Enhancing Communication through Intensive Interaction - Essay Example

 2Introduction: Learning disabilities is one of the challenging issues in many parts of the world. The reasons that lead to the learning disabilities are many. Learning disability is identified in those who are found out to be either uneducated or physically impaired or mentally disturbed etc, in the sense, people with severe impairment such as mental disorder, deafness of dumbness are identified with difficulties in communicating with the others and understanding the learning aspects. Even, children who seem to have lack of interest in their studies are referred to, as having a disability in learning. Communication becomes a big problem with these people. Researchers are working in several ways on how to bring out these people from difficulties and make communication easy for them. Because of this interest, the concept of “Intensive Interaction” was introduced in the 1980s. The credit goes to Nind and Hewett for their exclusive experiments with the concept. Intensive interaction is one of the practical ways to interact with people who have disabilities in learning or who are not exactly fit for communication. Aim: To conduct a critical analysis on the theories of Intensive Interaction based on how effective intensive interaction is in making the disabled feel communication an easy task. Critical Analysis: Disabilities in communication and learning have become an important issue since the beginning of the 18th century. Learning disability is the failure to communicate with society and which in turn allow the protagonist [a person with learning disability] to live within a Intensive Interaction 3 rigid circle of interaction, understand things etc. These sorts of problem have been identified both in children and in adults. Special studies, theories and teaching styles are now in practise among the teachers and the parents. Categorising people who have severe learning and communicating difficulties and analyzing the aspect of successful communication through Intensive Interaction is one of the key concepts insisted by many theorists of today, such as Nind, Hewett, M.J.Connor etc . Learning disability does not always arise out of common inborn factors such as a deaf, dumb, or blind. However, these factors might also lead to learning difficulties. There are other factors such as the environment factor and neurological problems contribute a lot to these issues. The lack of ability to listen, to speak, to read, to write , to spell, and the most important the lack of ability to rationally look into things contribute a lot for the psychological failure of a person. Intensive interaction, has been implemented with the a deep intension to help the disabled in at least achieve a partial understanding and communication between the disables and the society. The reasons for the above condition might include a brain injury, dysfunction of brain, dyslexia, and developmental aphasia. To be precise the factors leading to learning disabilities could be classified into two, [i] psychological factors,, and [ii] neurological factors. If the psychological cases [such as people with mental problems] are treated with appropriate care and effective communication with intensive interaction, the problem of disability, says many theorist could be rectified to a considerable level. The idea of communication or intensive interaction was stressed a lot by Hewett and Nind. Their written works on various outcomes Intensive Interaction 4 and practises of Intensive Interaction are of a great significance to understand the issue of disability and identify the key aspects which requires rectification. The theory of intensive interaction has now been considered as an effective implementation of communication needs for the people who have a severe learning disability. With the works of Hewett and Nind on intensive interaction, a new concept to identify the needs for people with autism and cerebral palsy in developing sociability and communication in a way which intensive interaction functions. Intensive interaction is applicable to those who are otherwise identified as people with autism and having severe learning disabilities due to cerebral palsy. The implementation or application includes assisting them in social skills, self-help, language understanding, cognition, play and decision-making or behaviour. The methods of teaching insisted by theorists like Hind and Hewett has contributed a lot for a better understanding of the application of intensive interaction. As far as interaction is concerned, the relationship between the learner and the society need to be created with a psychological contribution of communication. In the sense, by creating a new social setting, the disabled might have a psychological impact, which would further allow them to realise the communication aspect between them and their social surrounding [others who are normal]. Hewett and Nind observe in their Access to Communication …that the relationship between communication and learning process are interdependent. If any one of the above two does not work then, the result would be a learning disability. Intensive Interaction 5 This sort of situation starts right form the childhood, where the child tries to imitate things, and the imitation is itself a reflection of effective communication. While at school environment, when the children do not understand