Intensive interaction is an approach used to develop the communication and social inclusion of those who are pre-verbal, such as people diagnosed with learning disabilities and/or autism. It is a way of communicating that is based upon the interaction between an infant and caregiver (Ephraim, 1982). The approach consists of using pre-verbal social communication techniques (Nind & Hewett, 2005), such as mirroring body language and vocalizations (Nind, 1996). It is used in various settings, particularly as it has been recommended by government policy, "Valuing People Now" (Department of Health, 2009). There are variations in the stated aims of intensive interaction; some practitioners view it as a tool to develop communication skills (Nind & Hewett, 2005), whilst others view it as a route to social inclusion (Caldwell, 2007). Firth (2009) describes the dual processing theory, which gives an overview of the aims and outcomes of intensive interaction. The social inclusion process involves the initial expansion of social and communicative skills and the developmental process suggests that, if used consistently, the individual may acquire longer-term communication skills. The developmental process is thought to emerge at a transition point, after the social inclusion process has plateaued. It is at this point where social support is crucial for acquisition of further skills. Some of the quantitative research measures the observable effects seen in the individual to determine the effectiveness of inten
There is limited research into parents’ experiences of Intensive Interaction. Despite this, there are parents who use it and may hold unique experiences. Exploring this could provide insight into how to support parents using Intensive Interaction. Six mothers, who used Intensive Interaction with their children with intellectual disabilities and/or autism, were interviewed. Results were analysed using interpretative phenomenological analysis. The analysis yielded 10 subordinate themes which were organised into 4 superordinate themes: ‘The Connection’, ‘Bittersweet’, ‘Fighting for Support’ and ‘Challenging Underlying Low Expectations & Stigma’. Intensive Interaction was found to help some mothers feel connected with their child; they appeared to indicate that accessing timely support with Intensive Interaction was beneficial. Intensive Interaction was also perceived to challenge assumptions and stigma, but these factors were also perceived to be potential barriers to using the approach.
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