia, 19 (6), 2018-2037.
Journal of Dementia Care (JDC)
Publication frequency: 6 issues per year featuring articles generally around 2000 – 2800 words in length. Target audience: professional carers and other professionals working with people with dementia, including: geriatricians and psycho-geriatricians, managers or proprietors of specialist care homes and services, care home inspectors, social workers, community mental health nurses, occupational therapists, managers/ward sisters in hospitals, managers of domiciliary care services, clinical psychologists. Papers welcomed on: best practice in dementia care in care homes, hospitals and community settings e.g. case studies, surveys, and reports on service reorganisation, a new project, a service evaluation, a research project, a major publication or campaign, or looking to share good practice on a particular topic (for example, Intensive Interaction!).
Author Guidelines: https://journalofdementiacare.co.uk/about with a recommendation to contact a member of the editorial team for further details of the submission criteria and article suitability.
Previously published Intensive Interaction papers (most recent in 2014): Harris, C. & Wolverson, E. (2014) ‘Intensive Interaction: to build fulfilling relationships’, JDC, 22 (6), p.27-30.
Other Journals with single Intensive Interaction papers(in order of the most recent Intensive Interaction publications first).
Frontiers in Integrative Neuroscience – Published one Intensive Interaction paper in 2024: Glass, D. & Yuill, N. (2024) ‘Evidence of mutual non-verbal synchrony in learners with severe learning disability and autism, and their support workers: a motion energy analysis study’, Frontiers in Integrative Neuroscience. DOI: 10.3389/fnint.2024.1353966
Journal of Exceptional Children – Published one Intensive Interaction paper in 2022: Rezayi, S. (2022) ‘The Effectiveness of an Intensive Interaction Intervention Program Based on Sensory Approach on Challenging Behaviors of Children with Autism Disorder’, Journal of Exceptional Children, 22(3), 111-122.
British Journal of Music Therapy – Published one Intensive Interaction paper in 2021: Strange, J. (2021) ‘Improvised music to support Intensive Interaction for children with complex needs: A feasibility study of brief adjunctive music therapy’, British Journal of Music Therapy, 35(2), 43–52. DOI: 10.1177/13594575211028038
Disability and Rehabilitation – Published one Intensive Interaction paper in 2020: Clegg, J., Black, R., Smith, A. & Brumfitt, S. (2018) ‘Examining the impact of a city-wide Intensive Interaction staff training program for adults with profound and multiple learning disability: a mixed methods evaluation’, Disability and Rehabilitation, 42 (2), 201-210.
Clinical Psychology & Psychotherapy – Published one Intensive Interaction paper in 2014: Berry, R., Firth, G., Leeming, C. & Sharma, V. (2014) ‘Clinical Psychologists’ Views of Intensive Interaction as an Intervention in Learning Disability Services’, Clinical Psychology & Psychotherapy, 21 (5), 403-410.
Acquiring Knowledge in Speech, Language and Hearing – Published one Intensive Interaction paper in 2006: Forster, S. & Taylor, M. (2006) ‘Using Intensive Interaction – A case study’, Acquiring Knowledge in Speech, Language & Hearing, 8 (1), 12-15.
Infant and Child Development – Published one Intensive Interaction paper in 2006: Caldwell, P. (2006) ‘Speaking the other’s language: imitation as a gateway to relationship’, Infant and Child Development, 15, 275 – 282.
International Journal of Research and Method in Education – Published one Intensive Interaction paper in 2004: Kellett, M. (2004) ‘Intensive Interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach’, International Journal of Research & Method in Education, 27 (2), 175–88.
Educational Action Research – Published one Intensive Interaction paper in 2003: Nind, M. (2003) ‘Enhancing the communication learning environment of an early years unit through action research’, Educational Action Research, 11 (3), 347-63.
Children and Society – Published one Intensive Interaction paper in 2000: Nind, M. & Powell, S. (2000) ‘Intensive Interaction and autism: some theoretical concerns’, Children and Society, 14(2), 98-109.
International Journal of Inclusive Education – Published one Intensive Interaction paper in 2000: Nind, M. (2000) ‘Teachers’ understanding of interactive approaches in special education’, International Journal of Disability, Development and Education, 47 (2), 184-199.
Other routes to publication:
The Intensive Interaction Institute E-Newsletter
The Intensive Interaction Institute Newsletter is an official Institute e-Newsletter published by the www.intensiveinteraction.org website and emailed to registered subscribers.
Publication Frequency: 4 issues per year, with articles of between 300 and 900 words, including any notes or references. Any submissions will be reviewed by the editorial team.
Articles welcomed on: Intensive Interaction research and research reviews, practitioner accounts, details or reviews of new resources e.g. Intensive Interaction books or online resources, Intensive Interaction conference news, and much more …
Target audience: an international community of practitioners, carers and professionals who use or advocate for Intensive Interaction in educational, care or therapeutic environments, which includes: parents and family members, teachers and teaching support staff, carers, residential, respite and day service staff and managers, Intensive Interaction coordinators, SLTs, OTs, psychologists, LD nurses, psychiatrists, physiotherapists, other inclusive or interactive therapists … and many more.
If you would like to submit an article for publication, please email it to news@intensiveinteraction.org with instructions for its submission to the editorial team.
And Finally:
Across the pages of this document are details of the many research, academic and professional journals which have published papers on the theory, application and outcomes of Intensive Interaction over the past 30+ years.
You can read summaries of all the papers referenced in this document at: https://connectingwithintensiveinteraction.com/wp-content/uploads/2025/03/the-intensive-interaction-published-research-summaries-document-2025.pdf
However, we still need more papers to be published on the various aspects and use of Intensive Interaction across the increasingly diverse range of recipient groups of both adults and children. Can you contribute to this important area of Intensive Interaction development and dissemination? If so, please consider adding a write-up of some aspect of your work to the growing body of Intensive Interaction publications.
Graham Firth
Research and Publications Lead: The Intensive Interaction Institute
Anyone wishing to alert us to other academic and research journals that have included Intensive Interaction research papers and articles should contact: Graham Firth at graham.firth@intensiveinteraction.org
Connecting with Intensive Interaction 