what has been taught to them, in that case communication between the teacher and the student becomes a failure, this has been argued and analysed by Tilston et al[2004] at large. Communication ends up successfully only when there exists stability in understanding people with autism. A child with autism or cerebral palsy should be treated with special attention and appropriate and effective communication strategies while the child enters the school life. Stephen M.Edelson [2006] observes, “it is important that educators assess for learning style as soon as an autistic child enters the school system and that they adapt their teaching styles in rapport with the strengths of the student. This will ensure that the autistic child has the greatest chance for success in school”Intensive interaction is one of the ways of implementing effective communication. The website on intensive interaction UK has characterised certain fundamentals of communication such as “ . Learning to give brief attention to another person. To share attention with another person. Learning to extend those attentions, learning to concentrate on another person. Developing shared attention into 'activities'. Taking turns in exchanges of behavior. To have fun, to play. Using and understanding eye contacts Intensive Interaction 6 Using and understanding of facial expressions. Using and understanding of non-verbal communication such as gesture and body language. Learning use and understanding of physical contacts.[The Fundamentals Of Communication. http://www.intensiveinteraction.co.uk/about/fundamentals.php] As said by the group, the communication aspect works out very well and this in turn sets a dependable background to work with people who have a severe learning disability. Nind [1999] has observed in a case study of a man, who had been detected of autism right form his 4th year of childhood. As an effect of autism, Nind says, certain trends were observed in that person, which differed from that of the normal person. The trends are feeling lonely, remaining aloof, having lack of interest in other things .Nind then took over the intensive interaction treatment , as a result within 12 months showed step by step changes in the behavior of the person like smiling, talking and looking at how the teacher teaches etc,. Nind [1999] Points out that individuals or persona suffering from autism should be treated with special consideration as a special group,. In the sense, interaction between the learner with disability and the trainer should be carried out with special skills in teaching. Nind [2001] also stresses on intensive approach, as a naturalistic process, which in turn, he says, should be given to children with autism. The intensive interaction could be considered as filling up the basic needs of a group of pupil. At the same time the approach for interaction Intensive Interaction 7 should be carried out in such a way that the curricular activities should involve all children irrespective of their autism or learning disability. Hewett [2005] observed from his own teaching experience that, the problem with pre-verbal communication and learning was not an easy task unless, it is approached by the teachers in an effective way. His observation shows that pupil in the stage of preverbal communication should be provided both with awareness and communication activities. However, at the same time he seems to have identified the process of involving students in various activities as not a successful gain. Because disability needs an equal effort of the learner and the instructor. He rather feels that the staff should learn particular skills or concepts to make a successful interaction. M.J.Cornnor[2005] narrates an experiment conducted with special schools in Oxfordshire. In which nearly 50% of the schools had facilities to teach people with autism. A questionnaire was framed to find out the result of practices in Intensive Interaction. He reports that several benefits were received by the children as well as the staff .They are “ 1. Greater self-motivation 2. Improved responsiveness 3. Improved communication 4. More acceptance of physical contact 5. Greater tolerance and enjoyment of interactions 6 Greater participation 7 Developing relationships Intensive Interaction 8 8 Improved behaviours 9 Greater calm” are some of the benefits for children. Where as the staff received 1. Heightened sense of motivation 2. More positive attitudes towards the children:” However, Kellet [2005] describes a case study of a 11 year old girl with autism. The girl had both multiple impairments and learning disabilities. She was reported to have restricted life span. When she was allowed to involve in the intensive interaction with the hope of making her communicate with her social setup, which in turn might increase her life span. However, she was found out to have given a negative result by becoming ill and very little involvement was shown from her part. From this case study it becomes quiet ambiguous whether the intensive interaction might work out very well or not for those who have severe health impairments also. Jordan et al [1998] observes from the point of view of Nind and Hewett that the imitations behavior of a child could be improved with additional effort to alter the behavior. But, in the case of adults, influence of stress might lead to similar pattern of interaction. In the sense, it becomes quiet clear form