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Communication Skills Inventory

This is not a test. It is a tool you can use to rate your ability to interact with co-workers, students,

parents, and other people you come into contact with on the job. It is designed to help you assess your

social or communication skills to determine what your areas of strength might be as well as your areasof weakness. This way, you can feel good about the things you do well, and start to think about working

to improve the things you dont do as well.

Directions: ead each item then circle the number to the right of each item that best describes how well

you think you use a specific skill. !fter you have rated all the items, choose three that you will commit

to improving. Ineffective /Unsure Effective/Confident

". !sking #uestions " $ % & '

$. (tarting a conversation " $ % & '

%. !sking for a favor " $ % & '

&. )iving a compliment " $ % & '

'. !ccepting a compliment " $ % & '

*. !ccepting criticism " $ % & '

+. )iving criticism " $ % & '

. !pologiing " $ % & '

. )iving instruction " $ % & '

"/. 0ealing with resistance " $ % & '

"". 12pressing your feelings " $ % & '

"$. 3andling anger " $ % & '

"%. 0ealing with conflict " $ % & '

"&. (tanding up for your rights " $ % & '

"'. (tating what you want " $ % & '

Handout # 1Handout # 1

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!uildin" Communication Skills

skin" a $uestion

Think about your I would

appreciateBB?or >Could you pleaseB.? Dor e2ample you could say >I would appreciate it if youwould help me with this. Im really stuck.?

%ivin" a comliment

Compliments should be truthful, authentic and appropriate to be effective. It is helpful for a complimentto be specific, rather than general. Eook for opportunities to praise people for what they do wellF saying

something like, >It is so nice to see someone who is able to do their job so skillfully.?

ccetin" a comliment

7hen given a compliment, accept it graciously and with enthusiasm. 0ont diminish the compliment by

replying in a negative manner. 7hen someone tells you they like your shoes, you can use a reply such

as, >Thank you, I like them too,? or >Thank you, they are my favorites.?

%ivin" criticism

If you must criticie someone, your comments should be constructive. ;ake sure that the person knowswhat should have occurred instead of just telling them they did something the wrong way. It is helpful

to find something they did well and comment on that before you tell them what the problem was. Dor

e2ample, >I really liked the way you walked away to allow Gamal to work independently on his ;ath.=ou will want to give (ara the chance to ask to listen to a tapeHit really helps if you pause for "/

seconds before asking her if she wants to hear music. That will help her to be more independent too.?

Aften it is helpful to ask if they would have done something differently before giving them your view onwhat should have occurredHmany times they may identify the problem themselves before you discuss it

with them.

ccetin" criticism

6eep your mind open and objectively e2amine the criticism to see if it was warranted. espond in a

way that is not defensive, thanking them for their comments and telling them you will consider the

comments before performing the task again.

Handout # &

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olo"i'in"

!pologie sincerely and accept blame for what you have done. Instead of saying, >I apologie, but you

must have misunderstood me,? say >I apologie. I didnt make myself clear.? 7hen working as a

member of a team, remember that the relationship is more important than the issue at hand. estore the

relationship.

%ivin" instructions

@e brief and to the point. 12plain ade

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*ee t(ese Helful Hints in t(e +ack of your mind w(en faced wit( a otential conflict,

". Dind a good time to talk$. Eisten carefully, speak carefully

%. Take the time to get at the real problem

&. Docus on what you can do, not what wont work'. Take action and evaluate the situation over time

Standin" u for your ri"(ts

If someone makes a statement with which you disagree, if you say nothing, sometimes it just disappears

into oblivion. Challenging it turns it into an issue, and issues tend to blossom. An the other hand, if it is

something you think is of sufficient importance to challenge, go to it. Dre7ill I be preparing items for students with visual impairmentsJ?

ecognie the talents or contributions of students with disabilities. Dor e2ample, >!lan is a good friend

to others.?dated from:Lessons in Lifemanship, Bryan Bellhttp://bbll.com

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Confidentiality

Do or Don-t.

=ou tell a parent of one of your students that the reason the childs 5.T. has been out is because she had amiscarriage. (hell make up the sessions when she returns.

=ou are asked by a students stepfather to let you know if the childs father acts >funny? in any way when he

comes to pick up the child. The mother and he are worried the father may be drinking again and areconcerned for the boys safety.

@efore leaving for your two-week honeymoon, you lock students files in your desk drawer.

