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

Barber, Mark

doi:10.1080/08856250802387380

Cited by 10 publications

(41 citation statements)

References 6 publications

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“…; Zeedyk et al . ,b); for two studies (Barber ; Jones & Howley ), it was longer (10 sessions and six sessions respectively). Four studies (Forster & Taylor ; Barber ; Samuel et al .…”

Section: Synthesis Of Findingsmentioning

confidence: 95%

“…,b); for two studies (Barber ; Jones & Howley ), it was longer (10 sessions and six sessions respectively). Four studies (Forster & Taylor ; Barber ; Samuel et al . ; Jones & Howley ) stated that there was follow‐up support afterwards, such as reflective groups for the staff.…”

Section: Synthesis Of Findingsmentioning

confidence: 95%

“…Barber () utilized an AB design, with the baseline measured 12 months before the intervention point. The extended duration between baseline and post‐intervention measurement casts doubt on the responsibility of the intervention for the gains in sociability.…”

Section: Synthesis Of Findingsmentioning

confidence: 99%

“…The training of Intensive Interaction practitioners and the subsequent length of time for the intervention varied considerably. Ten studies (Nind 1996(Nind , 1999Jones & Williams 1998;Lovell et al 1998;Elgie & Maguire 2001;Nind & Kellett 2002;Kellett 2003;Leaning & Watson 2006;Zeedyk et al 2009a,b;Argyropoulou & Papoudi 2012) did not state the training given to the practitioners; for six studies, it was a day or less (Kellett 2000(Kellett , 2004(Kellett , 2005Forster & Taylor 2006;Samuel et al 2008;Zeedyk et al 2009a,b); for two studies (Barber 2008;Jones & Howley 2010), it was longer (10 sessions and six sessions respectively). Four studies (Forster & Taylor 2006;Barber 2008;Samuel et al 2008;Jones & Howley 2010) stated that there was follow-up support afterwards, such as reflective groups for the staff.…”

Section: Training Of Practitionersmentioning

confidence: 99%

“…Social interaction or engagement has been measured differently across the studies, usually by coding videos for behaviours indicating social engagement. Many studies (Kellett 2000(Kellett , 2003(Kellett , 2004(Kellett , 2005Barber 2008;Samuel et al 2008) use the approach, first developed by Nind (1996), which codes for eight indicators of social behaviour: no interactive behaviours, looking at face, happy/smiling face, reciprocal social physical contact, eye contact, joint focus/activity, contingent vocalization and engaged. The theoretical basis (Nind 1996) adds to the construct validity of the measures used, and the clear, operationalized measures have added to subsequent studies.…”

Section: Social Interactionmentioning

confidence: 99%

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The Effectiveness of Intensive Interaction, A Systematic Literature Review

Hutchinson

Bodicoat

2015

Research Intellect Disabil

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Studies were limited by the quality of reporting and difficulties conducting good quality, ethically sound research with participants with PMID. Staff support should be considered in training to aid implementation of interventions. Studies attempted to investigate whether Intensive Interaction builds social interactions or reduces repetitive or self-injurious behaviour. More research needs to be conducted before conclusions can be drawn regarding the efficacy of this approach.

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“…; Zeedyk et al . ,b); for two studies (Barber ; Jones & Howley ), it was longer (10 sessions and six sessions respectively). Four studies (Forster & Taylor ; Barber ; Samuel et al .…”

Section: Synthesis Of Findingsmentioning

confidence: 95%

Section: Synthesis Of Findingsmentioning

confidence: 95%

Section: Synthesis Of Findingsmentioning

confidence: 99%

Section: Training Of Practitionersmentioning

confidence: 99%

Section: Social Interactionmentioning

confidence: 99%

See 3 more Smart Citations

The Effectiveness of Intensive Interaction, A Systematic Literature Review

Hutchinson

Bodicoat

2015

Research Intellect Disabil

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Educational Approaches to Improve Communication Skills of Learners with Autism Spectrum Disorder and Comorbid Intellectual Disability: An Integrative Systematic Review

Klefbeck

2021

Scandinavian Journal of Educational Research

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Enabling functional communication is critical for accessibility in school and society for all pupils. This systematic review analyzed the results of educational studies on developing communication skills for learners (≤21 years) with autism spectrum disorder and comorbid intellectual disability. Systematic database searches were conducted using ERIC, MEDLINE, and PsycINFO. Seventeen of 208 peer-reviewed articles in English published between 1990 and 2020 met the inclusion criteria. The analysis identified various educational approaches, ranging from using alternative linguistic tools (e.g., signs and gestures) to physical devices (e.g., visual cues), and also examined instructional approaches used by educators. The synthesis shows heterogeneity of methods used, resulting in weak evidence for any model's impact on this pupil group's communication skills development and concomitant possibilities to affect their school situation. In addition, the analysis demonstrated that personnel performance crucially affects children's opportunities to learn regardless of the approach used. Directions for future research are concluded.

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A qualitative study of the practice‐related decision‐making of Intensive Interaction Practitioners

2020

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Accessible summary People who use Intensive Interaction want to find the best ways to enjoy interacting with people with learning disabilities and/or autism. This study is about how the people who use Intensive Interaction (in this study called “practitioners”) decide how best to do it, often as they go along. This study found that the practitioners who use Intensive Interaction with people with learning disabilities and/or autism think about a lot of different things. They think about some things before they start doing Intensive Interaction with a person, other things while they are doing the Intensive Interaction and some more things when they have finished. The study also says that the practitioners who use Intensive Interaction could do it even better if they thought about it more or watched some video of their Intensive Interactions, either on their own or with the help of some other people who also do Intensive Interaction. Abstract Background This study looked to investigate the sometimes conscious and sometimes intuitive decision‐making processes of Intensive Interaction practitioners. More specifically, this study set out to develop a rich description of how practitioners make judgements when developing a dynamic repertoire of Intensive Interaction strategies with people with severe or profound learning difficulties and/or autism, how this decision‐making process is enacted in practice and what issues inform such decisions. Materials and Methods This research followed a “Template Analysis” qualitative methodology, informed by semi‐structured interviews with 13 experienced Intensive Interaction Practitioners (who had completed the Intensive Interaction Coordinators course as administered by the Intensive Interaction Institute). The participants included the following: speech and language therapists, parents, teachers, residential care staff and managers, and a clinical psychologist. Results The findings of this study indicate why and how certain decisions are made by experienced practitioners before, during and after engagement in Intensive Interaction. Such decision‐making is indicated as sometimes being intuitive in nature, sometimes more conscious, sometimes moving between the two cognitive states as differing issues arise. Practitioner decision‐making was focused on a number of issues, including specific learning or care “agendas”; practitioner confidence and knowledge; environmental considerations; individual learner characteristics and behaviour; learner attention, “attunement” and arousal levels; building a shared “repertoire”; and issues of available time. Conclusions The issue of how novice Intensive Interaction practitioners may best be supported to more quickly and confidently develop improved Intensive Interaction practices is discussed, proposing the development of a cyclical process of experiential learning and supported reflection.

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

Cited by 10 publications

References 6 publications

The Effectiveness of Intensive Interaction, A Systematic Literature Review

The Effectiveness of Intensive Interaction, A Systematic Literature Review

Educational Approaches to Improve Communication Skills of Learners with Autism Spectrum Disorder and Comorbid Intellectual Disability: An Integrative Systematic Review

A qualitative study of the practice‐related decision‐making of Intensive Interaction Practitioners

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