Intensive Interaction Institute - Publications and Bibliography
Reference Guide to Publications
1998
Jones, R; Williams, H
Reducing Stereotyped Behaviour: an experimental analysis of Intensive Interaction Journal Article
In: International Journal of Practical Approaches to Disability, vol. 22, no. 2/3, pp. 21-25, 1998.
@article{Jones1998,
title = {Reducing Stereotyped Behaviour: an experimental analysis of Intensive Interaction},
author = {R Jones and H Williams
},
year = {1998},
date = {1998-01-01},
journal = {International Journal of Practical Approaches to Disability},
volume = {22},
number = {2/3},
pages = {21-25},
abstract = {This research study investigated the effects of an Intensive Interaction intervention 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.
Stereotyped behaviour, such as body rocking, hand gazing and head swaying, is frequently reported in people with severe and profound learning disabilities. Previous studies demonstrated that naturally occurring interactions with staff could reduce stereotyped behaviour (Brusca et al, 1989; Lovell et al 1998; Ephraim, 1982).
The Participant: The participant, Larry, was a 35-year-old man with a severe intellectual disability. He lived in a residential hospital setting, did not use expressive language and had limited eyesight. Larry’s stereotyped behaviour consisted of flapping both of his hands at high frequency.
Method & Findings: The researchers conducted two single subject experiments.
The first experiment used a proximity-only treatment in order to compare the Intensive Interaction intervention with the effects of an alternative intervention. Larry was observed in his normal environment during a baseline period in order to gain evidence on the normal levels of incidence of his stereotyped behaviour. At the intervention phase staff were asked to sit near Larry (i.e. proximity-only sessions) or sit near him and imitate his left hand stereotyped behaviour (i.e. Intensive Interaction). The results of this experiment suggested that Larry’s stereotyped behaviour was ‘consistently slightly lower in the interaction conditions’ than in the proximity only sessions (and when compared to his baseline behaviour).
In the second experiment again a member of staff sat near Larry, or sat near and copied his hand flapping with both his hands. From this experiment, it appeared that ‘interaction had a reductive effect’ on Larry’s hand-flapping when compared to both his baseline behaviour, and when engaged in the proximity only sessions.
Some Discussion: Overall, despite the positive and seemingly supportive evidence listed above, the effects were small and so not viewed by the authors as unambiguously demonstrating that Intensive Interaction is an effective intervention for reducing stereotypic behaviour. However, the authors stress that stereotyped behaviour is very difficult to reduce, and many other studies have also been unable to provide evidence of effective reduction whilst using a variety of other interventions. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This research study investigated the effects of an Intensive Interaction intervention 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.
Stereotyped behaviour, such as body rocking, hand gazing and head swaying, is frequently reported in people with severe and profound learning disabilities. Previous studies demonstrated that naturally occurring interactions with staff could reduce stereotyped behaviour (Brusca et al, 1989; Lovell et al 1998; Ephraim, 1982).
The Participant: The participant, Larry, was a 35-year-old man with a severe intellectual disability. He lived in a residential hospital setting, did not use expressive language and had limited eyesight. Larry’s stereotyped behaviour consisted of flapping both of his hands at high frequency.
Method & Findings: The researchers conducted two single subject experiments.
The first experiment used a proximity-only treatment in order to compare the Intensive Interaction intervention with the effects of an alternative intervention. Larry was observed in his normal environment during a baseline period in order to gain evidence on the normal levels of incidence of his stereotyped behaviour. At the intervention phase staff were asked to sit near Larry (i.e. proximity-only sessions) or sit near him and imitate his left hand stereotyped behaviour (i.e. Intensive Interaction). The results of this experiment suggested that Larry’s stereotyped behaviour was ‘consistently slightly lower in the interaction conditions’ than in the proximity only sessions (and when compared to his baseline behaviour).
In the second experiment again a member of staff sat near Larry, or sat near and copied his hand flapping with both his hands. From this experiment, it appeared that ‘interaction had a reductive effect’ on Larry’s hand-flapping when compared to both his baseline behaviour, and when engaged in the proximity only sessions.
Some Discussion: Overall, despite the positive and seemingly supportive evidence listed above, the effects were small and so not viewed by the authors as unambiguously demonstrating that Intensive Interaction is an effective intervention for reducing stereotypic behaviour. However, the authors stress that stereotyped behaviour is very difficult to reduce, and many other studies have also been unable to provide evidence of effective reduction whilst using a variety of other interventions.
