theMotiva Personal FM · behaving difficulty hearing and may be evident by being observant of their...

March 2011Department of Children & Families

March 2011

Welcome to the DCF training for Use of Assistive Listening Devices: The Pocketalker and the Motiva Personal FM Listening System to support effective communication with our customers and companions who are deaf and hard‐of‐hearing.

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March 2011 Department of Children & Families

Our Responsibility

• Effective Communication

• HHS Agreement

• Assistive Listening Device (ALD)

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It is our responsibility at DCF to provide what is necessary for effective communication with our customers and companions. The Department of Children and Families (DCF) entered into an Agreement with the Department of Health and Human Service to ensure effective communication with our customers and their companions who are deaf and hard‐of‐hearing. In order to have effective communication, often times an assistive listening device is needed.

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In This Training…

• Basic Facts

• Tips

• Instruction

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In this training, we will give you just a few basic facts about hearing loss, some tips to help you recognize those who may need and/or benefit from use of a listening device, and some tips that will enhance your communication skills. At the end of the module, we will give you specific instructions on how to use the assistive listening devices that the Department has available.

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Effective Communication

• Auxiliary Aid Plan

• Ask

• Customer/Companion Communication Assessment and Auxiliary Aid/Service Record form

• Single Point‐of‐Contact

• Critical Partner for ALD or Service To best serve our customers and their companions who are deaf and hard‐of‐hearing , it is important

that we all understand their needs 4

It is essential that we have effective communication with all our customers. Those who have difficulty hearing are no exception. According to the Department’s Auxiliary Aids Plan, our process for determining the needs of our customers and their companions is to ask what assistance, if any, is needed and complete of the Customer/Companion Communication Assessment and Auxiliary Aid/Service Record form.

(Find this form on the DCF Internet ‐Service Delivery for Deaf or Hard‐of‐Hearing under Forms and Publications http://www.dcf.state.fl.us/admin/servicedelivery/publications.shtml)

Typically, you will know ahead of time, the individual’s communication ability, if an Auxiliary Aid /Service is requested and what kind, which makes it easy to be prepared for effective communication.

The Single Point‐of‐Contact for your area is a critical partner in helping you help your customers with the proper assistive listening device or services. Look in the Auxiliary Aids Plan for your area to determine your Single Point‐of‐Contact.

To best serve our customers and their companions who are deaf and hard‐of‐hearing, it is important that we all understand their needs.

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Basic Facts

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Let’s look at some of the different terms used in describing types of hearing loss.

A person who is referred to as Deaf means someone whose sense of hearing is nonfunctional, with or without assistive technology.

•Their primary means of communication is visual

•Their deafness may be congenital or acquired

•These persons may require a qualified or certified interpreter for effective communication

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Basic Facts

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Hard‐of‐Hearing includes people who have a hearing loss which can range from mild to profound and can occur in one or both ears and usually prefer to communicate with you orally. They may or may not have hearing aids.

•By paying attention to their body language, you may get clues that would help to determine if they are able to hear adequately

•People who consider themselves Hard‐of‐Hearing usually do not understand or use American Sign Language to communicate and do not identify themselves as deaf

•Amplification for hearing loss is usually preferred and achieved through use of hearing aids, cochlear implants, or other assistive technology.

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Basic Facts

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Late‐Deafened refers to those individuals who have had a hearing loss that began into, or after, adolescence.

•There’s usually moderate to profound hearing loss in both ears.

•They may be wearing hearing aids.

•Late‐deafness may occur suddenly or gradually over the years.

•Persons Hard‐of‐hearing and persons Late‐Deafened may have similar needs.

•They usually prefer to communicate with you orally and probably won’t use sign language, and

•They may benefit from use of an assistive listening device

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TIPS: Recognition

• Visible hearing aid

• Strain to hear

• Squinting or looking intensely at your face

• Leaning in when you speak

• Cocking their head to one side

• Cupping their palm around their ear

• Ask to repeat

• Not responding to questions appropriately

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There may be individuals that we serve that have not previously completed an assessment form or do not self‐declare their ability, or difficulty, to clearly hear and communicate with Department staff. We still have the obligation and responsibility to communicate effectively. Then how will you know the individual may need or benefit from an assistive listening device? Often there are clues that will help you to recognize individuals who may be having difficulty hearing and may be evident by being observant of their body language. Some clues to look for include:

•They may have a hearing aid that is visible.

•They appear to be straining to hear, squinting or looking intensely at your face, leaning in when you speak, or cocking their head to one side or the other as if to have your voice closer to their ear or cupping their palm around their ear.

•They may ask you (or someone else) to repeat things you’ve just said, and

•They may not respond to questions appropriately, or at all

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TIPS: Misconceptions

• Hearing aids restore hearing

• People will tell you if they can’t hear you

• Speech‐reading replaces the need for an interpreter or other accommodation

Respect allows you to move beyond stereotypes and deal with the

person’s need for communication

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Some misconceptions we might have about individuals who are hard‐of‐hearing could cause us to make assumptions that will affect our communication. Here are a few assumptions that simply are not true.

