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Interaction & Communication

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  • 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

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