Category Archives: Blogs on Education and Learning with Intensive Interaction

‘Intensive Interaction in the mainstream classroom’: 10 years on …

It is now ten years since the publication of the paper ‘Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio-communicative intervention’: read on for more…

Catherine’s Legacy – 20 years on.

It is 20 years since a paper was published that I think is hugely powerful, and one that I often directly quote from during the training that I give. Read on for more …

The 7 ‘stages’ or ‘levels’ of Intensive Interaction: who and/or what are we actually measuring, and whose needs are we trying to meet?

I have written this blog in response to a growing trend in advocating for systems that purport to assign discrete social developmental levels to an individual’s performance during periods of Intensive Interaction.
Read on for more …

Intensive Interaction … and the potential for social communication regression or ‘Holiday effect’?

Intensive Interaction … and the potential for social communication regression or ‘Holiday effect’ from its discontinued use? Read on for more …

An Intensive Interaction response to the UK Education Select Committee … seeking evidence to improve ‘the SEND system’.

In This Blog I have simply copied my response sent to the UK Parliamentary Select Committee seeking evidence to improve ‘the SEND system’. Read on for more …

‘Solving the SEND Crisis’: UK Education Select Committee ‘Call for Evidence’

I have been alerted to a ‘call for evidence’ by the UK Parliamentary Education Select Committee seeking evidence ‘on short term actions to stabilise the SEND system’. Read on for more …

Evidence of mutual non-verbal synchrony in learners with severe learning disability and autism, and their support workers: a motion energy analysis study (because of the use of Intensive Interaction!).

I have recently been pointed to a research study involving the use of Intensive Interaction. This fascinating study looked for ‘Evidence of mutual non-verbal synchrony in learners with a severe learning disability and autism, and their support workers: a motion energy analysis study’: Read on for more …

‘Gestalt Language Processing’ meets ‘Intensive Interaction’ – Round 2!

For my Blog this week I am following up on my last Blog about ‘Gestalt Language Processing’(GLP) and Intensive Interaction. Read on for more…

‘Gestalt Language Processing’ and Intensive Interaction?

For my Blog this week I am looking into ‘Gestalt Language Processing’ from an Intensive Interaction perspective … a bit. Read on for more.