Session 12 Assessing and Developing Communication SECTION 4: 1 - - PowerPoint PPT Presentation

SECTION 4: Communication 1

Session 12

Assessing and Developing Communication

SECTION 4: Communication 2

Communication assessment

• of communication

during everyday events

• to see which is the

most effective communication method

• of verbal

communication

SECTION 4: Communication 3

Consistency

• It is essential that all staff understand the

communication assessments.

• You need to know what to do to support

understanding and the ability to make choices.

SECTION 4: Communication 4

Sarah

If Sarah wants to go, she will explore the key ring. She may put the mirror in her mouth. Then she will get up and take your hand. If Sarah does not want to go she may explore the key ring briefly, but she does not stand up. GOING OUT IN THE BUS Say “Sarah, do you want to go in the bus?” Show Sarah the keys with the mirror in the key ring, hold your hand

• ut to and beckon “come on”.

If Sarah wants to swim, she will smile, and vocalise. She sometimes puts her things in the bag. A couple of staff members say they have heard her say a word like ‘wim’. If she is not interested, she will walk away. SWIMMING Say “Sarah do you want to swim.” Show her the swimsuit and towels and the swimming cap. Put them beside the stripped bag. How she shows she wants or does not want to join in. How Sarah understands an activity is available

SECTION 4: Communication 5

Sarah

It can be seen that Sarah needs a mixture of clear short sentences, gesture and objects of reference to understand situations and express her needs. It is important staff communicate consistently so that Sarah has a chance to anticipate what is happening and participate as fully as possible.

SECTION 4: Communication 6

One word level Understanding

Sentences such as these can be very confusing for someone who only understands the single word ‘sweets’

• Yes, we are going to buy sweets.
• You haven’t any money for sweets and

I’m afraid the shop is shut.

• After you’ve had your hair cut, we will

get some sweets.

Keep your information short and to the point and immediate.

SECTION 4: Communication 7

Social interaction

• Knowledge of early social

interaction for typical infants has influenced work with adults with SLD/ PMLD

• Intensive Interaction is based
• n assessing and developing

the processes involved in early interaction which are characterised by pleasure, fun, sensitivity and intuitive responding.

• Other interactive approaches

build on activities that motivate adults and enable them to have fun

SECTION 4: Communication 8

Communication Passports

Passports are a positive way of supporting people with sensory and communication disabilities who cannot speak for themselves by collecting together important information about them and making this accessible to others with whom they may interact.

SECTION 4: Communication 9

Introducing Passports

• Can you think of a service user who would

benefit from a communication passport?

• What sort of things might usefully be

included?

• Who should contribute to the passport?
• Who needs to see the passport?