Publications on Intensive Interaction

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

Barber M. (2007) ‘Imitation, interaction and dialogue using Intensive Interaction: tea party rules’, in Support Learning, 22: p.124–30.

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’, in Working with People who have a Learning Disability, Vol 18, (3) p.8-15.

Crabbe, M. (2007) ‘the Intensive Interaction research project… and beyond’, in Royal College of Speech and Language Therapy Bulletin, August 2007, p.12-13.

Culham, A. (2004) ‘Getting in Touch with our Feminine Sides? Men's Difficulties and Concerns with Doing Intensive Interaction’, in British Journal of Special Education, 31 (2), p.81- 88.

Elgie, S. & Maguire, N. (2001) ‘Intensive Interaction with a woman with multiple and profound disabilities: a case study’, in Tizard Learning Disability Review, Vol 6, No. 3, p.18 -24

Firth, G. (2006) ‘Intensive Interaction – a Research Review’, in Mental Health and Learning Disabilities Research and Practice Volume 3 Number 1, p.53-58.

Firth, G., Elford, H., Leeming, C., & Crabbe, M. (2008) ‘Intensive Interaction as a Novel Approach in Social Care: Care Staff’s Views on the Practice Change Process’, in Journal of Applied Research in Intellectual Disabilities, 21, p.58-69.

Firth, G. (2008) ‘A Dual Aspect Process Model of Intensive Interaction’, in British Journal of Learning Disabilities (37, p.43–49)

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’, in British Journal of Learning Disabilities, vol. 25, p. 26-30.

Hewett, D. (2006) ‘The most important and complicated learning: that’s what play is for!’ ICAN Talking Point, March. www.talkingpoint.org.uk

Hewett, D. (2007) ‘Do touch: physical contact and people who have severe, profound and multiple learning difficulties’, in Support for Learning, 22, (3), p.116.

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', in 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' in 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. (2003) ‘Severe Learning Difficulties: Intensive Interaction’, in Five to Eleven, Vol 2, No. 10 p.30-32.

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

Irvine, C. (1998) ‘Addressing the needs of adults with profound and multiple learning disabilities in social services provision’, in Interaction in Action. 1996 (eds) Hewett, D and Nind, M. David Fulton. London

Irvine, C. (2002) ‘Preliminary findings of an informal longitudinal study into the research/practice interface: noting the influence of extra trees in the wood rather than throwing the baby out with the bathwater’, in Speech and Language Therapy in Practice

Jones, R. & Williams, H. (1998) ‘Reducing Stereotyped Behaviour: an experimental analysis of Intensive Interaction’, in International Journal of Practical Approaches to Disability, 22 (2/3), p.21-25.

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’, in Support for Learning, 15 (4), p.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’, in Journal of Research in Special Educational Needs, March.

Kellett M. (2004) ‘Intensive Interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach’, in Westminster Stud Educ, 27: p.175–88.

Kellett, M. (2005) ‘Catherine’s Legacy: social communication development for individuals with profound learning difficulties and fragile life expectancies’, in British Journal of Special Education (2005) 32 (3), p.116-121.

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

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

Leaning, B. and Watson T. (2006) ‘From the inside looking out – an Intensive Interaction group for people with profound and multiple learning disabilities’, in British Journal of Learning Disabilities, 34 p.103-109.

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’, in International Journal of Practical Approaches to Disability. Vol. 22, Nos 2/3, 3-9.

Nind, M. & Hewett, D. (1988) 'Interaction as Curriculum' in 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', in Portage Into the Nineties Papers from the 1989 National Portage Association Conference. The National Portage Association.

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’, in European Journal of Special Needs Education, Vol. 11, No. 1, p.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’, in International Journal of Disability, Development and Education, Vol. 47, No. 2, p.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’, in Children and Society, 14 (2), p.98-109.

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

Nind, M., Kellett, M. & Hopkins, V. (2001) ‘Teachers’ talk styles: communication with learners with severe learning difficulties’, in Child Language, Teaching and Therapy, 17(2), p.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’, in European Journal of Special Needs Education, 17(3), p.299-300.

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

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

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

Samuel, J. (2001) ‘Intensive Interaction in context’, in Tizard Learning Disability Review, 6 (3), p.25-30.

Samuel, J., Nind, M., Volans, A. & Scriven, I. (2008) ‘An evaluation of Intensive Interaction in community living settings for adults with profound intellectual disabilities’, in Journal of Intellectual Disabilities, Vol. 12, No. 2, p.111-126

Watson, J. & Knight, C. (1991) ‘An evaluation of intensive interaction teaching with pupils with severe learning difficulties’, in Child language, Teaching and Therapy, 7 (3) p.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’, in British Journal of Special Education, Vol. 24, (2), p.80-7.

Zeedyk, M. S., Davies, C. E., Parry, S., & Caldwell, P. (2009) ‘Fostering social engagement in Romanian children with communicative impairments: The experiences of newly trained practitioners of Intensive Interaction’, in British Journal of Learning Disabilities, 37 (3), p.186-196

Zeedyk, M. S., Caldwell, P., & Davies, C. E. (2009) ‘How rapidly does Intensive Interaction promote social engagement for adults with profound learning disabilities and communicative impairments?’ in European Journal of Special Needs Education, 24 (2), p.119–137

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.