Effective interaction training
Effective Interaction training (also called “Intensive interaction”) is a special technique of communication. Mostly it's used with people who do not use words, for example those with profound and multiple intellectual disabilities (PMID) or autism. The approach uses pre-verbal communication techniques for instance responsive eye contact, facial expressions, vocal mirroring and joint focus activities. Just as a mother would imitate and turn-take with an infant, a practitioner using Intensive Interaction would develop imitations into mutually enjoyable games and build a relationship with a person with an intellectual disability (Nind & Hewett 2001).
Interactive teaching techniques are used, such as contingent imitation, naturally occurring reinforcement, and time delay, which provide trainer responses that are simple, predictable, and contingent upon the child’s initiations (McGee et al., 1999). For example, a trainer may imitate a child’s action, such as rolling a ball, immediately after the child performs the action. In addition, the environment is arranged to increase a child’s interest in materials or activities and the child’s motivation to use social and communicative behaviors. For example, a preferred toy may be placed out of reach, requiring the child to communicate the need for assistance. These social interactive programs are designed to promote young children’s social and communicative behaviors by encouraging them to initiate interactions, which are followed by predictable responses (Klinger & Dawson, 1992). Rather than require a child to respond to a demand, trainers follow the child’s lead in order to promote the child’s engagement in interactive play. In addition, in an effort to promote generalization of treatment effects, social interactive training is embedded in children’s everyday activities, rather than presented during discrete trial instruction in clinical settings (Baker, Koegel, & Koegel, 1998).
The targets of effective interaction training aren't necessarily children with disabilities though. This technique can be used to improve functioning and positive relationships in the classroom setting for all children. One way for students to shoulder the responsibility for learning is for them to be the readers, writers, speakers, listeners, and thinkers in the classroom through active engagement in social interaction with others (Alvermann & Phelps, 2005; Vacca, Vacca, & Mraz, 2011). Given the positive impact on both students and teachers, many scientists argue that effective interaction should be a cornerstone of any quality education system. In short, student-teacher interactions are vital to the learning process.
Nick Hutchinson, Anna Bodicoat. (2015). The effectiveness of intensive interaction, a systematic literature review. Journal of Applied Research in Intellectual Disabilities, 28 (6), p.437-454. Retrieved from: https://surl.li/jufwqh
Bogseon Hwang, Carolyn Hughes. (2000). The effects of social interactive training on early social communicative skills of children with autism. Journal of autism and developmental disorders, 30 (4), p.331-343. Retrieved from: https://surl.li/cjahdo
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The Impact of Social Interaction on Student Learning. Reading Horizons: A Journal of Literacy and Language Arts, 52 (4). Retrieved from: https://surl.li/rcahnk