From the Inside Looking Out [FILO] – an Intensive Interaction group for people with profound and multiple learning disabilities

Leaning, B. & Watson T. (2006) British Journal of Learning Disabilities, 34, 103-109. Method: This paper reported on a series of workshops conducted in an adult learning disability day centre. Intensive Interaction was used with 5 people (3 female and 2 male) with profound and multiple learning disabilities over 8 weeks. All the participants hadContinue reading “From the Inside Looking Out [FILO] – an Intensive Interaction group for people with profound and multiple learning disabilities”

Intensive Interaction with a Woman with Multiple and Profound Disabilities: a case study

Elgie, S. & Maguire, N. (2001) Tizard Learning Disability Review, 6 (3), 18-24. The Participant: This study reports on the use of Intensive Interaction with a remote and withdrawn 39-year-old woman, Anna, who engaged in serious self-injurious behaviour (SIB). Anna was a blind woman with profound learning disabilities who had lived all her life withinContinue reading “Intensive Interaction with a Woman with Multiple and Profound Disabilities: a case study”

Enhanced Interaction Training

Cameron, L. & Bell, D. (2001) Working with People who have a Learning Disability, 18 (3), 8-15. This article focused on a multidisciplinary intervention to introduce staff to Intensive Interaction and support them in using it with their own clients. An Introduction: It has been estimated that 50% of people with learning disabilities have significantContinue reading “Enhanced Interaction Training”

Reducing Stereotyped Behaviour: an experimental analysis of Intensive Interaction

 Jones, R. & Williams, H. (1998) International Journal of Practical Approaches to Disability, 22 (2/3), 21-25. This research study investigated the effects of an Intensive Interactionintervention in comparison to the effects of a proximity-only intervention. The focus of the study was on the decrease of stereotyped behaviour as opposed to any effects on social behaviour.Continue reading “Reducing Stereotyped Behaviour: an experimental analysis of Intensive Interaction”

The Effect of Intensive Interaction on the Sociability of a Man with Severe Intellectual Disabilities

Lovell, D., Jones, S. & Ephraim, G. (1998) Int. Journal of Practical Approaches to Disability, 22 (2/3), 3-8. The Participant: This research was conducted to investigate whether a withdrawn, 53-year-old pre-verbal man (W.) with severe intellectual disabilities showed an increase in sociable behaviour in two differing conditions. In one, a clinical psychologist engaged in IntensiveContinue reading “The Effect of Intensive Interaction on the Sociability of a Man with Severe Intellectual Disabilities”

Efficacy of Intensive Interaction: Developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver- infant interaction

Nind, M. (1996) European Journal of Special Educational Needs, 11 (1), 48-66. The Participants: This research was carried out with six students who were resident at a long stay hospital and part time students at the hospital school. After a ‘base-line phase’ of up to 6 months, daily Intensive Interactionwas introduced in an intervention phaseContinue reading “Efficacy of Intensive Interaction: Developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver- infant interaction”

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”