Intensive Interaction for children and young people with profound and multiple learning disabilities (INTERACT):...

Area of Science:

• Speech and Language Therapy
• Special Education
• Developmental Psychology

Background:

• Communication interventions are vital for individuals with profound and multiple learning disabilities (PMLD).
• The clinical and cost-effectiveness of many communication interventions, including Intensive Interaction (II), remain unclear.
• Inconsistent training and application of II may affect its quality and impact.

Purpose of the Study:

• To evaluate the effectiveness of Intensive Interaction (II) in improving communication skills of children and young people with PMLD.
• To provide structured training in II to educational staff and parents/carers.
• To explore coordinated, joint activities for II delivery in educational settings and at home.

Main Methods:

• A multi-site pragmatic cluster randomised controlled trial comparing II plus usual care with usual care alone.
• Recruitment of 330 participants (aged 3-25 years) with PMLD from 66 educational settings in Great Britain.
• Data collection at baseline, 32 weeks, and 52 weeks, with the primary outcome (communication skills) measured by the Communication Complexity Scale (CCS) at 32 weeks.

Main Results:

• The primary outcome is communication skills, measured by the Communication Complexity Scale (CCS) at 32 weeks post-randomisation.
• Setting staff will video record interactions, coded by blinded research team members.
• Health and educational outcomes, including communication, behaviour, wellbeing, and quality of life, will be assessed.

Conclusions:

• This study addresses a widely used but under-researched intervention for PMLD.
• Findings will guide support strategies for children and young people with PMLD in educational and home environments.
• The research aims to improve the quality and consistency of II implementation.