Controlled study of the impact on child behaviour problems of Intensive Interaction for children with ASD

Abi Tee & Phil Reed (2017) Journal of Research in Sp. Ed Needs, 17 (3), p.179–186. This study explored the effect of a home-based Intensive Interaction programme on 40 boys with autism, with the boys’ levels of challenging behaviours compared to a control group. The study also looked at predictors of the success of theContinue reading “Controlled study of the impact on child behaviour problems of Intensive Interaction for children with ASD”

Gaining the power of initiation through Intensive Interaction

Calveley, J. (2017) Learning Disability Practice, 20(1), p.19-23. Rosie was 15, living at home and cared for by her mother and a team of home carers. She had complex health needs, requiring regular nursing care and frequent hospital admissions. She was non-verbal, physically disabled and visually impaired. At the time the Intensive Interaction started RosieContinue reading “Gaining the power of initiation through Intensive Interaction”

Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio-communicative intervention

Eleanor M Lloyd (2015) Good Autism Practice, 16 (2), p.49-68. Current national strategies require children to be mainly taught in whole class groupings, this being particularly challenging for pupils with autism. This project investigated the possibility of achieving inclusion for children with autism via daily classroom-based sessions of ‘Communiplay’, which is based on Intensive InteractionContinue reading “Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio-communicative intervention”

The training of a child with autism in a Greek preschool inclusive class through intensive interaction: a case study

By Argyropoulou, Z. & Papoudi, D. (2012), European Journal of Special Needs Education, 27 (1), 99-114. This study examined social interactions during play between a young boy with autism and a typically developing girl, before and after the boy was trained by his teacher through intensive interaction. The study was conducted in a preschool inclusiveContinue reading “The training of a child with autism in a Greek preschool inclusive class through intensive interaction: a case study”

An investigation into an interaction programme for children on the autism spectrum: outcomes for children, perceptions of schools and a model for training

Jones, K. & Howley, M. (2010) Journal of Research in Sp. Ed. Needs, 10 (2), p.115-123. This study looked at a system of training in interactive skill building with children with autism. The Background: The Learning and Autism Support team (LAST) was a team within a UK local authority Special Needs Teaching Service (SNTS). FromContinue reading “An investigation into an interaction programme for children on the autism spectrum: outcomes for children, perceptions of schools and a model for training”

Fostering Social Engagement in Romanian Children with Communicative Impairments: Reflections by newly trained practitioners on the use of Intensive Interaction

Zeedyk, M. S., Davies, C., Parry, S. & Caldwell, P. (2009) British Journal of Learning Disabilities, 37 (3), 186-196. This paper reports on a study on the effectiveness of Intensive Interaction being used in Romania with children with severe communicative impairments. The children, aged 4–15 years in state care, attended a specialist day centre. The childrenContinue reading “Fostering Social Engagement in Romanian Children with Communicative Impairments: Reflections by newly trained practitioners on the use of Intensive Interaction”

Using Intensive Interaction to add to the palette of interactive possibilities in teacher-pupil communication

Barber, M. (2008) European Journal of Special Needs Education, 23 (4), 393-402. In 2003 Intensive Interaction was introduced to Bayside Special Developmental School in Melbourne, Australia. The school had 80 pupils with moderate to profound learning disabilities (aged from 2-18 years).  Class sizes varied from 4 to 8 pupils staffed by one teacher and oneContinue reading “Using Intensive Interaction to add to the palette of interactive possibilities in teacher-pupil communication”

Early Communication strategies: using video analysis to support teachers working with preverbal pupils

Anderson, C. (2006) British Journal of Special Education, 33(3), 114-120. This article examined interactions between teachers and pupils, and looked to see if the communication strategies employed impact on interactions. Beveridge & Hurrell (1980) found that teachers could maintain an interaction by immediately responding either verbally or non-verbally or could discourage pupils by ignoring orContinue reading “Early Communication strategies: using video analysis to support teachers working with preverbal pupils”

Catherine’s Legacy: social communication development for individuals with profound learning difficulties and fragile life expectancies

Kellett, M. (2005) British Journal of Special Education, 32 (3), 116 – 121. This paper summarises case study evidence of how an 11-year-old girl’s quality of life was transformed by the adoption of Intensive Interaction. Despite the objective research perspective of such a paper, published as it was in such a highly regarded academic journal,Continue reading “Catherine’s Legacy: social communication development for individuals with profound learning difficulties and fragile life expectancies”

Intensive Interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach

Kellett, M. (2004), Westminster Studies in Education, 27 (2), 175-188. In this paper Kellet looks at the pedagogical role of Intensive Interaction for students with severe and complex learning difficulties. She begins with an overview of the theoretical context of ‘interactive pedagogy’, and describes how Intensive Interaction can support sociability and communication development for theContinue reading “Intensive Interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach”