Your SlideShare is downloading. ×
Interaction & Communication
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Interaction & Communication


Published on

Published in: Health & Medicine, Business

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Interaction and Communication TPS Core Competency Training
  • 2. Interaction and Communication: Key Words & Concepts
    • Verbal and nonverbal communication
    • Communication and behavior
    • Active listening
    • Speech and language disorders
    • Communication systems
  • 3. Interaction and Communication
    • Remember ….
    • People are first, disabilities second
    • Label jars….Not people
  • 4. Reasons for Communicating
    • Giving/getting information
    • Expressing feelings
    • Problem solving
    • Teaching
    • Socializing
    • Persuading
    • Making decisions
    • Building relationships
  • 5. All Communications Have:
    • Sender
    • Message
    • Receiver
  • 6. Nonverbal Communication
    • “ Listen” to….
    • Facial expression
    • Gestures
    • Volume of voice
    • Space between people
  • 7. What Behavior Communicates
    • What I want….
    • Affection
    • An object
    • Assistance
    • Preference or choice
  • 8. What Behavior Communicates
    • What I don’t want…
    • Rejecting an object
    • Rejecting services or assistance
  • 9. What Behavior Communicates
    • I want attention and understanding…
    • To express feelings
    • To share moods
    • To show affection
    • To be humorous
  • 10. Communication
  • 11. Options 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
  • 12. Barriers to Communication
    • Limited or no speech
    • Hearing loss
    • Poor muscle control
    • Damage to part of the brain that controls speech
    • Difficult behaviors
  • 13. Types of Speech Disorders
    • Abnormal pitch
    • Abnormal quality
    • Excessive loudness
    • Incorrect articulation
  • 14. Language Disorders
    • Ability to understand language (receptive) is limited
    • Ability to talk (expressive) is limited
    • Ability to talk (expressive) is limited compared to age
  • 15. Communication 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
  • 16. Communication 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
  • 17. Communication Systems
    • Speech
    • Reading and writing
    • Sign language
    • Gesturing
    • Pictures
    • Communication boards, books, and cards
  • 18. Key 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
  • 19. Establishing a Good Relationship
    • 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
  • 20. Task Analysis
    • A task analysis is breaking down complex skills into smaller, more teachable steps.
  • 21. Task Analysis
    • Drinking from a cup:
    • Grasp handle.
    • Lift cup to mouth.
    • Drink.
    • Set the cup on the table.
  • 22. Types 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.
  • 23. Levels 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
  • 24. Common Prompting Mistakes
    • 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.
  • 25. Reinforcement
    • 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.
  • 26. Advantages 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.
  • 27. Correcting 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.
  • 28. Common Teaching Mistakes
    • 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.
  • 29. Good 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.
  • 30. Writing 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.
  • 31. Please move on to Services and Documentation End Show