Stereotyped behaviour, such as body rocking, hand gazing and head swaying, is frequently reported in people with severe and profound learning disabilities. Previous studies demonstrated that naturally occurring interactions with staff could reduce stereotyped behaviour (Brusca et al, 1989; Lovell et al 1998; Ephraim, 1982).
The Participant: The participant, Larry, was a 35-year-old man with a severe intellectual disability. He lived in a residential hospital setting, did not use expressive language and had limited eyesight. Larry’s stereotyped behaviour consisted of flapping both of his hands at high frequency.
Method & Findings: The researchers conducted two single subject experiments.
The first experiment used a proximity-only treatment in order to compare the Intensive Interaction intervention with the effects of an alternative intervention. Larry was observed in his normal environment during a baseline period in order to gain evidence on the normal levels of incidence of his stereotyped behaviour. At the intervention phase staff were asked to sit near Larry (i.e. proximity-only sessions) or sit near him and imitate his left hand stereotyped behaviour (i.e. Intensive Interaction). The results of this experiment suggested that Larry’s stereotyped behaviour was ‘consistently slightly lower in the interaction conditions’ than in the proximity only sessions (and when compared to his baseline behaviour).
In the second experiment again a member of staff sat near Larry, or sat near and copied his hand flapping with both his hands. From this experiment, it appeared that ‘interaction had a reductive effect’ on Larry’s hand-flapping when compared to both his baseline behaviour, and when engaged in the proximity only sessions.
Some Discussion: Overall, despite the positive and seemingly supportive evidence listed above, the effects were small and so not viewed by the authors as unambiguously demonstrating that Intensive Interaction is an effective intervention for reducing stereotypic behaviour. However, the authors stress that stereotyped behaviour is very difficult to reduce, and many other studies have also been unable to provide evidence of effective reduction whilst using a variety of other interventions.
1997
Watson, Judith; Fisher, Anne
Evaluating the Effectiveness of Intensive Interaction Teaching with Pupils with Profound and Complex Learning Disabilities Journal Article
In: British Journal of Special Education, vol. 24, no. 2, pp. 80-87, 1997, ISSN: 1467-8527.
@article{Watson1997,
title = {Evaluating the Effectiveness of Intensive Interaction Teaching with Pupils with Profound and Complex Learning Disabilities},
author = {Judith Watson and Anne Fisher},
url = {https://doi.org/10.1111/1467-8527.00020},
doi = {10.1111/1467-8527.00020},
issn = {1467-8527},
year = {1997},
date = {1997-06-01},
urldate = {2003-01-06},
journal = {British Journal of Special Education},
volume = {24},
number = {2},
pages = {80-87},
abstract = {This research evaluated two teaching methods, including the use of Intensive Interaction, and was carried out in a Scottish school for pupils with very severe learning difficulties and multiple impairments. Six staff-pupil pairs were studied over nine months, with the study attempting to observe any changes in the pupils’ behaviour. The question under research was whether Intensive Interaction experiences are especially facilitatory in comparison with other school experiences.
The Participants: The participants were pupils with very severe learning difficulties and often multiple impairments, aged between 10 and 19 years.
Research Study 1 - Methods & Findings: Intensive Interaction sessions were videotaped at six week intervals on up to six separate occasions for each staff-pupil pair (the same staff member worked with each pupil over the whole period). The use of the Pre-verbal Communication Schedule (PVCS) enabled the researchers to assess the pupils’ typical communicative behaviour during the classroom activities. From the PVCS assessments and the data from the videotapes, the authors claimed that there were some ‘striking’ examples of social or communicative behaviours evidenced during sessions of Intensive Interaction that were not observed during ‘other classroom activities’.
Research Study 2 - Methods & Findings: In this study the teacher used two distinct teaching methods, Intensive Interaction and teacher-directed group activities. During the teacher-directed group time the children took part in ‘music and movement activities, with specified goals planned and controlled by the teacher’. The researcher gathered evidence using recording sheets and video recording. From the analysis of their findings, the authors claimed that Intensive Interaction was ‘a more rewarding social experience’ for the pupils, and one ‘in which they showed initiative and control’ over the nine-month period, and pupils tended to be ‘passive recipients’ of the teacher-directed group activities. During the Intensive Interaction sessions all the pupils ‘demonstrated higher levels of active participation and enjoyment’.
