A Qualitative Study of the Practice-Related Decision-Making of Intensive Interaction Practitioners

Autor/inn/en	Firth, Graham; Glyde, Megan; Denby, Gemma
Titel	A Qualitative Study of the Practice-Related Decision-Making of Intensive Interaction Practitioners
Quelle	In: British Journal of Learning Disabilities, 49 (2021) 2, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Firth, Graham) ORCID (Glyde, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12355
Schlagwörter	Decision Making; Residential Care; Allied Health Personnel; Speech Language Pathology; Intuition; Severe Disabilities; Learning Disabilities; Autism; Pervasive Developmental Disorders; Parent Attitudes; Teacher Attitudes; Caregiver Attitudes; Administrator Attitudes; Clinical Psychology; Counselor Attitudes; Individual Characteristics; Interaction Process Analysis; Experiential Learning + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Severe disability; Schwerbehinderung; Learning handicap; Lernbehinderung; Autismus; Elternverhalten; Lehrerverhalten; Klinische Psychologie; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Prozessanalyse; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Background: This study looked to investigate the sometimes conscious and sometimes intuitive decision-making processes of Intensive Interaction practitioners. More specifically, this study set out to develop a rich description of how practitioners make judgements when developing a dynamic repertoire of Intensive Interaction strategies with people with severe or profound learning difficulties and/or autism, how this decision-making process is enacted in practice and what issues inform such decisions. Materials and Methods: This research followed a "Template Analysis" qualitative methodology, informed by semi-structured interviews with 13 experienced Intensive Interaction Practitioners (who had completed the Intensive Interaction Coordinators course as administered by the Intensive Interaction Institute). The participants included the following: speech and language therapists, parents, teachers, residential care staff and managers, and a clinical psychologist. Results: The findings of this study indicate why and how certain decisions are made by experienced practitioners before, during and after engagement in Intensive Interaction. Such decision-making is indicated as sometimes being intuitive in nature, sometimes more conscious, sometimes moving between the two cognitive states as differing issues arise. Practitioner decision-making was focused on a number of issues, including specific learning or care "agendas"; practitioner confidence and knowledge; environmental considerations; individual learner characteristics and behaviour; learner attention, "attunement" and arousal levels; building a shared "repertoire"; and issues of available time. Conclusions: The issue of how novice Intensive Interaction practitioners may best be supported to more quickly and confidently develop improved Intensive Interaction practices is discussed, proposing the development of a cyclical process of experiential learning and supported reflection. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01