Intensive Interaction

Publications on Intensive Interaction

The following books, chapters and journals are recommended for further reading on Intensive Interaction.

Publications

Cameron, L. & Bell, D. (2001) 'Enhanced Interaction Training: A method of multi-disciplinary staff training in Intensive Interaction to reduce challenging behaviour in adults who have learning disabilities and who also have a severe communication disorder',  Working with People who have a Learning Disability, Vol 18, (3) 8-15

Culham, A. (2004) Getting in Touch with our Feminine Sides? Men's Difficulties and Concerns with Doing Intensive Interaction, British Journal of Special Education, 31 (2), 81-.

Elgie, S. & Maguire, N.  (2001) ‘Intensive Interaction with a woman with multiple and profound disabilities: a case study, Tizard Learning Disability Review, Vol 6, No. 3, pp ?

Gardner, A. and Rikberg Smyly, S. (1997) ‘How do we stop doing and start listening: responding to the emotional needs of people with learning disabilities’, British Journal of Learning Disabilities, vol. 25, 26-30.

Hewett, D. & Nind, M.  (1988) 'Developing an Interactive Curriculum for Pupils with Severe and Complex Learning Difficulties'. In Smith, B. (Ed)  Interactive Approaches to the Education of Children with Severe Learning Difficulties. Birmingham: Westhill College.

Hewett, D. (1989) ‘The Most Severe Learning Difficulties: Does Your Curriculum Go Back Far Enough?’  In Ainscow, M. (Ed)  Special Education in Change. London: David Fulton.

Hewett, D. & Nind, M. (1989) 'Interaction as Curriculum at Harperbury School'. PMLD Link 5.

Hewett, D. & Nind, M. (1992) 'Returning to the Basics: A Curriculum at Harperbury Hospital School'  In: Booth, T. et al, Curricula for Diversity in Education. London: Open University Press/Routledge

Hewett, D. & Nind, M. (1993)  'Access to Communication. Intensive Interaction: an approach to helping learners who are still in the pre-speech stages of communication learning.' Information Exchange  May 1993.

Hewett, D. (1996) 'How to do Intensive Interaction',  in Collis, M. & Lacey, P. 1996 (eds) Interactive Approaches to Teaching: A Framework for INSET, London: David Fulton.

Hewett, D. & Nind, M. (Eds) (1998) Interaction in Action: Reflections on the Use of Intensive Interaction.  London: David Fulton.

Hewett, D. & Nind, M. (2003)  Severe Learning Difficulties: Intensive Interaction’. Five to Eleven, Vol 2, No. 10 30-32.

Irvine, C. (2001)  ‘On the floor and playing…’  Royal College of Speech and Language Therapy Bulletin, November 2001, 9-11.

Kellett, M. (2000)  ‘Sam’s story: evaluating Intensive interaction in terms of its effect on the social and communicative ability of a young child with severe learning difficulties’, Support for Learning, 15 (4), 165-71.

Kellett, M. (2003)  ‘Jacob’s Journey: developing sociability and communication in a young boy with severe and complex learning difficulties using the Intensive interaction teaching approach’, Journal of Research in Special Educational Needs, March.

Kellett, M. & Nind, M. (2003) Implementing Intensive Interaction in Schools:  Guidance for Practitioners, Managers and Coordinators.  London: David Fulton.

Kennedy, A. (2001)  ‘Intensive Interaction’, Learning Disability Practice, Vol 4, No. 3, 14-15.

Knight, C. (1991)  'Developing Communication Through Interaction' in Watson, J. (ed) Innovatory Practice and Severe Learning Difficulties.  Edinburgh: Moray House.

Lovell, D.M., Jones, R.S.P. and Ephraim, G. (1998) ‘The effect of Intensive Interaction on the sociability of a man with severe intellectual disabilities’, International Journal of Practical Approaches to Disability.  Vol. 22, Nos 2/3, 3-9.

Nind, M. & Hewett, D.  (1988) 'Interaction as Curriculum.' British Journal of Special Education 15 (2) 55-57.

