{"id":1015,"date":"2022-11-01T16:49:17","date_gmt":"2022-11-01T16:49:17","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=1015"},"modified":"2022-12-02T14:44:41","modified_gmt":"2022-12-02T14:44:41","slug":"intensive-interaction-an-academic-critique-video","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2022\/11\/01\/intensive-interaction-an-academic-critique-video\/","title":{"rendered":"Intensive Interaction: An Academic Critique (video)"},"content":{"rendered":"<p><strong>Assignment type:<\/strong> Academic Critique (video)<br \/>\n<strong>Author: <\/strong>Stephanie Bowen<br \/>\n<strong>Submitted:<\/strong> May2022<\/p>\n<p><iframe loading=\"lazy\" title=\"Intensive Interaction: An Academic Critique\" width=\"584\" height=\"329\" src=\"https:\/\/www.youtube.com\/embed\/nLGAbddnPhI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2022\/11\/Steph-Bowen-Intensive-Interaction-Search-strategy.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Systematic search strategy appendices<\/a><\/p>\n<p><!--more--><\/p>\n<p><strong>References<\/strong><\/p>\n<p>Argyropoulou, Z., &amp; Papoudi, D. (2012). The training of a child with autism in a Greek preschool inclusive class through intensive interaction: a case study. <em>European Journal of Special Needs Education, 27<\/em>, 99\u2013114.<\/p>\n<p>Barber, M. (2008). Using intensive interaction to add to the palette of interactive possibilities in teacher-pupil communication. <em>European Journal of Special Needs Education, 23,<\/em> 393\u2013402.<\/p>\n<p>Bryman, A. (2016). Research Designs. In <em>Social Research Methods<\/em> (5th ed., pp. 39\u201371). Oxford University Press.<\/p>\n<p>Caldwell, P. (2013). Intensive interaction: using body language to communicate. <em>Journal on Developmental Disabilities<\/em>, <em>19<\/em>(1), 33\u201339.<\/p>\n<p>Calveley, J. (2017). Gaining the power of initiation through intensive interaction. <em>Learning Disability Practice<\/em>, <em>20<\/em>(1), 19\u201323. <a href=\"https:\/\/doi.org\/10.7748\/ldp.2017.e1797\">https:\/\/doi.org\/10.7748\/ldp.2017.e1797<\/a><\/p>\n<p>Critical Appraisal Skills Programme (2018). CASP qualitative checklist. [online] Available at: <a href=\"https:\/\/casp-uk.net\/images\/checklist\/documents\/CASP-Qualitative-Studies-Checklist\/CASP-Qualitative-Checklist-2018_fillable_form.pdf\">https:\/\/casp-uk.net\/images\/checklist\/documents\/CASP-Qualitative-Studies-Checklist\/CASP-Qualitative-Checklist-2018_fillable_form.pdf<\/a>. Accessed: 14.04.2021<\/p>\n<p>Downs, S., &amp; Black, N. (1998). The feasibility of creating a checklist for the assessment of the methodological quality both of randomised and non-randomised studies of health care interventions. <em>Journal of Epidemiology and Community Health<\/em>, <em>52<\/em>(6), 377\u2013384. <a href=\"https:\/\/doi.org\/10.1136\/jech.52.6.377\">https:\/\/doi.org\/10.1136\/jech.52.6.377<\/a><\/p>\n<p>Ephraim, G. (1979). Developmental processes in mental handicap: A generative structure approach. Unpublished PhD thesis, Department of Psychology, Brunel University.<\/p>\n<p>Firth, G. (2009). A dual aspect process model of intensive interaction. <em>British Journal of Learning Disabilities<\/em>, <em>37<\/em>(1), 43\u201349. <a href=\"https:\/\/doi.org\/10.1111\/j.1468-3156.2008.00505.x\">https:\/\/doi.org\/10.1111\/j.1468-3156.2008.00505.x<\/a><\/p>\n<p>Hutchinson, N., &amp; Bodicoat, A. (2015). The effectiveness of intensive interaction, a systematic literature review. <em>Journal of Applied Research in Intellectual Disabilities<\/em>, <em>28<\/em>, 437\u2013454. <a href=\"https:\/\/doi.org\/10.1111\/jar.12138\">https:\/\/doi.org\/10.1111\/jar.12138<\/a><\/p>\n<p>Jeffries, L. (2009). Introducing Intensive Interaction. <em>The Psychologist<\/em>, <em>22<\/em>(9), 756\u2013759.<\/p>\n<p>Jones, K., &amp; Howley, M. (2010). An investigation into an interaction programme for children&nbsp;on the autism spectrum: outcomes for children, perceptions of schools and a model&nbsp;for training. <em>Journal of Research in Special Educational Needs, 10,<\/em> 115\u2013123.<\/p>\n<p>Kellett, M. (2000). Sam\u2019s story: evaluating intensive interaction in terms of its effect on the&nbsp;social and communicative ability of a young child with severe learning difficulties.&nbsp;<em>Support for Learning, 15,<\/em> 165.<\/p>\n<p>Kellett, M. (2003). Jacob\u2019s journey: developing sociability and communication in a young boy&nbsp;with severe and complex learning difficulties using the intensive interaction teaching&nbsp;approach. <em>Journal of Research in Special Educational Needs, 3,<\/em> 1\u201316.