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A School Based Pilot Study on Intensive Interaction

Session 
4.6c
PR
  • Natasha Lewis-Davidson
  • Mary Chaloner
  • Laila Emms
Summary

A co-educational special school in Somerset wanted to establish if daily intensive interaction sessions had any implication on communication skills on four of their young pupils.

Method/Activities/Techniques

The study took the design of four single case studies. Each pupil received three 30 minute sessions of intensive interaction per week, for the duration of one calendar month. Pre- and post-evaluation of communication skills for each pupil was gathered using the Behaviour Indication Assessment Scale (BIAS). The results were analysed.

Results/Findings

Post intervention results were different for each child. Some of the results did support findings in previous published research studies, such as an increase in the participants' use of sounds and noises, facial expressions, eyes and body movements to communicate as well as a decrease of problem behaviours in one child.

Conclusions

Intensive interaction can be a powerful tool to facilitate communication in non-verbal children with severe learning difficulties and/or autism. The professionals involved in the pilot study are now supporting school staff to implement the approach with appropriate pupils across the school setting.

Level of Session 
2
Age Group 
Child
Adolescent
Interest 
6