Interaction and Interaction and CommunicationCommunication

TPS Core Competency

Training

Interaction and Interaction and Communication: Key Communication: Key Words & ConceptsWords & Concepts

Verbal and nonverbal communication

Communication and behavior Active listening Speech and language disorders Communication systems

Interaction and Interaction and CommunicationCommunication

Remember ….

People are first, disabilities second

Label jars….Not people

Reasons for Reasons for CommunicatingCommunicating

Giving/getting information

Expressing feelings

Problem solving

Teaching

Socializing

Persuading

Making decisions

Building relationships

All Communications Have:All Communications Have:

Sender

Message

Receiver

Nonverbal CommunicationNonverbal Communication

“Listen” to….

• Facial expression

• Gestures

• Volume of voice

• Space between people

What Behavior What Behavior CommunicatesCommunicates

What I want….

Affection An object Assistance Preference or

choice

What Behavior What Behavior CommunicatesCommunicates

What I don’t want…

Rejecting an object

Rejecting services or assistance

What Behavior What Behavior CommunicatesCommunicates

I want attention and understanding…

To express feelings

To share moods To show affection To be humorous

CommunicationCommunication

Options and OpportunityOptions and Opportunity

• Aware or your own stress, emotions, health

• Aware of consumer’s stress, emotions, health

• Know how stress, health, emotions alter feelings and behavior

• Know the consumers preferred activities for calming, reducing stress

• Offer options and assure opportunity

Barriers to CommunicationBarriers to Communication

• Limited or no speech• Hearing loss• Poor muscle control• Damage to part of the brain

that controls speech• Difficult behaviors

Types of Speech DisordersTypes of Speech Disorders

• Abnormal pitch• Abnormal quality• Excessive loudness• Incorrect articulation

Language DisordersLanguage Disorders

• Ability to understand language (receptive) is limited

• Ability to talk (expressive) is limited

• Ability to talk (expressive) is limited compared to age

Communication TipsCommunication Tips

• Use words for feelings (hurt, tired, etc.)• Identify objects in daily routines• Identify objects when assisting• Point to pictures/objects, say words

clearly• Point out objects while walking, at

store, etc.• Ask person to watch as you pronounce

word

Communication TipsCommunication Tips

• Speak in short sentences when giving directions

• Pronounce entire word• Encourage progress• Make simple movements when

teaching• Listen carefully to what person

says or tries to say

Communication SystemsCommunication Systems

• Speech• Reading and writing• Sign language• Gesturing• Pictures• Communication boards, books,

and cards

Key Elements in TeachingKey Elements in Teaching

• Identifying skills to teach• Establishing a relationship with

the learner• Using a task analysis• Different types of teaching

prompts• Recording progress, CAP

documentation

Establishing a Good Establishing a Good RelationshipRelationship

• Get to know what the person likes and dislikes

• Do things the person likes to do• Help to avoid things he/she

dislikes• Get to know each other’s

communication style

Task AnalysisTask Analysis

• A task analysis is breaking down complex skills into smaller, more teachable steps.

Task AnalysisTask Analysis

• Drinking from a cup:

1.Grasp handle.2.Lift cup to

mouth.3.Drink.4.Set the cup on

the table.

Types of PromptsTypes of Prompts

• Verbal - a spoken question or instruction that helps the learner do a step of the new skill.

• Gestural - pointing, tapping, or other body motion that helps learner know what’s next.

• Modeling - staff shows the learner how to do part or all of a skill.

• Physical - guidance involving touch to help a learner do the skill, ranging from brief touch to complete guidance.

Levels of AssistanceLevels of Assistance

• Least Most• More independent Less Independent

So, prompt levels move in the following order..

Verbal to gestural, then to modeling, then on to partial physical guidance, and finally full physical guidance, which is the most intrusive level of assistance

Common Prompting Common Prompting MistakesMistakes

• Providing the same prompt more often than necessary on a given step.

• Moving to a more helpful (intrusive) prompt too quickly.

• Providing less help with second prompt than with first prompt.

• Full physical guidance the first time.

ReinforcementReinforcement

• Most behavior is shaped by the power of reinforcement, or, what is rewarded is repeated.

• Reinforcement is any item, event, or activity that follows a behavior and makes the behavior more likely to occur again.

Advantages of PraiseAdvantages of Praise

• Praise is a normal consequence.• People almost never become

tired of praise.• Praise is readily available and is

free.• Praise can be provided briefly

without stopping an ongoing activity.

Correcting ErrorsCorrecting Errors

• Stop when the error occurs.• Return to the previous training

step.• Ask the person to repeat the

step and provide more help, if necessary, to ensure success.

Common Teaching Common Teaching MistakesMistakes

• Person learning completes the step incorrectly, but the worker provides positive reinforcement.

• The worker allows an individual to make an error, and does not stop to correct it.

• Learner makes an error, but the worker does not provide additional help on the second try.

Good Times to TeachGood Times to Teach

• A person tries practicing a newly learned skill spontaneously.

• An individual asks for help to complete a task.

• You realize that you are completing a task for an individual that he/she could learn.

Writing Down the WorkWriting Down the Work

• Communicating progress through documentation is critical to the success of teaching.

• Support teams must communicate with written documentation to coordinate efforts.

• Documentation informs billing and payroll processes.

Please move on to Please move on to Services and DocumentationServices and Documentation

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