Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver‐infant interaction

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.

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