Discussion: The findings from both studies imply that Intensive Interaction not only adds to the quality of life of the pupils, but also that they learn to apply new skills. In the Intensive Interaction sessions the pupils were found to show ‘greater levels of engagement and initiated communications more effectively than during other class activities where they played a more passive, responsive role’.
The authors therefore claim that ‘more emphasis should be placed on physical contact and handling, and on a more playful approach to the curriculum’. The authors also assert that ‘the importance of such experiences, which enable more meaningful involvement in their [the pupil’s] social world, cannot be overstated’.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This research evaluated two teaching methods, including the use of Intensive Interaction, and was carried out in a Scottish school for pupils with very severe learning difficulties and multiple impairments. Six staff-pupil pairs were studied over nine months, with the study attempting to observe any changes in the pupils’ behaviour. The question under research was whether Intensive Interaction experiences are especially facilitatory in comparison with other school experiences.
The Participants: The participants were pupils with very severe learning difficulties and often multiple impairments, aged between 10 and 19 years.
Research Study 1 - Methods & Findings: Intensive Interaction sessions were videotaped at six week intervals on up to six separate occasions for each staff-pupil pair (the same staff member worked with each pupil over the whole period). The use of the Pre-verbal Communication Schedule (PVCS) enabled the researchers to assess the pupils’ typical communicative behaviour during the classroom activities. From the PVCS assessments and the data from the videotapes, the authors claimed that there were some ‘striking’ examples of social or communicative behaviours evidenced during sessions of Intensive Interaction that were not observed during ‘other classroom activities’.
Research Study 2 - Methods & Findings: In this study the teacher used two distinct teaching methods, Intensive Interaction and teacher-directed group activities. During the teacher-directed group time the children took part in ‘music and movement activities, with specified goals planned and controlled by the teacher’. The researcher gathered evidence using recording sheets and video recording. From the analysis of their findings, the authors claimed that Intensive Interaction was ‘a more rewarding social experience’ for the pupils, and one ‘in which they showed initiative and control’ over the nine-month period, and pupils tended to be ‘passive recipients’ of the teacher-directed group activities. During the Intensive Interaction sessions all the pupils ‘demonstrated higher levels of active participation and enjoyment’.
Discussion: The findings from both studies imply that Intensive Interaction not only adds to the quality of life of the pupils, but also that they learn to apply new skills. In the Intensive Interaction sessions the pupils were found to show ‘greater levels of engagement and initiated communications more effectively than during other class activities where they played a more passive, responsive role’.
The authors therefore claim that ‘more emphasis should be placed on physical contact and handling, and on a more playful approach to the curriculum’. The authors also assert that ‘the importance of such experiences, which enable more meaningful involvement in their [the pupil’s] social world, cannot be overstated’.
The Participants: The participants were pupils with very severe learning difficulties and often multiple impairments, aged between 10 and 19 years.
Research Study 1 - Methods & Findings: Intensive Interaction sessions were videotaped at six week intervals on up to six separate occasions for each staff-pupil pair (the same staff member worked with each pupil over the whole period). The use of the Pre-verbal Communication Schedule (PVCS) enabled the researchers to assess the pupils’ typical communicative behaviour during the classroom activities. From the PVCS assessments and the data from the videotapes, the authors claimed that there were some ‘striking’ examples of social or communicative behaviours evidenced during sessions of Intensive Interaction that were not observed during ‘other classroom activities’.
Research Study 2 - Methods & Findings: In this study the teacher used two distinct teaching methods, Intensive Interaction and teacher-directed group activities. During the teacher-directed group time the children took part in ‘music and movement activities, with specified goals planned and controlled by the teacher’. The researcher gathered evidence using recording sheets and video recording. From the analysis of their findings, the authors claimed that Intensive Interaction was ‘a more rewarding social experience’ for the pupils, and one ‘in which they showed initiative and control’ over the nine-month period, and pupils tended to be ‘passive recipients’ of the teacher-directed group activities. During the Intensive Interaction sessions all the pupils ‘demonstrated higher levels of active participation and enjoyment’.
Discussion: The findings from both studies imply that Intensive Interaction not only adds to the quality of life of the pupils, but also that they learn to apply new skills. In the Intensive Interaction sessions the pupils were found to show ‘greater levels of engagement and initiated communications more effectively than during other class activities where they played a more passive, responsive role’.
