Efficacy of intensive interaction: developing sociability and communication in people with severe learning difficulties using an approach based on caregiver-infant interaction
Efficacy of intensive interaction: developing sociability and communication in people with severe learning difficulties using an approach based on caregiver-infant interaction
Intensive Interaction was developed as a teaching approach for students who experienced severe difficulties in learning and in relating to others. The approach recognizes the pre-verbal nature of the learners and addresses their need to develop the very beginnings of sociability and communication. Intensive Interaction is based on the process of caregiver-infant interaction in which the first stages of sociability and communication develop. This paper summarizes the first major study of Intensive Interaction which investigated whether it could similarly facilitate this fundamental social and communication development in the target group of people with severe developmental disabilities who demonstrated ritualistic behaviours. A multiple baseline across subjects interrupted time-series design was employed and the six subjects were all residents of a long-stay hospital. The measures included real-time observation schedules, video analysis, Kiernan and Reid's Pre-Verbal Communication Schedule and an adaptation of Brazelton's Cuddliness Scale. Results showed improved pre-communication and informal communication abilities, ‘cuddliness’ and ability to maintain and initiate social contact, and a trend towards reduction in ritualistic behaviour
48-66
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
1996
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Nind, Melanie
(1996)
Efficacy of intensive interaction: developing sociability and communication in people with severe learning difficulties using an approach based on caregiver-infant interaction.
European Journal of Special Needs Education, 11 (1), .
(doi:10.1080/0885625960110104).
Abstract
Intensive Interaction was developed as a teaching approach for students who experienced severe difficulties in learning and in relating to others. The approach recognizes the pre-verbal nature of the learners and addresses their need to develop the very beginnings of sociability and communication. Intensive Interaction is based on the process of caregiver-infant interaction in which the first stages of sociability and communication develop. This paper summarizes the first major study of Intensive Interaction which investigated whether it could similarly facilitate this fundamental social and communication development in the target group of people with severe developmental disabilities who demonstrated ritualistic behaviours. A multiple baseline across subjects interrupted time-series design was employed and the six subjects were all residents of a long-stay hospital. The measures included real-time observation schedules, video analysis, Kiernan and Reid's Pre-Verbal Communication Schedule and an adaptation of Brazelton's Cuddliness Scale. Results showed improved pre-communication and informal communication abilities, ‘cuddliness’ and ability to maintain and initiate social contact, and a trend towards reduction in ritualistic behaviour
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Published date: 1996
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Local EPrints ID: 359680
URI: http://eprints.soton.ac.uk/id/eprint/359680
ISSN: 0885-6257
PURE UUID: 7a6528b0-69ae-4e2b-8153-e7b9ac376125
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Date deposited: 11 Nov 2013 13:12
Last modified: 15 Mar 2024 03:21
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