During my training I often (well sometimes) put Intensive
Interaction 'quotes' on the PowerPoint slides that only have a functional use
e.g. Coffee Break, Lunch, etc. I include them to support and subliminally reinforce the central messages I am
trying to get across in the more obvious and overt training activities. Here are
some of my favourites (in no particular order):
'You can't overstate the importance of communication, without it you can't interact, and without interactions you can't have a relationship, and without a relationship I don't think one can have a life of any real sort.’ Clinical Psychologist respondent in 2014 Intensive Interaction research study.
‘Through Intensive Interaction we can shift our vision of our sons and daughters from impaired versions of us, to fulfilled versions of themselves.’ Anonymous Intensive Interaction trainee, Australia.
‘Learning occurs when we provide the environment that allows the learner to recognise something is happening because of something he/she does.' Mark Barber, Learning Other People’s Language.
‘My first intentional communication using this approach was with a gentleman who was said to have no interest in people or communication. He had profound learning disabilities and a number of challenging behaviours. When I first met him he was lying on the floor, banging his head against the wall/floor joint, screaming and hitting his face with his hand and forearm. I laid down on the floor a short distance away and mirrored the arm movement. Within 10 minutes we were achieving eye contact and turn taking, the screaming had stopped, the head banging and hitting had stopped. We maintained our interaction for nearly half an hour. I was totally won over by this approach.’ Marion Crabbe, Intensive Interaction Newsletter, Issue 7.
‘Addressing the issues for people with complex needs is … about recognising that the very particular support needs of an individual will mean very individualised support packages, including systems for facilitating meaningful two-way communication.' Valuing People Now: a new three-year strategy for people with learning disabilities (DoH, 2009).
‘By spending time with someone [using Intensive Interaction] we are valuing them: respecting them and meeting their basic human need to make meaningful and satisfying relationships, which is central for a decent quality of life.’ Dr. Ruth Berry, (2010), Understanding Intensive Interaction: context and concepts for professional and families.
'What would appear to be the simplest of things are a great achievement; a smile, eye contact…' Anonymous staff attendee, The Interactive CafĂ© Evaluation.
‘Things gain meaning by being used in a shared experience or joint action.’ John Dewey, American philosopher and educator.
‘Discovering Intensive Interaction was not a revelation for me, it was more like a confirmation of the way I had always felt comfortable working. But suddenly I had a name and an explanation’. Debbie Evans, Intensive Interaction Newsletter, Issue 15.
‘The journey with each student is to build a sense of useful and fun togetherness.’ Kieron Hubrick (NZ teacher) in ‘Intensive Interaction: find yourself and be yourself’’.
‘I have days when I
go home happy after a hand squeeze is returned… recognition of being involved
in human communication, that thing which surely brings us all the most
happiness.’ Christine Smith, Intensive Interaction
Newsletter, Issue 5.
'Intensive Interaction is a way of working with students that gives both teacher and student the freedom to be themselves, explore the means by which we can relate to each other and discover pathways of communication, the cornerstone of all learning.’ Gillian Stewart: Oz Newsletter, Issue 1.
‘The difference between participation and compliance is at the very core of the Intensive Interaction approach.’ Adrian Kennedy, Learning Disability Practice (2001).
‘Learning, (whatever else it might be) is an interactive process in which people learn from each other, and not just by showing and telling.’ Jerome Bruner, American psychologist and educator.
‘Intensive Interaction is a rare modern phenomenon in that it has been discovered from practice, researched and then shared without the firm controls about who can use, teach and research the approach.’ Cath Irvine, RCSLT Bulletin, 2001.
‘What we’ve been introduced to this week is amazing. Everything that we were told did work, although I had had doubts. My opinion has completely changed. I feel like I’ve been witness to something special, and am very grateful to have had that opportunity.’ Student volunteer in the research paper ‘Fostering social engagement in Romanian children with communicative impairments’, Zeedyk et al, (2009).
Perhaps you have some others?
'Intensive Interaction is a way of working with students that gives both teacher and student the freedom to be themselves, explore the means by which we can relate to each other and discover pathways of communication, the cornerstone of all learning.’ Gillian Stewart: Oz Newsletter, Issue 1.
‘The difference between participation and compliance is at the very core of the Intensive Interaction approach.’ Adrian Kennedy, Learning Disability Practice (2001).
‘Learning, (whatever else it might be) is an interactive process in which people learn from each other, and not just by showing and telling.’ Jerome Bruner, American psychologist and educator.
‘Intensive Interaction is a rare modern phenomenon in that it has been discovered from practice, researched and then shared without the firm controls about who can use, teach and research the approach.’ Cath Irvine, RCSLT Bulletin, 2001.
‘What we’ve been introduced to this week is amazing. Everything that we were told did work, although I had had doubts. My opinion has completely changed. I feel like I’ve been witness to something special, and am very grateful to have had that opportunity.’ Student volunteer in the research paper ‘Fostering social engagement in Romanian children with communicative impairments’, Zeedyk et al, (2009).
Perhaps you have some others?
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