•Hearing aids restore hearing

•People will tell you if they can’t hear you

•Speech‐reading replaces the need for an interpreter or other accommodation

Respect for the person in front of you will allow you to move beyond stereotypes and deal with the person’s need for communication.

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TIPS: Levels of Hearing Loss

• People don’t necessarily lose hearing in all pitches equally

• High or low tones

• Background noise

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It will be helpful for you to also know there are various levels of hearing loss.

People don’t necessarily lose hearing in all pitches equally. There may be loss of high or low tones

or only difficulty hearing when there is a lot of background noise.

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TIPS: Communication

• Sensitivity

• Courtesy

• Common sense

• Shared responsibility

• Respectfully ask

Do whatever works in your situation to help both of you communicate more effectively

-Modified from "Deaf & Hearing People: Working Together," National Technical Institute for the Deaf Center, Center on Employment

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Now that you understand the terms and recognize the different types of hearing loss, let’s look at how to best communicate with your customer.

Communication with a person who is deaf, hard‐of‐hearing, late‐deafened or deaf‐blind, like communication with any customer, involves sensitivity, courtesy and common sense. How would you want to be treated?

Remember, effective communication is a shared responsibility of both the hearing person and the customer who is deaf, hard‐of‐hearing, late‐deafened or deaf‐blind.

Always feel free to respectfully ask, "What can I do to make it easier for the two of us to communicate?"

There are many ways to communicate—do whatever works in your situation to help both of you communicate more effectively.

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TIPS: Show You Care…

• Ask the person how to get his or her attention (tap on shoulder, waving)

• Get the person's attention before you speak

• Avoid noisy background situations

• Be sure that your face can be clearly seen

• No objects in your mouth (gum, cigarettes, or food)

• Speak clearly and at a moderate pace

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When you speak with a customer that is hard‐of‐hearing, you will want to pay extra attention to what the person says and how they say it. In addition to providing an assistive listening device, here are some excellent ways to show that you care and to enhance the opportunity for effective communication.

•Ask the person how to get his or her attention (tap on shoulder, waving)

•Get the person's attention before you speak

•Avoid noisy background situations

•Be sure that your face can be clearly seen:

•Do not put obstacles in front of your face. They may speech‐read and you don’t want to block them from seeing you with any foreign objects

•Do not have objects in your mouth such as gum, cigarettes, or food

•Be sure to speak clearly and at a moderate pace

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• Light sources (windows and artificial lighting) should be on your face and not behind your head

• Use facial expressions and gestures

• Let your listener know if and when the topic changes

• Rephrase don’t repeat


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• Be sure that light sources (windows and artificial lighting) are on your face and not behind your head

• Use facial expressions and gestures that will help your listener to better understand and show you care

• Give clues when changing the subject‐it's easier for a person to speech read you if he or she knows what the topic is

• Let your listener know if and when the topic changes

• Rephrase instead of repeating when you are not understood

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• Don't shout

• Talk to not about

• Ask for suggestions to improve communication

• Encourage questions for clarification

• Be patient, positive, and relaxed

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• Don't shout‐‐shouting distorts speech and makes speech reading more difficult

• Talk TO the person hard‐of‐hearing, not ABOUT him or her.

• When in doubt, ASK the person with hearing loss for suggestions to improve communication

• Encourage the customer who is hard‐of‐hearing to ask questions for clarification

• Be patient, positive, and relaxed

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• Indoors away from distracting noises

• Meeting room at the end of hallway or less “traffic”

• Turn off distractions that you can control

• Close the door

• Empty rooms with hard walls

• Person with a hearing loss should sit with their back against the wall ‐ helps reduce interference

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TIPS: Reducing Background Noise

Background noise almost always interferes with the understanding of speech. For people who are hard‐of‐hearing, it probably is one of the most difficult situations to overcome to ensure effective communication. Here are some brief tips that may help:

•Meet indoors away from street noise, wind and other distracting noise

•Select a meeting room that may be at the end of a hallway or where there is less “traffic”

•When possible, turn off phones, radios or other distractions that you can control

•Close the door to limit outside noise coming into the room

•Try to steer away from empty rooms with hard walls that may cause speech to echo, making it more difficult to hear and understand what is being said

•The person with a hearing loss should sit with their back against the wall as it helps reduce interference

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Group Situations and Meetings

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Preparing for Group Situations and Meetings

Before you start:

•Consider the layout of the room (i.e. circular seating if possible) to provide good communication

•Prepare to have assistive listening devices or amplifying system set up and ready

•Hold the meeting in a quiet, well‐lit room

During the Meeting:

•Let the customer choose their seating preference (to accommodate seeing the speaker, or better hearing on one side or the other)

•Watch for signals that the customer wishes to speak

•Ensure that one person speaks at a time

•Speak clearly and slowly

•Do not talk with your back to the audience

After the Meeting:

•Have minutes or notes taken for future reference

•Review critical issues introduced during the meeting to ensure understanding

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What is an Assistive Listening Device (ALD)?

