Nind, Melanie and Powell, Stuart (2000) Intensive interaction and autism: some theoretical concerns. Children and Society, 14 (2), 98-109. (doi:10.1111/j.1099-0860.2000.tb00158.x).
Abstract
The authors consider the possible application of intensive interaction to children with autism. Intensive interaction is briefly described, and the question asked whether children with autism (and developmental delay) can gain from this exemplar of naturalistic, interactive approaches to facilitating sociability and communication. A theoretical approach is taken to unravel the difficulties faced by children with autism in developing sociability and communication, and the way in which intensive interaction functions. Five areas of possible mismatch between the particular difficulties/needs of these children and the method are identified and interrogated. The authors conclude that children with autism can be enabled to learn about interaction and communication through this naturalistic and supportive process. The need for empirical evidence to substantiate this position is highlighted.
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