This document provides guidance on effective interaction, communication, and teaching skills for supporting individuals. It discusses key concepts like verbal and nonverbal communication, active listening, barriers to communication, and communication systems. It also outlines best practices for tasks like establishing relationships, using task analysis to break skills into steps, prompting techniques, reinforcement, correcting errors, and documenting progress. The overall message is that patient, individualized support focusing on each person's strengths can help overcome barriers and promote communication and learning.

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