Interaction in Action: Reflections on the Use of Intensive InteractionDave Hewett, Melanie Nind First Published in 1998. The authors' aim in editing Interaction in Action is to follow up on the thinking and practical guidance contained in their previous work on Intensive Interaction: They hope to illustrate that Intensive Interaction is not just something that goes on in hospital schools. Here we see the approach used not only by teachers, but also by speech therapists, occupational therapists, social workers, psychologists and parents. We see the approach used in people's homes as well as in education and day centres. The contributors have been asked to share their insights, the way they think about Intensive Interaction as well as the way that they 'do' it. This means that the chapters contain both reflective analysis and vivid description. The contributions illustrate how Intensive Interaction has grown and developed as an educational approach and as a way of being with people, and they illustrate the impact on all those involved. |
Contents
Using Intensive Interaction with Pupils who have | 24 |
Intensive Interaction in a College of | 46 |
Curriculum in the Early Years | 64 |
Copyright | |
11 other sections not shown
Other editions - View all
Interaction in Action: Reflections on the Use of Intensive Interaction MR Dave Hewett,Melanie Nind No preview available - 2016 |
Common terms and phrases
abilities Access to Communication activities adult age appropriateness Alice Antonella assessment autism aware become Ben's challenging behaviour changes child clapping game classroom clients Cognitive Behaviour Therapy curriculum Dave Hewett David Fulton developmental Developmental Disabilities effect enjoyed environment experience eye contact feel felt Francesca Gary give going hand happen important individual infants initiate Intensive Interaction sessions interactive approaches involved issue Jamie learner London look member of staff move Multiple Learning Difficulties Nind and Hewett occupational therapist Oxford Brookes University Oxfordshire paediatrician parents particularly person physical contact physiotherapist play PMLD practice practitioners Profound and Multiple profound learning disabilities progress pupils realised recognised residential response RNIB Sabrina seemed service users severe learning difficulties share sitting skills social sounds Special Needs School speech therapist staff team started Steve Taylor teacher teaching therapy things touch turn-taking understand wanted