PIMDA: Profound Intellectual & Multiple Disability Australia: Intensive Interaction course at Deakin Uni

Wednesday, October 24, 2012

Intensive Interaction course at Deakin Uni

Cross posting for Mark

barber.mark.m@edumail.vic.gov.au

Dear colleague, the accredited Masters Level Unit of Study: Intensive Interaction: Theory to Practice is available again in 2013, at Deakin University Burwood Campus

Intensive Interaction is an approach to supporting the communication of learners with complex intellectual disabilities and often severe communication impairments which originated in UK and has been gaining increasing interest in Australia since its introduction in 2003.

The approach is recognised an evidence based practice by APS

WHERE :
Deakin University, Burwood Campus.
HOW:
Participants complete the required readings prepared for this unit. Tutorial support is provided by email.
The unit follows 3 phases of on-campus days at Burwood Site, through the trimester with face-to-face teaching by the unit lecturer

· Phase 1.....3 consecutive days in January

· Phase 2......a weekend in March

· Phase 3.....3 days in April

NB To gain accreditation for learning, participants should attend all 8 days and complete 1x 3000 word assignment and 1x 3000 word reflective diary.

WHEN : Begins January 2013
WHO : anyone who works with people with complex or profound intellectual disabilities

Contact Anne Savige Manager of Educational Projects anne.savige@deakin.edu.au+61 3 924 46384

NB More detail is available in the attachment
regards

Mark
Mark Barber PhD
Intensive Interation Coordinator
Bayside SDS
Genoa Street
Moorabbin
Vic 3189

1 comment:

Mark Barber said...: Thanks for that posting Sheridan. It was a small cohort :- 8 participants (teachers and OTs) came from SA, VIC &Queensland and NSW this year. The small group meant that we could really get into some really good conversations.....especially when it came to discussing the videos brought in for discussion.; June 2, 2013 at 8:25 PM

Post a Comment

Advocacy articles

Longley, S., & Collins, G. J. (1994). The development of a non-verbal satisfaction measure for use with people who have severe or profound learning disabilities. British Journal of Developmental Disabilities, XL(79), 143-149.
Porter, J., Ouvry, C., Morgan, M., & Downs, C. (2001). Interpreting the communication of people with profound and multiple learning difficulties. British Journal of Learning Disability, 29(1), 12-16.
Ware, J. (2004). Ascertaining the views of people with profound and multiple learning disabilities. British Journal Learning Disability, 32(4), 175-179.

Arts and multi-sensory articles

Ashby, M., Lindsay, W. R., Pitcaithly, D., Broxholme, S., & Geelen, N. (1995). Snoezelen: Its effects on concentration and responsiveness in people with profound multiple handicaps. British Journal of Occupational Therapy, 58(7), 303-307.
Brodin, J. (2005). Diversity of aspects on play in children with profound multiple disabilities. Early Child Development and Care, 175, 635-646.
Bunning, K. (1998). To engage or not to engage? Affecting the interactions of learning disabled adults. International Journal of Language and Communication Disorders, 33(Supplement), 386-391.
Cuvo, A. J., May, M. M., & Post, T. M. (2001). Effects of living room, Snoezelen room, and outdoor activities on stereotypic behavior and engagement by adults with profound mental retardation. Research in Developmental Disabilities, 22, 183-204.
Graham, J. (2004). Communicating with the uncommunicative: music therapy with pre-verbal adults. British Journal Learning Disability, 32(1), 24-29.
Hogg, J., Cavet, J., Lambe, L., & Smeddle, M. (2001). The use of 'Snoezelen' as multisensory stimulation with people with intellectual disabilities: a review of the research. Research in Developmental Disabilities, 22, 353-372.
Lindsay, W. R., Pitcaithly, D., Geelen, N., Buntin, L., Broxholme, S., & Ashby, M. (1997). A comparison of the effects of four therapy procedures on concentration and responsiveness in people with profound learning disabilities. Journal of Intellectual Disability Research, 41(3), 201-207.
Logan, K. R., Jacobs, H. A., Gast, D. L., Smith, P. D., Daniel, J., & Rawls, J. (2001). Preferences and reinforcers for students with profound multiple disabilities: can we identify them? Journal of Developmental and Physical Disabilities, 13(2), 97-122.
Matson, J. L., Bamburg, J. W., & Smalls, Y. (2004). An analysis of Snoezelen equipment to reinforce persons with severe or profound mental retardation. Research in Developmental Disabilities, 25(1), 89-95.
Rainey Perry, M. M. (2003). Relating improvisational music therapy with severely and multiply disabled children to communication development. Journal of Music Therapy, XL(3), 227-246.
Shapiro, M., Parush, S., Green, M., & Roth, D. (1997). The efficacy of the "Snoezelen" in the mangagement of children with mental retardation who exhibit maladaptive behaviours. British Journal of Developmental Disabilities, 43(2), 140-155.
Singh, N. N., Lancioni, G. E., Winton, A. S. W., Molina, E. J., Sage, M., Brown, S., et al. (2004). Effects of Snoezelen room, activities of daily living skills training, and vocational skills training on aggression and self-injury by adults with mental retardation and mental illness. Research in Developmental Disabilities, 25(3), 285-293.
Vlaskamp, C., & Nakken, H. (1999). Missing in execution therapies and activities for individuals with profound multiple disabilities. British Journal of Developmental Disabilities, 45(2), 99-109.
Vlaskamp, C., de Geeter, K. I., Huijsmans, L. M., & Smit, I. H. (2003). Passive activities: the effectiveness of multisensory environments on the level of activity of individuals with profound multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 16, 135-143.

PIMDA: Profound Intellectual & Multiple Disability Australia

Wednesday, October 24, 2012

Intensive Interaction course at Deakin Uni

1 comment:

Followers

HOP

What do you think the issues are?

About Me

Blog Archive

Advocacy articles

Arts and multi-sensory articles