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Intensive Interaction Handbook [Hardback]

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  • Formāts: Hardback, 168 pages, height x width: 297x210 mm, weight: 650 g
  • Izdošanas datums: 17-Oct-2011
  • Izdevniecība: Sage Publications Ltd
  • ISBN-10: 0857024906
  • ISBN-13: 9780857024909
Citas grāmatas par šo tēmu:
Intensive Interaction HandbookPalielināt
  • Formāts: Hardback, 168 pages, height x width: 297x210 mm, weight: 650 g
  • Izdošanas datums: 17-Oct-2011
  • Izdevniecība: Sage Publications Ltd
  • ISBN-10: 0857024906
  • ISBN-13: 9780857024909
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780857024909.html
Keywords:
Intensive interaction is an approach to teaching the pre-speech 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. This book is a practical guide to help those wishing to implement intensive interaction in their setting, and it provides detailed advice and step-by-step guidance as well as a consideration of all the issues associated with carrying out this approach.





It considers:



- preparing for intensive interaction



- observing intensive interaction in progress



- doing intensive interaction at home and at work



- teamwork



- wellbeing



- record-keeping









This book is a straightforward guide for anyone wanting to use intensive interaction with people with severe and complex learning difficulties, people who have very severe learning difficulties, profound and multiple learning difficulties, multi-sensory impairments, and people who have a diagnosis of autism.

Recenzijas

In my experience, Intensive Interaction can make a life changing difference to those with autism or complex learning difficulties. If you already use Intensive Interaction, this book is an essential reminder of what makes it special - if not, it will inspire you to give it a try! - Nicky Phillips, Educational Psychologist and co-author of Teaching Play to Children with Autism





The practicalities are covered in detail, as are documentation and record keeping, and this is the strength of this straightforward and useful text -SEN Magazine

