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

Kellett, M. (2000) Support for Learning 15 (4), 165 – 171. This research paper concerns a single case study that was part of a larger, more comprehensive longitudinal study of the use of Intensive Interactionin the early education of children with severe learning disabilities. The Participant  Sam was a five year old boy at aContinue reading “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”

Evaluating the Effectiveness of Intensive Interaction Teaching with Pupils with Profound and Complex Learning Disabilities

Watson, J. & Fisher, A. (1997) British Journal of Special Education, 24 (2), 80-87. This research evaluated two teaching methods, including the use of Intensive Interaction, and was carried out in a Scottish school for pupils with very severe learning difficulties and multiple impairments. Six staff-pupil pairs were studied over nine months, with the studyContinue reading “Evaluating the Effectiveness of Intensive Interaction Teaching with Pupils with Profound and Complex Learning Disabilities”

An Evaluation of Intensive Interactive Teaching with Pupils with Very Severe Learning Difficulties

Watson, J. & Knight, C. (1991) Child Language Teaching and Therapy, 7 (3), 310-25. This article describes an exploration of Intensive Interaction by staff at a school for pupils with severe learning difficulties, in Edinburgh. In this one-year study, the researchers attempted to analyse the skills used in infant-parent interaction and apply them to theirContinue reading “An Evaluation of Intensive Interactive Teaching with Pupils with Very Severe Learning Difficulties”