Barwick, N (2015) Core concepts in group analysis: What does the conductor do? In: Davies, A, Richards, E, Barwick, N (eds) Group Music Therapy: A Group Analytic Approach. New York: Routledge, pp. 53–54.
Google Scholar
Cohen, AJ (2010) Music as a source of emotion in film. In: Sloboda, JA, Juslin, PN (eds) Music and Emotion: Theory, Research, Applications. New York: Oxford University Press, pp. 879–908.
Google Scholar
Edwards, J (ed) (2011) Music Therapy and Parent-Infant Bonding. Oxford: Oxford University Press.
Google Scholar |
Crossref
Fachner, J (2017) From assistance to co-therapy: On the role of the co-therapist in Nordoff Robbins music therapy. In: Strange, J, Odell-Miller, H, Richards, E (eds) Collaboration and Assistance in Music Therapy Practice: Roles, Relationships, Challenges. London: Jessica Kingsley Publishers, pp. 186–199
Google Scholar
Fearn, M-C, O’Connor, R (2008) Collaborative working at the Cheyne Day Centre, London. In: Twyford, K, Watson, T (eds) Integrated Team Working: Music Therapy as Part of Transdisciplinary and Collaborative Approaches. London: Jessica Kingsley Publishers, pp. 55–61.
Google Scholar
Firth, G (2010) A Framework for Recognising Attainment in Intensive Interaction. Leeds: Leeds Partnerships NHS Trust.
Google Scholar
Goldbart, J, Caton, S (2010) Communication and people with the most complex needs: What works and why this is essential. Available at:
https://www.researchgate.net/publication/267427913 Google Scholar
Holck, U (2019) Music therapy for children with developmental disabilities. In: Jacobsen, SL, Pedersen, IN, Bonde, LO (eds) A Comprehensive Guide to Music Therapy, 2nd edn. London: Jessica Kingsley Publishers, pp. 262–272.
Google Scholar
Intensive Interaction Institute (2020) Welcome to Intensive Interaction. Available at:
http://intensiveinteraction.org Google Scholar
Jefferies, L (2009) Introducing Intensive Interaction. The Psychologist 22: 788–791.
Google Scholar
Lacey, P (2012) Interactive approaches to teaching and learning. In: Hewett, D (ed.) Intensive Interaction: Theoretical Perspectives. London: SAGE, pp. 39–54.
Google Scholar |
Crossref
London, J (2012) Hearing in Time: Psychological Aspects of Musical Meter, 2nd edn. New York: Oxford University Press.
Google Scholar |
Crossref
Messer, D (1995) The Development of Communication: From Social Interaction to Language. Chichester: John Wiley & Sons.
Google Scholar
Nind, M (2012) Intensive Interaction, emotional development and emotional well-being. In: Hewett, D (ed.) Intensive Interaction: Theoretical Perspectives. London: SAGE, pp. 22–38.
Google Scholar |
Crossref
Nind, M, Hewett, D (2003) A Practical Guide to Intensive Interaction. Birmingham: British Institute of Learning Disabilities.
Google Scholar
Oldfield, A, Flower, C (eds) (2008) Music Therapy with Children and Their Families. London: Jessica Kingsley Publishers.
Google Scholar
PMLD Link (2021) Website of PMLD link. Available at:
https://www.pmldlink.org.uk Google Scholar
Robson, C (2002) Real World Research: A Resource for Social Scientists and Practitioner Researchers, 2nd edn. Oxford: Blackwell.
Google Scholar
Smith, JA, Flowers, P, Larkin, M (2009) Interpretative Phenomenological Analysis: Theory, Method and Research. London: SAGE.
Google Scholar
Sroufe, LA (1996) Emotional Development: The Organisation of Emotional Life in the Early Years. Cambridge: Cambridge University Press.
Google Scholar |
Crossref
Stern, DN (1995) The Motherhood Constellation: A Unified View of Parent-Infant Psychotherapy. New York: Basic Books.
Google Scholar
Stern, DN (2010) Forms of Vitality: Exploring Dynamic Experience in Psychology, the Arts, Psychotherapy and Development. Oxford: Oxford University Press.
Google Scholar |
Crossref
Strange, J (2013) Improvised music to support interaction between profoundly learning-disabled teenagers and their learning support assistants. PhD Thesis, Anglia Ruskin University. Available at:
http://arro.anglia.ac.uk/314588/ Google Scholar
Strange, J (2017a) Assistants as interaction partners: The experience of learning support assistants in group music therapy. In: Strange, J, Odell-Miller, H, Richards, E (eds) Collaboration and Assistance in Music Therapy Practice: Roles, Relationships, Challenges. London: Jessica Kingsley Publishers, pp. 22–35.
Google Scholar
Strange, J (2017b) Improvised music to support child-assistant interaction: The perceptions of music therapists. In: Strange, J, Odell-Miller, H, Richards, E (eds) Collaboration and Assistance in Music Therapy Practice: Roles, Relationships, Challenges. London: Jessica Kingsley Publishers, pp. 235–252.
Google Scholar
Strange, J, Weekes, L (2017) Music and Movement: Integrated music therapy and physiotherapy for people with severe disabilities at risk of developing fixed deformities. In: Strange, J, Odell-Miller, H, Richards, E (eds) Collaboration and Assistance in Music Therapy Practice: Roles, Relationships, Challenges. London: Jessica Kingsley Publishers, pp. 227–234.
Google Scholar
Thaut, MH, McIntosh, GC, Hoemberg, V (2015) Neurobiological foundations of neurologic music therapy: Rhythmic entrainment and the motor system. Frontiers in Psychology 5: 1185.
Google Scholar |
Crossref |
Medline
Twyford, K, Watson, T (2008) Integrated Team Working: Music Therapy as Part of Transdisciplinary and Collaborative Approaches. London: Jessica Kingsley Publishers.
Google Scholar
Wigram, T (2004) Improvisation: Methods and Techniques for Music Therapy Clinicians, Educators and Students. London: Jessica Kingsley Publishers.
Google Scholar
Wimpory, D, Gwilym, E (2019) Musical interaction therapy for children with autistic spectrum conditions (ASCs): Underlying rational, clinical practice and research evidence. In: Dunn, H, Coombes, E, Maclean, E, et al. (eds) Music Therapy and Autism Across the Lifespan: A Spectrum of Approaches. London: Jessica Kingsley Publishers, pp. 97–136.
Google Scholar
Zeedyk, MS (2012) Wired for communication: How the neuroscience of infancy helps in understanding the effectiveness of Intensive Interaction. In: Hewett, D (ed.) Intensive Interaction: Theoretical Perspectives. London: SAGE, pp. 55–71.
Google Scholar |
Crossref
Comments (0)