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Many researchers have indicated the potential positive outcome of using Intensive Interaction (II) as an educational approach to identify communication and sociability skills (referred to in this article as Interactive Communication) in children with profound and multiple learning disabilities (PMLD). Some educational settings in the United Kingdom have established this approach in their schools, and have recognised its efficiency. The intention of this article was to summarize and discuss thefatcat:lk2jh4uf7vby7db57fa2nhzsui