List of figures
ix
About the authors x
Acknowledgements xi
Part 1 Human communication and the background to Intensive Interaction
1(26)
1 The nature of human communication
3(6)
Dave Hewett
2 Background to Intensive Interaction
9(12)
Graham Firth
The history of Intensive Interaction
9(5)
The 1980s --- the start of Intensive Interaction
9(1)
The 1990s --- things move on
10(1)
2000-10 --- a new millennium
11(3)
Into the future --- 2010 onwards ...
14(1)
What is Intensive Interaction?
14(1)
Who is Intensive Interaction for?
15(1)
What does Intensive Interaction teach? The `fundamentals of communication'
16(2)
The nature of communication work in our services
18(3)
3 How do human beings start learning to communicate?
21(6)
Dave Hewett
Part 2 Practicalities of doing Intensive Interaction
27(104)
4 Preparing for Intensive Interaction
29(16)
Dave Hewett
The Principles of Intensive Interaction
30(1)
What help do we take from looking at the `natural model' of infancy?
30(1)
So, what are Intensive Interaction sessions like?
31(4)
Simple, enjoyable activities
31(1)
Intensive Interaction activities or sessions can take many forms
32(1)
The activities develop and change
32(1)
What equipment or resources do we need?
33(1)
Intensive Interaction practitioners do need a flexible range of behaviour
33(1)
Principles not `rules'
34(1)
Planning or preparation for activities?
35(1)
Preparation
35(4)
Who are you going to do Intensive Interaction with?
35(1)
Mental preparation
36(1)
Write a programme or scheme of work?
37(1)
Finding one-to-one time
38(1)
Observation
39(2)
Do a baseline?
40(1)
Video
41(1)
Preparing the team?
41(4)
The whole team goes for it together?
42(1)
Or the team goes for it perhaps one by one?
43(2)
5 Getting going
45(23)
Dave Hewett
Starting: making access
45(2)
The person is truly `difficult to reach'
46(1)
The person presents as seeming to be very difficult to reach, but actually is not
46(1)
The person is quite social and available, but undeveloped as a communicator
46(1)
Realistic expectations
47(1)
Your first attempts
47(13)
Responsiveness ideas and the `available' look
47(1)
Where to be? Placing yourself
48(1)
Try out some ways of responding
48(4)
Examples of making access
52(4)
Do you prompt or initiate in order to get things going?
56(1)
First success
57(1)
No observable success in the first and subsequent early try-outs
58(2)
Early success and progress
60(8)
Consolidating your first successes and gradually moving on
60(1)
Keep going with what you have established
61(2)
Getting the `feel thing'
63(1)
How do Intensive Interaction activities end?
63(1)
The person gets very excited, the activity can get out of control
64(2)
Flow and mutuality
66(2)
6 Further and continuing progress
68(22)
Dave Hewett
Progress --- activities and sessions are working and `spiralling'
69(11)
Further development and progress feels gradual and seamless
69(1)
Keep doing frequent, regular activities or sessions
69(1)
Carry on enjoying everything
70(1)
Natural momentum
71(1)
Repetition and repertoire
72(1)
Spillover and `interactivity'
73(4)
Ways of developing variety
77(2)
Spiralling
79(1)
Recognising progress outcomes
80(3)
Types of progress
80(1)
Feeling comfortable with `emergence'
81(2)
Mid- to long-term possibilities
83(5)
The person is absolutely flying with progress and development
84(1)
It occurs so quickly and naturally it is difficult to keep track Progression seems slow and painstaking, but we are realistic and we know where we are
84(2)
We seemed to be doing really well with her or him for quite a while, but now we are just in a rut
86(1)
Everything is progressing quite well; you can appreciate the sense of natural momentum and gradual achievements
86(1)
She or he is starting to be involved in more speech and language exchanges
86(1)
She or he is starting to do and get involved in all sorts of things
87(1)
Ultimately, how far will the person go?
88(2)
7 Recording the activities and maintaining the processes
90(25)
Mark Barber
Observation and recording
90(1)
Observation
91(2)
Recording what you are doing
93(10)
Short term: what to record
94(3)
What is the point?
97(2)
Medium term
99(1)
Long term
99(1)
Using timelines
100(1)
Finally --- the `handover' record
100(3)
Recording using video
103(4)
What sort of camera?
104(1)
Other considerations
105(1)
Using the camera: brief considerations
105(1)
Practical issues
106(1)
Does my bum look big?
107(1)
Storage
107(1)
Saving files
107(1)
Using video evidence
107(8)
Using video as evidence of learning and progress
107(2)
Framework for recognising progress
109(1)
Using video evidence to encourage colleagues
110(4)
Good luck
114(1)
8 Supporting Intensive Interaction in workplaces
115(10)
Graham Firth
Dave Hewett
The environment
115(2)
Best working atmosphere for supporting Intensive Interaction work?
117(1)
Methodical, organised collaboration
118(1)
Settings: special schools
119(2)
Integrating Intensive Interaction with other work and approaches
120(1)
Settings: adult residential and day services
121(1)
Settings: the Interactive Cafe
122(3)
9 Doing Intensive Interaction at home
125(6)
Tandy Harrison
Learning how to make connections
125(1)
Finding the moments and places
126(2)
Sometimes he is under the weather
128(1)
Other family members and friends
128(1)
Relating to the professionals
129(1)
Record-keeping in the family
129(1)
Parents in a `community of practice'
130(1)
Part 3 Issues, topics and community
131(22)
10 Some associated issues and topics
133(9)
Dave Hewett
`Age-appropriateness' and developmental appropriateness
133(2)
Physical contact
135(3)
Use of video recordings
138(1)
Challenging behaviours
139(3)
11 The Intensive Interaction community
142(11)
Graham Firth
The Intensive Interaction `Community of Practice'
142(4)
The Intensive Interaction Institute
146(1)
The Intensive Interaction newsletters
147(2)
The Intensive Interaction Regional Support Groups
149(2)
Intensive Interaction on the World Wide Web
151(2)
Bibliography 153(1)
Index 154
Dr. Dave Hewett has been working in the field of special education for 40 years. He was headteacher at Harperbury Hospital School throughout the 1980s, where he and the team worked on the development of Intensive Interaction, producing the first publications and first research on Intensive Interaction, resulting in his doctorate. With Melanie Nind he produced the first Intensive Interaction book in 1994. Since 1990 he has been an independent consultant, continuing to publish extensively and work on the development and dissemination of the approach. Dave also publishes and gives courses on challenging behaviour issues, though as he maintains in the challenging behaviour section of this book, behaviour difficulties are communication difficulties. It is therefore not a separate topic.  He is now director of the Intensive Interaction Institute, travelling and broadcasting the Intensive Interaction message increasingly worldwide.