Using Intensive Interaction with people with language in educational settings: Some Simple Dos!

At our recent Intensive Interaction Weekend Workshop in Malham (UK), all the weekenders contributed to writing up some simple 'dos' i.e. practical pointers that can act as accessible advice on how to use Intensive Interaction with people with language; the list below being developed by those working within educational settings (the next blog will have a similar list from those working in residential settings - although there are obviously many overlaps).

So: Some simple 'dos' when using Intensive Interaction with people with language in educational settings:

·   Language should be seen as an additional communicative “vehicle” through which to develop and sustain an Intensive Interaction engagement, with any language use seen as additional to, and not a distraction from, the use of the ‘fundamentals of communication’ (e.g. vocal intonation, facial expression, eye contact, posture and body language, etc).

·   Use good observation and reflection to gain insight into the student’s language use (including scripts); use this insight to inform the responsive use of language with them, remembering that sometimes it might be right to use no language!

·   Allow the student to lead the interaction; be available and respond when an interaction is naturally initiated or develops, and ensure that mutual enjoyment is the ‘focus’ of the interaction (and not any activity or linguistic agenda).

·   Be interested, enthusiastic and flexible in your use of language, but keep the tempo of language attuned to the tempo of the student’s language use and emotional state - allow for processing time; be comfortable with pauses and silence.

·   Enjoy verbally playing with sound, rhythm, volume, and intonation, as well as any words or phrases – and at times, when it feels right, look to gently and sensitively extend (i.e. spiral up) the language use.

·   Ensure that the language use does not put demands or expectations of language performance on the student (e.g. to respond in certain ways), nor create an external agenda that detract from the ‘taskless’ nature of the interaction.

·   Remember the language use may not have any clear or shared symbolic meaning i.e. a student’s language may not be used in a literally symbolic manner, and it may also not be directly indicative of or related to their current emotional state.

·   Use activities or objects of specific interest to the person if they create a familiar and safe social context, and an open-ended structure within which to scaffold the interaction, but always keep the focus on the sociability aspect of the interaction.

·   When appropriate provide sensitive ‘verbal commentaries’ (on shared activity or on any shared visual or auditory focus) to extend sociable language use.

·   Initially have one practitioner build up a trusting relationship with the student; they can then share their Intensive Interaction experiences and practices with others (via workshops, etc) to ensure consistency of approach in all settings.

·   Provide specific training and coaching through the use of videos, modelling, and discussions and make explicit reference to Intensive Interaction in all appropriate documentation e.g. ECHP, IEP, and Communication Passports.

So thank you to all our 'II Weekenders' yet again for all their insightful efforts!