his work that children seemed to show a considerable improvement than adults with learning disability, as the child’s imitation tendency could be used for further effort to alter the behavior. Many researchers like Nind, Hewett, Edelson, Burford etc argue that people with learning disability have more chances to communicate, because they have many things inside to Intensive Interaction 9 deliver. But their disability controls them from dong so. Communicative efforts are enhanced by a positive intension then there arises scope for improvement in psychological make up also. Burford [1988] proposed new approaches to support interaction. He emphasizes on musical therapy and therapeutic play especially for children. These methods would act as a sort of encouragement for the children, so that they start to communicate and exchange their understanding with the social environment. While these theories of communication for disabled are applied as a main aspect, the behavioral patterns of the people with autism is also interacted with several approaches of communication as well. As a result psychological contribution in terms of how do they receive the treatment of interaction was observed by many researchers. Nind [1996] studied that intensive interaction would demonstrate the behavioral changes, improvement, or growth. Where by, the influential interactions could bring expressions such as smiling, looking into things, vocalizations etc. These signs or a change in behavior indicates their requirements. Learning Disability Specialist Library [2006] observes that intensive interaction works “in altering voice or gaze or body language to appear less threatening and more interesting responding to the things a person with learning disabilities does; letting them 'take the lead' by commenting on their actions, joining in with them, playfully imitating them” . At this point the concept of cognition should also be included for reviewing. Cognition could change or influence the behavior and reasoning capacity explains Barker [1994]. Ajzen’s [1980] Intensive Interaction 10 “Theory of Reasoned Action” also has a parallel view with that of Barker. Both intend to say that reasoning and decision-making are important processes involved in cognition. Layton et al [2004] supports by saying that “Cognitive development or intellectual developments are terms used to indicate the processes whereby children gain an understanding of their physical, social and psychological worlds”. Piaget’s theory of cognition also has to be included in this concern. Piaget compares the process of development of human beings in general with the intellectual growth. Just as a child becomes accustomed to the outside world, the environment begins its reaction with the growth of the child. Where by, it plays an equal and important role in determining the development of the child. Because of environmental influence, the child’s behavior also has to accept the new changes the child faces with the environment. Environmental surrounding contributes a share in determining the psychological outcomes of the people with autism. Like Barker [1983] and Fennell [1996] observes that social injustices like drug addiction, extravagance spending , discrimination, denial of basic democratic rights might enhance the disability as well. Effective communication through intensive interaction could bring out best solutions for this problem. Green Span [1998] has categorized the human development in to six stages and argues that these stages would bring effective communication if they are successfully undergone. They are 1. Interest and taking part in the world –the expected result was that the person could make himself peaceful and patient. Intensive Interaction 11 2. Intimacy- this stage leads him to have a good understanding 3. Two way communication-leading the interaction successfully. 4. The ability to understand the gestures- this would probably increase scope for understanding the communication 5. Emotional Ideas –this would lead the person to involve in creativity. In the sense the ability to create increases. 6. Emotional thinking-the ability to reason increases as a result of emotional thinking.” In the sense all the stages make ground for effective communnication. Bogdashina [2004] observes that the autistic activities are different from that of cognitive activities of the normal person. Therefore, the creativity or imagination and understanding of the austic person differs widely. However Bogdashina [2006] 304 “to accept that people do have alternative viewpoints and to accept that other people’s viewpoints have equal validity” By accepting the viewpoints equally would give place for a special kind of encouragement for the disabled. In the case of a child, methods to teach communication need to be followed with special interest, since they are at the beginning level of learning. Helen K.Warner [2006] p-82 observes that “Words need to be heard, understood, copied and repeated many times before they become part of the child’s vocabulary…the child will experiment the word with the outside situation in which they learn” Where as Coupe and Goldbart [1988] describes communication in terms of eye contact as this could work sometimes effective in the absence or words. Intensive Interaction 12 The Ican.org UK [2006] observes that the repetition of sensory stories like the Snow Man of the Christmas series can enhance the level