Author Archives: Graham Firth

Intensive Interaction as an ‘autism intervention’?

For my Blog this week I am looking at a paper by Dr Damian Milton: ‘So what exactly are autism interventions intervening with?’ (Good Autism Practice, 2014). For more read on…

Staff experience of the implementation of Intensive Interaction within their places of work with people with learning disabilities and/or autism

For my Blog this week I am summarising a 2021 paper collating data from a number of papers about staff’s views on implementing Intensive Interaction. To read on, follow the link…

‘Implementing Intensive Interaction in Schools’ by Mary Kellet & Melaine Nind

It is 20 years since ‘Implementing Intensive Interaction in Schools: Guidance for Practitioners, Managers and Coordinators’ by Mary Kellet and Melaine Nind was published (2003). To celebrate this, I am very liberally quoting from it. Follow the link for more:

Learning through Social Connection

For my Blog this week I am quoting from a book called ‘Learning through Social Connection: how Intensive Interaction can help your child with autism to learn more naturally’ written by Sara Moroza-James. Follow the link for more …

Intensive Interaction as a proactive strategy to reduce behaviours that may challenge

‘Can adults on the autism spectrum be affected positively by the use of intensive interaction in supported living services?’ – Yes, and here’s some evidence!

The differentiation phase of Intensive Interaction: Using the approach with people with late-stage dementia.

For my Blog this week I am evidencing the ‘differentiation phase’ of Intensive Interaction by looking in more detail at its use with people with advanced dementia. Please follow the link for more …

The use of Intensive Interaction within a Positive Behavioural Support framework

Following on from my previous Blog on the ‘Differentiation and Integration Phase’ of Intensive Interaction, I thought I would share a summary of a research paper to illustrate my contention i.e. that Intensive Interaction is now increasingly being used within or alongside other educational, health or care approaches. Read on for more …

The ‘Differentiation and Integration Phase’ of Intensive Interaction: the ‘Pros and Cons’?

The ‘Differentiation and Integration Phase’ of Intensive Interaction -the ‘Pros and Cons’? Following on from my last Blog, I will now try to set out my thinking about any potential ‘Pros and Cons’ of a ‘Differentiation and Integration Phase’ of the Intensive Interaction journey.
Read on for more …

‘Gary’s Story: Parents doing Intensive Interaction’

For my Blog this week I am posting selected comments from ‘Gary’s Story: Parents doing Intensive Interaction’ by Beth Taylor and Steve Taylor – taken from the 1998 book ‘Interaction in Action’. Follow the link for more: