Intensive Interaction is an approach to teaching the fundamentals of communication to children and adults who have severe learning difficulties or autism, and who are still at an early stage of communication development. Its simplicity and effectiveness has been one of the major themes in the widespread practitioner dissemination that has taken place during the last twenty years. Despite the human simplicity of the approach, Intensive Interaction relates to, or is influenced in practice by, a wide range of interconnecting theories and academic standpoints. With contributions from leading authorities, Dave Hewett provides a comprehensive and detailed description of the theoretical landscape of a now established methodology. The most prominent related theories and issues are reviewed, with Intensive Interaction set within their contexts.  

Promoting Communication Rather than Generating Data

Promoting communication rather than generating data

Chapter Overview

This chapter was prompted by the perception that teachers and therapists working with learners with profound intellectual and multiple disabilities (PIMD) in educational and social settings are feeling increasingly pressurised into jettisoning person-centred interactive teaching approaches in favour of teaching to accommodate documentation. While ‘administrivia’ (Rice, 2009) has increased its demands on the productive time of teachers and allied health professionals, it also seems that in the last decade there has been an equally daunting increase in the presence of commercially packaged intervention resources, which reflect a product management ethos to teaching, projecting and achieving outcomes under the guise of accountability.

In the light of this perceived pressure, this chapter considers perspectives of how ...

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