A Dual Aspect Process Model of Intensive Interaction

Autor/in	Firth, Graham
Titel	A Dual Aspect Process Model of Intensive Interaction
Quelle	In: British Journal of Learning Disabilities, 37 (2009) 1, S.43-49 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2008.00505.x
Schlagwörter	Stellungnahme; Learning Disabilities; Interaction; Models; Autism; Cognitive Objectives; Counseling Objectives; Educational Objectives; Social Development; Socialization; Methods + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Interaktion; Analogiemodell; Autismus; Kognitives Lernziel; Educational objective; Bildungsziel; Erziehungsziel; Soziale Entwicklung; Socialisation; Sozialisation; Method; Methode
Abstract	Intensive Interaction is an empirically researched approach to developing fundamental communication and sociability for people with severe and profound learning disabilities and/or autism. However, it is the author's contention that certain aspects of Intensive Interaction are not universally conceptualised in a uniform manner, and that there are two general process models that are used to describe the approach by an increasing number of multi-disciplinary practitioners and advocates. Firstly, there is a "Social Inclusion Process Model" of Intensive Interaction, with practitioners using the approach with the primary aim of inclusively responding to the communication of a person with learning disability, however it is expressed. Secondly, there is a "Developmental Process Model", with practitioners having identifiably educative or developmental goals, rather than the approach being viewed simply as a means of contemporaneous social inclusion. In an attempt to clarify this position, this paper makes the case for a "Dual Aspect Process Model" of Intensive Interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10