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Interaction & Communication
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Interaction & Communication






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    Interaction & Communication Interaction & Communication Presentation Transcript

    • Interaction and Communication TPS Core Competency Training
    • Interaction and Communication: Key Words & Concepts
      • Verbal and nonverbal communication
      • Communication and behavior
      • Active listening
      • Speech and language disorders
      • Communication systems
    • Interaction and Communication
      • Remember ….
      • People are first, disabilities second
      • Label jars….Not people
    • Reasons for Communicating
      • Giving/getting information
      • Expressing feelings
      • Problem solving
      • Teaching
      • Socializing
      • Persuading
      • Making decisions
      • Building relationships
    • All Communications Have:
      • Sender
      • Message
      • Receiver
    • Nonverbal Communication
      • “ Listen” to….
      • Facial expression
      • Gestures
      • Volume of voice
      • Space between people
    • What Behavior Communicates
      • What I want….
      • Affection
      • An object
      • Assistance
      • Preference or choice
    • What Behavior Communicates
      • What I don’t want…
      • Rejecting an object
      • Rejecting services or assistance
    • What Behavior Communicates
      • I want attention and understanding…
      • To express feelings
      • To share moods
      • To show affection
      • To be humorous
    • Communication
    • 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
    • Barriers 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 Disorders
      • Abnormal pitch
      • Abnormal quality
      • Excessive loudness
      • Incorrect articulation
    • Language Disorders
      • Ability to understand language (receptive) is limited
      • Ability to talk (expressive) is limited
      • Ability to talk (expressive) is limited compared to age
    • 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
    • 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
    • Communication Systems
      • Speech
      • Reading and writing
      • Sign language
      • Gesturing
      • Pictures
      • Communication boards, books, and cards
    • 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
    • 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
    • Task Analysis
      • A task analysis is breaking down complex skills into smaller, more teachable steps.
    • Task Analysis
      • Drinking from a cup:
      • Grasp handle.
      • Lift cup to mouth.
      • Drink.
      • Set the cup on the table.
    • 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.
    • 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
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • Please move on to Services and Documentation End Show