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Anderson, C. (2006) ‘Early Communication strategies: using video analysis to support teachers working with preverbal pupils’, British Journal of Special Education, 33(3), 114-120.
Argyropoulou, Z. & Papoudi, D. (2012) ‘The training of a child with autism in a Greek preschool inclusive class through intensive interaction: a case study’, European Journal of Special Needs Education, 27 (1), 99-114.
Barber, M. (2011) 'Conversations without words', LearningDisability Today, 11 (2), p. 26-30
Barber, M. (2008) ‘Using Intensive Interaction to add to the palette of interactive possibilities in teacher-pupil communication’, European Journal of Special Needs Education, 23 (4), 393-402.
Berry, R., Firth, G., Leeming, C. & Sharma, V. (2013) ‘Clinical Psychologists’ Views of Intensive Interaction as an Intervention in Learning Disability Services’, Clinical Psychology & Psychotherapy, 21 (5), 403-410.
Caldwell,P. (2013) 'Intensive interaction: Using body language to communicate', Journalon Developmental Disabilities, 19 (1), p. 33-39
Caldwell, P. (2006) ‘Speaking the other’s language: imitation as a gateway to relationship’, Infant and Child development, 15, 275 – 282. Calveley,Julie. (2017) 'Gaining the power of initiation through intensiveinteraction', Learning Disability Practice, 20 (1), 19-23.
Caldwell, P. (2006) ‘Speaking the other’s language: imitation as a gateway to relationship’, Infant and Child development, 15, 275 – 282.
Calveley,Julie. (2017) 'Gaining the power of initiation through intensiveinteraction', Learning Disability Practice, 20 (1), 19-23.
Culham, A. (2004) ‘Getting in Touch with our Feminine Sides? Men's Difficulties and Concerns with Doing Intensive Interaction’, British Journal of Special Education, 31 (2), 81- 88. Donnelly, C., Elsworth, J.& McKim, J. (2015) ‘An audit of an Intensive Interaction service’, TizardLearning Disability Review, 20/3, 111-116
Culham, A. (2004) ‘Getting in Touch with our Feminine Sides? Men's Difficulties and Concerns with Doing Intensive Interaction’, British Journal of Special Education, 31 (2), 81- 88.
Donnelly, C., Elsworth, J.& McKim, J. (2015) ‘An audit of an Intensive Interaction service’, TizardLearning Disability Review, 20/3, 111-116
Elgie, S. & Maguire, N. (2001) ‘Intensive Interaction with a woman with multiple and profound disabilities: a case study’, Tizard Learning Disability Review, (6) 3, 18-24.
Firth, G. (2006) ‘Intensive Interaction: a Research Review’, Mental Health & Learning Disabilities Research and Practice, 3 (1), 53-58.
Firth, G., Elford, H., Leeming, C., & Crabbe, M. (2008) ‘Intensive Interaction as a Novel Approach in Social Care: Care Staff’s Views on the Practice Change Process’, Journal of Applied Research in Intellectual Disabilities, 21, 58-69.
Firth, G. (2008) 'A Dual Aspect Process Model of Intensive Interaction', British Journal of Learning Disabilities, 37(1), 43-49.
Firth, G., Poyser, C. & Guthrie, N. (2013) ‘Training care staff in Intensive Interactions’, Learning Disability Practice, 16 (10), 14-19.
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Fraser, C. (2011) ‘Can adults on the autism spectrum be affected positively by the use of intensive interaction in supported living services?’, Good Autism Practice, 12 (2), 37-42.
Jones, K. & Howley, M. (2010) ‘An investigation into an interaction programme for children on the autism spectrum: outcomes for children, perceptions of schools and a model for training’, Journal of Research in Special Educational Needs, 10 (2), 115-123.
Harris, C. & Wolverson, E. (2014) ‘Intensive Interaction: to build fulfilling relationships’, The Journal of Dementia Care, 22 (6), p.27-30.
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Williams, P. (2005) ‘Intensive interaction -- entering someone's inner world’, Community Living, 18 (4), 28-28.
Wolverson, M. (2005) 'Intensive Interaction', TherapyWeekly, 31(31), 11-14.
Zeedyk, S., Davies, C., Parry, S. & Caldwell, P. (2009) 'Fostering social engagement in Romanian children with communicative impairments: The experiences of newly trained practitioners of Intensive Interaction', British Journal of Learning Disabilities, 37 (3), 186-196.
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“As the official monthly publication of The British Psychological Society, The Psychologist serves as a forum for communication, discussion and debate on a range of psychological topics. We publish a wide range of scientific, professional and personal formats aimed at our large and diverse audience: The Psychologist is read by more than 50,000 Society members in print, and many non-members view our open access offerings online (both in the UK and abroad).”
Their service helps develop the organisations that provide services, and the people who give support to people with learning disabilities. That way they play a part in making sure people are support with dignity and respect and can make choices and decisions about their lives. They also campaign for proper funding for support for people with learning disabilities and their family carers, and against bad practice as witnessed at Winterbourne View.
A website providing speech, language and communication therapy information, activities and products. Helps both children and adults who have learning disabilities, acquired brain injuries, autism, dyslexia, or deafness.
We work in partnership with people with a learning disability, and all our services support people to live life as they choose. Our work includes: providing high-quality, flexible services that allow people to live as independently as possible in a place they choose; providing advice through our helplines and websites; campaigning for the changes that people with a learning disability want.
A charity supporting the National Autistic Society, run by two individuals with Autism.http://www.mugsy.org/connor68.htm
Research Autism is the only UK charity exclusively dedicated to research into interventions in autism. We carry out high quality, independent research into new and existing health, education, social and other interventions. Our goal is the improvement of quality of life and outlook for the individuals affected and those around them.
“Allsorts is run by members for members. We always listen to what our families tell us they want and try to give them the services they say they need. We try to offer a range of activities for the whole family, including parents, carers and siblings, as well as disabled children of different ages and abilities. Families tell us that one of the most useful things for them is to belong to a friendly and proactive network of people who know what it's like to have a child with additional needs.
The Learning Disabilities Elf aims to bring you the latest learning disabilities evidence that is published each week. We scan the most important websites, databases and journals and select evidence that is relevant to health and social care professionals with an interest in learning disabilities. Our daily posts include summarised published evidence, policy guidance, reports and links to primary sources.http://www.nationalelfservice.net/learning-disabilities/profound-and-multiple-learning-disability/is-intensive-interaction-effective/
We are a national charity that supports and campaigns for children and adults who are deafblind or have sensory impairments.
Empowering individuals and families living with autism. The website is run by Caroline Seyedi, who provides person-centred / family centred services such as: life coaching, hypnosis, mentoring, mindfulness and advocacy.
The Challenging Behaviour Foundation (CBF) was founded in 1997 by Vivien Cooper OBE, the parent of a child with severe learning disabilities and behaviour described as challenging. We are the only charity for people with severe learning disabilities who display behaviour described as challenging. We are making a difference to the lives of children and adults across the UK by providing information and support, running workshops and speaking up for families on a national level. Describes a case study where intensive interaction was used.
Provide learning modules and videos to train those who wish to learn more about how to support individuals with learning disabilities.
A website providing resources about intellectual disabilities ideal for medical, nursing, and other healthcare students.