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Turlukowsky, Aimee (2025) Intensive Interaction in mainstream primary schools: Supporting children with social, communication and interaction difficulties. DAppEdPsy thesis, University of Nottingham.

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Abstract

Intensive Interaction is an evidence-based approach supporting individuals at the early stages of communication, utilising the natural pedagogy of mother-infant interactions to promote recognisable and enjoyable social communication. As social, communication and interaction needs are prevalent within mainstream primary schools, this study evaluated Intensive Interaction within these settings, utilising mixed methodology. Five pairs of participants took part for approximately twelve weeks.

An AB single case experimental design (SCED) measured the impact of Intensive Interaction on early communication skills in phase one. Interactions were videoed twice weekly and evaluated using a framework created by the researcher measuring Communicative Methods, Attention and Engagement skills and Emotional Factors. Pre and post measures assessed Social Communication and Emotional Regulation using an adapted SCERTS (Social Communication, Emotional Regulation and Transactional Support) observation form (Prizant et al., 2003). During phase two, key adults experiences of Intensive Interaction were gathered via interview and analysed using Reflexive Thematic Analysis.

Results illustrate two of the five participants improved in Communicative Methods and Emotional Factors associated with early communication, and one improved in Attention and Engagement. Social Communication and Emotional Regulation reportedly increased for all participants.

Qualitative findings highlighted positive outcomes not directly measured by the SCED for the participants and the wider school community. Participant specific outcomes were inconsistent and dependent on contextual factors. Key adults found the approach uncomfortable, however embraced the training, consequently challenging their perceptions and the opinions of others. Factors which facilitated or hindered implementation are outlined, accentuating school values and the individual differences of key adults.

Limitations require acknowledgement, specifically generalisability due to research design. The study concludes Intensive Interaction can be successful within mainstream settings and contribute towards meaningful curricula; however, individual differences of facilitators should be considered. Although factors increase success, and subsequent outcomes, the adaptive nature of Intensive Interaction is emphasised.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Godwin, Sarah
Keywords:	communication, Intensive Interaction, primary school children
Subjects:	L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LB Theory and practice of education > LB1501 Primary education P Language and literature > P Philology. Linguistics
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	82005
Depositing User:	Turlukowsky, Aimee
Date Deposited:	12 Dec 2025 04:40
Last Modified:	12 Dec 2025 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/82005

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