of communication in those children who have profound learning disabilities. It says “Throughout the Sensory Story there are opportunities for children to respond to the sensory stimuli and for staff to pick up on this to begin interacting with the child individually…. Some children will chose not to participate in the group activities but it is great to see how these children progress from initially hiding behind a curtain to watching the larger group” “Playing makes the children come out with communicative traits, it will also lead them to make decisions and become more confident. Play, helps children to learn and communicate new language” argues the Ican Group UK [2006].The argument supports the theory that sounds and gestures and actions overwhelmed with happiness will make the children understand. This means that the child with a learning disability might have lot of chances to communicate from a psychological point of view, as they come out with what they feel at the time of feel. This is further looked upon by Ican Group as a best psychological impact on the child with a disability that the child takes steps to communicate and understand the language. Some of the other aspects would be that making the children feel close with the communicator, the communicator might be a teacher or a parent. In the sense a teacher has a key role to play in bringing out an effective communication in the children. A teacher could understand the expressions of a child at the time of play and these expressions could be raising sounds, smiling, clapping etc. while recognising the expressions Intensive Interaction 13 and encouraging them might lead to an effective communication. The steps involved in this process are describing their actions and objects, their feelings, describing the other things around him, interpreting their gesture, explaining the link between incidents happening around them, comparing their present work with a previous observation, and finally questions could bring them out as a successive communicator. Leeds Mental Health observes that “In Intensive interaction the carer, support worker, speech and language therapist or teacher works on being a better communication partner and so supports the person with learning disabilities develop confidence and competence as a communicator” The Leeds Mental Health specifically points out that lack of participation leads to increase in disability. They also point out that people who are socially withdrawn, who do not want to interact with others, and those who involve in self-stimulatory behaviors are found to be less participating. Mark Barber [2001] has observed improvement through his Affective Communication Assessment concept. The idea behind the assessment is to gather details regarding the reactions of the person with learning disability, based on how much they enjoy, what do they really need, what are their likes etc. He has found from the client John, who suffers form autism that a sense of taste might bring out psychological contributions, such as the enjoyment his client realizes. This psychological contribution helps in assessing the communication offered by the client in terms of nasal sounds, hand movements, smiles, and relaxation. The role of the adult here further enhances the sense of communication in the client. He calls them as Repertoire of behaviors. Intensive Interaction 14 Communication becomes successful only if there lays a sort of understanding between the learner and the communicator. Understanding is itself a psychological contribution, which in turn give place for the disabled to improve their life style. In the case of children, communication could be achieved by making them or allowing them to participate and encouragement plays an important role for effective participation. Teachers and parents take the major responsibility in this process. As far as adults are concerned, concentration should be given towards their needs and expectations. When it comes to those with multiple impairments communication in terms of gesture could lead to a successful result rather than words. Conclusion: Intensive Interaction for people with profound learning disabilities appears to be a very special task, since; they need more care and attention When it comes to psychological aspect, what is most required for them is care and encouragement. The treatment should remain the same for both adults and children. Communication difficulties while reviewing treated with the theories of Affective Communication Assessment of Mark, and the Piaget’s theory of cognition might be considered as reliable methods, because these methods when added with intensive interaction will help them to have a better psychological setting [ allowing the mind to feel free for communication.]. If the psychological aspect becomes a success then communication difficulties for the disabled will be solved at least to a considerable level. Overall, these people need care, intimate communication standards, and encouragement together with intensive interaction methods will help to reach a position fit for better communication. Bibliography Ajzen .I 1985 From Intensions to actions: A theory of planned behaviour Kuhl and Beckman [Eds].Action-control:From cognition to behaviour.Heildberg:Springer Barker, D. 1983 .How to curb the fertility of the unfit: the feeble –minded in Edwardian Britain. 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