• Use with or without hearing aids

• Can improve hearing in the presence of background noise, listening on the phone or to television and improve hearing at a distance

• Less stress and fatigue

• Improved hearing

Any type of amplification device that can communicate

more effectively

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We have reviewed types of hearing loss and how you communicate with those who are hard‐of‐hearing. In this last segment, we will look at two of the devices you have at your disposal to assist in communicating with your customers and their companions.

First of all, what is an assistive listening device?

An assistive listening device (ALD) is any type of amplification device that can help you and your customer communicate more effectively. ADLs can be used with or without hearing aids and can improve hearing in the presence of background noise, listening on the phone or to television, as well as improve hearing at a distance. The individual using one of these devices may even notice less stress and fatigue in addition to improved hearing.

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Department ALDs

Motiva Personal FM Listening Device

Pocketalker

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The Department has two types of assistive listening devices available for times when we interact with customers and companions that are hard‐of‐hearing .

The Pocketalker for one‐on‐one communications, and the

Motiva Personal FM Listening Device for group and/or large room meetings

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Instructions: Pocketalker

• Best for one‐to‐one

• Ear buds or headphones

• Amplify sound 10 feet or less

• Check and demonstrate

• Test for improvement

• Return for next use

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The Pocketalker works best for one‐to‐one conversation and is completely portable (about the size of a cell phone). The Pocketalker comes with an ear bud or headphones (with ear covers that are disposable). It is best used to amplify sound 10 feet or less from the listener.

How to use the Pocketalker: •Check the Pocketalker before you meet a customer to see that it is working properly •Insert the batteries •Connect the ear buds or headset cord to the Pocketalker •Once your customer has agreed to use the Pocketalker, show them how to use it . •Turn it on •Adjust the volume to the lowest setting •Have your customer insert the ear buds or headphones •Slowly adjust the volume •Test to see if this improves their hearing •Continue with your discussion, checking now and then to see if they can hear properly. •Once you have completed your meeting, remove the batteries, dispose of the used ear buds or headphone covers •Be sure to have all parts together and ready to return to the appropriate place when finished

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Instructions: Motiva Personal FM Listening System

• Large groups/meetings

• Amplifies sound

• Transmitter, microphone, receivers, ear buds/headphone

• 10 feet or more

• Works properly

• Test for improvement

• Return for next use

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The Motiva Personal FM Listening System is for large groups and meetings. Like the Pocketalker, the Motiva Personal FM Listening System amplifies sound. It comes with a transmitter, microphone and two receivers with ear buds or a headphone. Use this device to communicate with customers who are Hard‐of‐Hearing at a table or in a meeting at a distance from 10 feet or more. The Motiva Personal FM Listening System has a built in microphone.

How to use the Motiva Personal FM Listening System: A detailed and illustrated instruction card is attached to the inside of the Motiva zippered case to guide you through the setup process.

Check the Motiva Personal FM Listening System before you meet a customer to see that it has all the parts and is working correctly. Follow the instructions inside the case for proper functionality. Turn it on, have your customer insert ear buds or headphones. Test and adjust the volume as necessary. Ask if this improves their hearing. Continue with your discussion, checking now and then to see if they can hear properly.

Once you have completed your meeting, remove the batteries from the transmitter and receiver, dispose of the used ear buds or headphone covers, gather all the components of the Motiva and return them to the zipper case. Return the set to the appropriate place when finished.

The instructional guides and job aids for operating the assistive listening devices may also be found on the DCF Internet Website under Administration/Service Delivery for the Deaf or Hard‐of‐Hearing section. 20


Additional Resources

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DCF Internet: www.dcf.state.fl.us

We have posted for your convenience on the DCF Internet Website @ http://www.dcf.state.fl.us/; additional resources that will help you with Service Delivery for individuals who are Deaf or Hard‐of‐Hearing.

Look on the left side of the internet page under quick links for the small banner “Service Delivery for the Deaf or Hard‐of‐Hearing”.

Click on that banner and look again on the left side bar for numerous resources that will assist you when serving our customers and companions who are deaf or hard‐of‐hearing.

The instructional guides and job aids for operating the assistive listening devices are located under “Assistive Listening Device (ALD) Pilot Central Region.” You’ll also find the Process Map for Accessing ALD equipment on that page.

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Summary

• Auxiliary Aids Plan

• Single Point‐of‐Contact

• ALDs

• Effective Communication

• Sensitivity, Courtesy and Common Sense

• How and when to use ALDs

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In summary: •Refer to your local area Auxiliary Aids Plan for your Single Point‐of‐Contact •Check with your Single Point‐of‐Contact to identify the need for an ALD when communicating with customers and companions

•Know the local process for acquiring ALDs in your area

•Remember, we are responsible for ensuring effective communication

•Communication involves sensitivity, courtesy and common sense

•Be prepared, know how and when to use assistive listening devices

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Congratulations! You have completed the DCF “Use of Assistive Listening Devices”training.


Congratulations! You have completed the DCF “Use of Assistive

Listening Devices” training.

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