Intensive Interaction
What is Intensive Interaction?
Intensive interaction was developed at a special school during the 1980s. It is based
on the belief that communication is essential to emotional well-being, and is an
approach to teaching the pre-speech fundamentals of communication those who are
still at an early stage of communication development. It is a form of communication
which mirrors the natural interactions between adults and young children as early
communication develops - this is not the same as treating the person as if they were
a child. Its aim is to enable people to relate better to others in their environment.
Who is Intensive Interaction used by?
Intensive interaction is ideal for people who do not use more formal methods of
communication: this would include people with severe or profound and multiple
disabilities and/or major sensory impairments and/or autism.
How does using Intensive interaction help communication?
Intensive Interaction helps the person who have very limited communication enjoy
the company of another person and develop a relationship with them in relaxed way.
Intensive interaction can help others to recognise the person’s non-verbal
communication and ways of expressing emotion. Use of Intensive Interaction may
help the person to develop interaction skills such as eye contact and taking turns.
How to learn Intensive Interaction
You can attend training, read one of the recommended books, or work with someone
who is skilled in Intensive Interaction.
Training may be offered through the Community Learning Disabilities Teams.
Individuals can be referred to the Teams for assessment and support for their carers
to use Intensive Interaction.
Some tips for getting started:
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Decide who you are going to start doing this work with.
Observe them until you feel that you know them – what do they seem to
enjoy? What upsets them? What draws their attention?
Make sure that the person is comfortable having you around and don’t invade
their “space” if that is something that upsets them. You may need to start
interacting from a distance.
Always respond to the person’s signals – this is communicating.
Move on to trying out responses to the person’s behaviour – their
vocalizations or other noises, movements, facial expressions, stereotyped
behaviours.
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Respond to their behaviour by copying it, joining in, acknowledging it
happened, smiling or giving a running commentary.
Watch the person while you are doing this and afterwards to see how they
react. Did they notice what you did? If not, try again perhaps with a different
behaviour.
Initially respond to certain behaviours as if there was an intention to
communicate. The person may have failed at communication for so long they
no longer feel it is possible and will have to learn that it is.
Do not try to do too much at one go.
Frequency and regularity is important.
Build up a repertoire of communications slowly over time.
Further Information
Books:
Caldwell, P. with Hoghton, M. (2000). You Don’t Know What It’s Like: Finding ways
of building relationships with people with severe learning disabilities, autistic
spectrum disorder and other impairments. Brighton: Pavillion Publishing.
Nind, M. & Hewett, D. (2001) A Practical Guide to Intensive Interaction.
Kidderminster: BILD.
Websites:
http://www.intensiveinteraction.co.uk/
http://www.bild.org.uk/pdfs/05faqs/ii.pdf