! general education teacher who taught eilly two years ago asks you how eilly is doing in math. (he

struggled in his class, and he wanted to know if her math aptitude had improved.

=ou are at a school baseball game as a spectator. ! mother of one of your students tells you she was considering

putting her daughter on !00 medicine. (he knows her neighbor recently started her son, @randon, 8who is alsoyour class: on it. >Aff the record, do you see a big improvement in his behavior in schoolJ? =ou tell her, >=es,

hes definitely benefitted from it.?

7hen

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How do you resond to conflict.

0irections4

Think about your work setting and the people with whom you occasionally e2perience

conflict. 5lace a check in the bo2 ne2t to each statement below that best describes how

you respond when conflicts arise.

Kever (ometimes !lways

". !void the person.

$. Change the subject.

%. !dmit that you are wrong, even if you are not.

&. )ive in.

'. 5retend you agree.

*. 7hine or complain until you get your way.

+. 5lay the martyr. )ive in, but let the other person know howmuch you are suffering.

. Try to reach a compromise.

. Try to understand the other personLs point of view.

"/. Try to find a new solution both of you will find acceptable.

"". @e persistent. 7ear down the opposition.

"$. se your authority. Arder the other person to obey you.

"%. se sarcasm or ridicule.

"&. 0efend your position.

Handout # 0

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t

ing

ing

f

f

y

y

r

r

l

l

blends 8st, pl,

gr, etc.:

blends 8st, pl,

gr, etc.:

s

s

sh, ch

sh, ch

j

jv

v

th 8thumb:

th 8thumb:

th 8that:

th 8that:

h 8measure:

h 8measure:

M !dapted from (ander G(30 "+$F (mith, et al G(30 "/ and the Kebraska-Iowa !rticulation Korms

5roject

N$//% Talking Child, EEC http499www.talkingchild.com

MIt is important to note that this information depicts a general range of development, and should only beused as a guide. If you have any concerns regarding your childs speech development, we recommend

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that you contact a pediatrician or speech-language pathologist.

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E!K))1 @!(10 E1!KIK) 0I(!@IEITI1(Taken from: www.asha.org

12pressing ideas clearly, as if the words needed are on the tip of the tongue but

wonLt come out. 7hat the child says can be vague and difficult to understand 8e.g.,

using unspecific vocabulary, such as OthingO or OstuffO to replace words that cannotbe remembered:. Diller words like OumO may be used to take up time while the

child tries to remember a word.

Eearning new vocabulary that the child hears 8e.g., taught in lectures9lessons:

and9or sees 8e.g., in books:

nderstanding

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Telling time

What would you do if?

Directions: 6ead eac( scenario and circle t(e +est answer for eac(,

Scenario #1

=ou are working with osario, a student with cerebral palsy. osario uses a Touch Talker to

communicate. ;s. @rown is teaching a lesson in geography. (he asks if anyone knows the

name of the 5ennsylvania state capital. osario would like to give the answer.

2(at do you do.

". aise your hand and tell ;s. @rown that osario would like to give the answer.

$. (tart typing the answer for osario on her Touch Talker.

%. Tell osario she can try another time.

Scenario #&

=ou are working with Chance, a student who has difficulty initiating conversation. The

students sitting near Chance are discussing baseball. 3e wants to join in.

2(at do you do.

". Tell the students sitting nearby how much you love the 5hillies.

$. Tell Chance he needs to speak up.

%. 7hisper a conversational starter to Chance, >3ey I saw the 5hillies playB? and

encourage him to move closer to the other students.

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Scenario #

=ou are working with !shley a student who has multiple articulation errors. (he is currentlyworking on the 9s9 and 9ch9 sounds. An the cafeteria line, she wants to order a sandwich.

2(at do you do.

". Tell the cafeteria staff !shley wants to order a sandwich.

$. 5ractice the 9s9 and 9ch9 sounds in the word >sandwich? with !shley before she gets on the

cafeteria line.

%. Eet !shley ask repeatedly for a sandwich even though the cafeteria staff cannot

understand her.

Scenario #0

=ou are working with 6areem a student with autism. It is the end of the day and time to get

on the bus to go home. 6areem begins to e2hibit an2iety as he is putting on his coat.

2(at do you do.

". Ignore 6areems screaming and put him on the bus.

$. Tell 6areem everything is fine and he should stop screaming.

%. @efore the end of the school day, review 6areems script, >Kow its time to go on the bus?

with him.