The authors therefore claim that ‘more emphasis should be placed on physical contact and handling, and on a more playful approach to the curriculum’. The authors also assert that ‘the importance of such experiences, which enable more meaningful involvement in their [the pupil’s] social world, cannot be overstated’.
1996
Nind, Melanie
In: European Journal of Special Educational Needs, vol. 11, no. 1, pp. 48-66, 1996, ISSN: 0885-6259.
@article{Nind1996,
title = {Efficacy of Intensive Interaction: Developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver- infant interaction},
author = {Melanie Nind},
url = {https://doi.org/10.1080/0885625960110104},
doi = {10.1080/0885625960110104},
issn = {0885-6259},
year = {1996},
date = {1996-01-01},
urldate = {2006-07-09},
journal = {European Journal of Special Educational Needs},
volume = {11},
number = {1},
pages = {48-66},
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.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
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.
1991
Watson, Judith; Knight, Christine
An Evaluation of Intensive Interactive Teaching with Pupils with Very Severe Learning Difficulties Journal Article
In: Child Language Teaching and Therapy, vol. 7, no. 3, pp. 310-25, 1991, ISSN: 0265-6590.
@article{Watson1991,
title = {An Evaluation of Intensive Interactive Teaching with Pupils with Very Severe Learning Difficulties},
author = {Judith Watson and Christine Knight},
url = {https://doi.org/10.1177/026565909100700306},
doi = {10.1177/026565909100700306},
issn = {0265-6590},
year = {1991},
date = {1991-10-01},
urldate = {1991-10-01},
journal = {Child Language Teaching and Therapy},
volume = {7},
number = {3},
pages = {310-25},
abstract = {This article describes an exploration of Intensive Interaction by staff at a school for pupils with severe learning difficulties, in Edinburgh. In this one-year study, the researchers attempted to analyse the skills used in infant-parent interaction and apply them to their educational situation via Intensive Interaction.
Participants: Six pupils with severe learning difficulties were studied over the school year. They were chosen to represent a range of age and ability. Some pupils exhibited specific idiosyncratic behaviour related to their special needs, physical condition and history, which were not shown by others. Six members of staff consistently worked on interaction with a given pupil over this period of time.
Method: Staff were asked to behave as naturally as possible, and to introduce a toy or object that they felt would be interesting to the child at some point when they felt it was appropriate to do so. The beginning of the session was signalled by taking off the pupils' shoes and leading them into the soft play area. The entire session was filmed, with the researcher holding the camera and trying to be as inconspicuous as possible. The only interruption was due to extraneous noises from other pupils in the class.
Directly after each session staff completed an interaction recording form. This involved outlining the sequence of events, identifying the best and worst parts of the session and commenting on how they felt the session had gone. Additionally, summaries of each session and detailed descriptions of short extracts were made from the videotapes.
Sessions were usually terminated when the staff member decided that the pupil had had enough, on the basis of yawns or decreased responsiveness. Each of the six members of staff were interviewed individually after the videotaping of the study had ended.
Findings: From this study it appeared that interaction was very important for the pupils, and staff emphasised the fact that ‘it builds a good relationship' and ‘there is confidence and trust that is built up'. Staff also talked about other positive effects of Intensive Interaction, which included positive outcomes for the other pupils in the class; staff being more relaxed and more willing to wait for a pupil’s responses; and improvements in staffs’ observation skills.
In general, it was claimed that staff developed high levels of expertise, and that the interactive experiences ‘had benefited their pupils and improved their own working practice’. Staff also claimed that the positive effects of the interactive experiences ‘also extended to other pupils in the class’ as the staff had become ‘more relaxed, more tolerant, and more willing to wait for responses’.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This article describes an exploration of Intensive Interaction by staff at a school for pupils with severe learning difficulties, in Edinburgh. In this one-year study, the researchers attempted to analyse the skills used in infant-parent interaction and apply them to their educational situation via Intensive Interaction.
Participants: Six pupils with severe learning difficulties were studied over the school year. They were chosen to represent a range of age and ability. Some pupils exhibited specific idiosyncratic behaviour related to their special needs, physical condition and history, which were not shown by others. Six members of staff consistently worked on interaction with a given pupil over this period of time.