Nind, M. & Hewett, D. (1989)  'Teaching pupils with very severe learning difficulties by means of Intensive Interaction.  Some typical questions and answers.' Portage Into the Nineties Papers from the 1989 National Portage Association Conference.  The National Portage Association.

Nind, M. & Hewett, D. (1994) Access to Communication:  Developing the basics of communication with people with severe learning difficulties through Intensive Interaction. London: David Fulton.

Nind, M. (1996) ‘Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver-infant interaction’ European Journal of Special Needs Education, Vol. 11, No. 1, 48-66.

Nind, M. & Hewett, D. (1996) 'When age-appropriateness isn't appropriate' in Coupe-O'Kane, J & Goldbart, J. (eds) Whose Choice?  London: David Fulton.

Nind, M. (2000) ‘Teachers’ understanding of interactive approaches in special education’ International Journal of Disability, Development and Education, Vol. 47, No. 2, 184-199.

Nind, M. (2000)  ‘Intensive Interaction and children with autism,’ in Powell, S. (ed) Helping Children with Autism to Learn.  London: David Fulton.

Nind, M. & Powell, S. (2000)  Intensive Interaction and autism: some theoretical concerns’, Children and Society, 14 (2), 98-109.

Nind, M. & Hewett, D.  (2001)  A Practical Guide to Intensive Interaction Kidderminster: British Institute of Learning Disabilities.

Nind, M. & Kellett, M. (2002)  ‘Responding to learners with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era’, European Journal of Special Needs Education, 17 (3), 265-82.

Nind, M., Kellett, M. & Hopkins, V. (2001) ‘Teachers’ talk styles: communication with learners with severe learning difficulties’, Child Language, Teaching and Therapy, 17(2), pp. 143-159.

Nind, M. & Kellett, M. (2002) ‘Response’ (to James Hogg, Juliet Goldbart and John Harris re 'Responding to individuals with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era’), European Journal of Special Needs Education, 17(3), pp. 299-300.

Nind, M. and Cochrane, S. (2002) ‘Inclusive curricula? Pupils on the margins of special schools’, International Journal of Inclusive Education, 6(2) pp. 185-198.

Nind, M. (2003) ‘Enhancing the communication learning environment of an early years unit through action research’, Educational Action Research, 11, 3, pp.347-63.

Samuel, J.  (2001)  ‘Intensive Interaction’, Clinical Psychology Forum, 148, 22-5.

Samuel, J. (2001) Intensive Interaction in context, Tizard learning Disability review, 6(3), 25-30.

Watson, J. & Knight, C.  (1991) ‘An evaluation of intensive interaction teaching with pupils with severe learning difficulties’, Child language, Teaching and Therapy, 7 (3) 10-25.

Watson, J. (1994) Using Intensive Interaction in the education of pupils with PMLDs (ii) Intensive Interaction: two case studies, In Ware, J. (Ed.) Educating Children with Profound and Multiple Learning Difficulties. London: David Fulton.

Watson, J. and Fisher A. (1997) Evaluating the effectiveness of Intensive Interactive teaching with pupils with profound and complex learning difficulties’, British Journal of Special Education, Vol. 24, (2), 80-7.

Ph.D  Theses

Nind, M. (1993) Access to Communication: Efficacy of Intensive Interaction Teaching for people with severe developmental disabilities who demonstrate ritualistic behaviours.  Ph.D Thesis, Cambridge Institute of Education.

Hewett, D. (1994) Understanding and writing a methodology of Intensive Interaction – teaching pre-speech communication abilities to learners with severe learning difficulties: a naturalistic inquiry using qualitative evaluation methods.  Ph.D Thesis, Cambridge Institute of Education.

Kellett, M.  (2001) Implementing Intensive Interaction: an evaluation of the efficacy of Intensive Interaction in promoting sociability and communication in young children who have severe learning difficulties and of factors affecting its implementation in community schools.  Ph.D Thesis, Oxford Brookes University.

Samuel, J. (2003) An Evaluation of Intensive Interaction in Community Living Settings for Adults with Profound Learning Disability, DclinPsychol thesis, Open University/BPS.