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European Journal of Special Needs Education Volume 23, 2008 - Issue 4
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Using Intensive Interaction to add to the palette of interactive possibilities in teacher–pupil communication

Mark Barber Consultant in Profound Intellectual Disability and Severe Communication Impairment, Melbourne, AustraliaCorrespondence[email protected]
Pages 393-402 | Published online: 09 Nov 2010

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Read on this site (2)

Kamilla Klefbeck. (2023) Educational Approaches to Improve Communication Skills of Learners with Autism Spectrum Disorder and Comorbid Intellectual Disability: An Integrative Systematic Review. Scandinavian Journal of Educational Research 67:1, pages 51-68.
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Gordon Stuart Lyons & Michael Arthur-Kelly. (2013) Collaborative stretching: A research agenda for enhancing the quality of lives of people with severe cognitive impairments. Journal of Care Services Management 7:3, pages 107-115.
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Articles from other publishers (3)

Graham Firth, Megan Glyde & Gemma Denby. (2020) A qualitative study of the practice‐related decision‐making of Intensive Interaction Practitioners. British Journal of Learning Disabilities 49:2, pages 117-128.
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Samantha Berridge & Nick Hutchinson. (2020) Staff experience of the implementation of intensive interaction within their places of work with people with learning disabilities and/or autism. Journal of Applied Research in Intellectual Disabilities 34:1, pages 1-15.
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Nick Hutchinson & Anna Bodicoat. (2015) The Effectiveness of Intensive Interaction, A Systematic Literature Review. Journal of Applied Research in Intellectual Disabilities 28:6, pages 437-454.
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