Method: Staff were asked to behave as naturally as possible, and to introduce a toy or object that they felt would be interesting to the child at some point when they felt it was appropriate to do so. The beginning of the session was signalled by taking off the pupils' shoes and leading them into the soft play area. The entire session was filmed, with the researcher holding the camera and trying to be as inconspicuous as possible. The only interruption was due to extraneous noises from other pupils in the class.
Directly after each session staff completed an interaction recording form. This involved outlining the sequence of events, identifying the best and worst parts of the session and commenting on how they felt the session had gone. Additionally, summaries of each session and detailed descriptions of short extracts were made from the videotapes.
Sessions were usually terminated when the staff member decided that the pupil had had enough, on the basis of yawns or decreased responsiveness. Each of the six members of staff were interviewed individually after the videotaping of the study had ended.
Findings: From this study it appeared that interaction was very important for the pupils, and staff emphasised the fact that ‘it builds a good relationship' and ‘there is confidence and trust that is built up'. Staff also talked about other positive effects of Intensive Interaction, which included positive outcomes for the other pupils in the class; staff being more relaxed and more willing to wait for a pupil’s responses; and improvements in staffs’ observation skills.
In general, it was claimed that staff developed high levels of expertise, and that the interactive experiences ‘had benefited their pupils and improved their own working practice’. Staff also claimed that the positive effects of the interactive experiences ‘also extended to other pupils in the class’ as the staff had become ‘more relaxed, more tolerant, and more willing to wait for responses’.
Participants: Six pupils with severe learning difficulties were studied over the school year. They were chosen to represent a range of age and ability. Some pupils exhibited specific idiosyncratic behaviour related to their special needs, physical condition and history, which were not shown by others. Six members of staff consistently worked on interaction with a given pupil over this period of time.
Method: Staff were asked to behave as naturally as possible, and to introduce a toy or object that they felt would be interesting to the child at some point when they felt it was appropriate to do so. The beginning of the session was signalled by taking off the pupils' shoes and leading them into the soft play area. The entire session was filmed, with the researcher holding the camera and trying to be as inconspicuous as possible. The only interruption was due to extraneous noises from other pupils in the class.
Directly after each session staff completed an interaction recording form. This involved outlining the sequence of events, identifying the best and worst parts of the session and commenting on how they felt the session had gone. Additionally, summaries of each session and detailed descriptions of short extracts were made from the videotapes.
Sessions were usually terminated when the staff member decided that the pupil had had enough, on the basis of yawns or decreased responsiveness. Each of the six members of staff were interviewed individually after the videotaping of the study had ended.
Findings: From this study it appeared that interaction was very important for the pupils, and staff emphasised the fact that ‘it builds a good relationship' and ‘there is confidence and trust that is built up'. Staff also talked about other positive effects of Intensive Interaction, which included positive outcomes for the other pupils in the class; staff being more relaxed and more willing to wait for a pupil’s responses; and improvements in staffs’ observation skills.
In general, it was claimed that staff developed high levels of expertise, and that the interactive experiences ‘had benefited their pupils and improved their own working practice’. Staff also claimed that the positive effects of the interactive experiences ‘also extended to other pupils in the class’ as the staff had become ‘more relaxed, more tolerant, and more willing to wait for responses’.
1988
Nind, Melanie; Hewett, Dave
Interaction as Curriculum Journal Article
In: British Journal of Special Education, vol. 15, no. 2, pp. 55-57, 1988, ISSN: 1467-8578.
@article{Nind1988,
title = {Interaction as Curriculum},
author = {Melanie Nind and Dave Hewett},
url = {https://www.researchgate.net/publication/229810400_Interaction_as_Curriculum},
doi = {https://doi.org/10.1111/j.1467-8578.1988.tb00314.x},
issn = {1467-8578},
year = {1988},
date = {1988-06-01},
journal = {British Journal of Special Education},
volume = {15},
number = {2},
pages = {55-57},
abstract = {New ways of stimulating a response from ‘difficult to reach’ pupils with complex needs are often sought, less often found. Melanie Nind and Dave Hewett describe their interactive approach which is based on ‘mothering’ skills and is in contrast with objectives-based methods. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
New ways of stimulating a response from ‘difficult to reach’ pupils with complex needs are often sought, less often found. Melanie Nind and Dave Hewett describe their interactive approach which is based on ‘mothering’ skills and is in contrast with objectives-based methods.