<\/p>\n<p>Kellett, M. (2004). Intensive interaction in the inclusive classroom: using interactive&nbsp;pedagogy to connect with students who are hardest to reach. <em>Westminster Studies in Education, 27, <\/em>175\u2013188.<\/p>\n<p>Kellett, M. (2005). Catherine\u2019s legacy: social communication development for individuals with profound learning difficulties and fragile life expectancies. <em>British Journal of Special Education, 32,<\/em> 116\u2013121.<\/p>\n<p>Maydew, H., &amp; Atkinson, S. (2022). The benefits and challenges of conducting research in schools using a single case experimental design. <em>Educational Psychology in Practice, 31<\/em>(1), 89-107.<\/p>\n<p>Melnyk, B., &amp; Fineout-Overholt, E. 2005. <em>Evidence-based practice in nursing &amp; healthcare:&nbsp;&nbsp; a guide to best practice.<\/em> Lippincott Williams &amp; Wilkins, Philadelphia.<\/p>\n<p>Mouri\u00e8re, A., &amp; Hewett, D. (2021). Autism, Intensive Interaction and the development of&nbsp;non-verbal communication in a teenager diagnosed with PDD-NOS: a case study.&nbsp;<em>Support for Learning<\/em>, <em>36<\/em>(3), 400-420.<\/p>\n<p>Mouriere, A., &amp; Scott-Roberts, S. (2017). Measuring the impact of intensive interaction on joint attention and intentional communication using the FOCAL wheels. <em>Good Autism Practice<\/em>, <em>18<\/em>(1), 34\u201345.<\/p>\n<p>Page M.J., McKenzie J.E., Bossuyt P.M., Boutron I., Hoffmann T.C., Mulrow C.D., et al. (2021).<\/p>\n<p>The PRISMA 2020 statement: an updated guideline for reporting systematic reviews.&nbsp;<em>British Medical Journal 372<\/em>(71). DOI: 10.1136\/bmj.n71. For more information, visit:&nbsp;<a href=\"http:\/\/www.prisma-statement.org\/\">http:\/\/www.prisma-statement.org\/<\/a><\/p>\n<p>Ramey, H., &amp; Grubb, S. (2009). Modernism, postmodernism and (evidence-based)&nbsp;practice. <em>Contemporary Family Therapy: An International Journal 31<\/em>(2), 75-86. <a href=\"https:\/\/doi.org\/10.1007\/s10591-009-9086-6\">https:\/\/doi.org\/10.1007\/s10591-009-9086-6<\/a><\/p>\n<p>Robson, C. (2011). Flexible Designs. In <em>Real World Research<\/em> (3<sup>rd<\/sup> ed., pp.130-160). Wiley.<\/p>\n<p>Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed.) S. Koch. <em>Psychology: A Study of <\/em><em>a Science. Vol. 3: Formulations of the Person and the Social Context<\/em>. New York: McGraw Hill<\/p>\n<p>Tate, R., McDonald, S., Perdices, M., Togher, L., Schultz, R., &amp; Savage, S. (2008). Rating the methodological quality of single-subject designs and n-of-1 trials: Introducing the single-case experimental design (SCED) scale. <em>Neuropsychological Rehabilitation<\/em>, <em>18<\/em>(4), 385\u2013401. <a href=\"https:\/\/doi.org\/10.1080\/09602010802009201\">https:\/\/doi.org\/10.1080\/09602010802009201<\/a><\/p>\n<p>Tee, A., &amp; Reed, P. (2017). Controlled study of the impact on child behaviour problems of intensive interaction for children with ASD. <em>Journal of Research in Special Educational Needs<\/em>, <em>17<\/em>(3), 179\u2013186. <a href=\"https:\/\/doi.org\/10.1111\/1471-3802.12376\">https:\/\/doi.org\/10.1111\/1471-3802.12376<\/a><\/p>\n<p>Zeedyk S., Davies C., Parry S., &amp; Caldwell P. (2009). Fostering social engagement in Romanian children with communicative impairments: the experiences of newly trained practitioners of intensive interaction. <em>British Journal of Learning Disabilities, 37,<\/em> 186\u2013196.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assignment type: Academic Critique (video) Author: Stephanie Bowen Submitted: May2022 Systematic search strategy appendices<\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[403375,1003974],"tags":[1003884,8891],"class_list":["post-1015","post","type-post","status-publish","format-standard","hentry","category-autism","category-intensive-interaction","tag-academic-critique","tag-video"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1015","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=1015"}],"version-history":[{"count":6,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1015\/revisions"}],"predecessor-version":[{"id":1037,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1015\/revisions\/1037"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=1015"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=1015"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=1015"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}