Controlled%20Situation%20Communicator

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Controlled Situation Communicator
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Controlled-Situation Communicator

• Persistent global, Brocas, or Wernickes
  aphasia.
• Does not have the linguistic ability to
  consistently initiate communication acts (despite
  automatic skills).
• Without assistance may be isolated in a social
  situation.

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Controlled-Situation Communicator (a little more
detail)

• Aware of environment, yet frustrated by inability
  to communicate other than frowning or sighing.
• Too limb apraxic to gesture
• Speech is stereotypic or nonexistent.
• Perform poorly on standardized tests of auditory
  comp, reading, writing (global).
• Every communication attempt ends in a short
  circuit.
• Emotional outbursts due to too many questions,
  speakers, noise, and changes in routine.

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Controlled-Situation Communicator can participate
when

• Communication strategies and tools are
  controlled, predictable, or routine.
• Written or graphic choices are provided by
  partners.
• Participation partner

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Partner-supported communication

• Takes the burden of performance of the patient
  and places it one the conversational dyad.
• Exchanges can occur if a partner learns to
  anticipate possible responses and present them as
  graphic choices.
• Communication of wants and needs, and maintenance
  of social etiquette.
• Additional success with linguistic processing,
  information exchange, social enjoyment, opinions,
  advice, and preferences.

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Skills

• 1 To call for attention or assistance
• 2To introduce self in structured communication
  situations.
• 3 To communicate biographical information by
  pointing to contextual written choices
• 4 To communicate specific information in answer
  to a question within a topic of interest by
  pointing to contextual written choices.
• 5 To communicate opinions, preferences, and
  other qualitative responses to questions by
  pointing to a number on a five-point rating
  scale.
• 6 To communicate social etiquette phrases by
  pointing to written phrases on structured
  situations.
• 7 To communicate additional information when
  asked a question about a topic starter
  photograph, memento, or sentence.

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Skill 1

• To call for attention or assistance
• Using a standard squeeze or push-button nurse
  call signal in the patients room or lounge.

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Skill 2

• To introduce self in structured communication
  situations
• Point to written name and address by using a
  small card

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Scanned image here
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Skill 3

• To communicate biographical information by
  pointing to contextual written choices.
• Patient visually scans written choices
• Points to correct information regarding marital
  status, number of children, hometown, state of
  birth, or profession
• 2-4 choices

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Scanned image
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Skill 4

• To communicate specific information in answer to
  a question within a topic of interest by pointing
  to contextual written choices.
• Partner initiates conversation
• Writes contextual choices while asking questions

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Skill 5

• To communicate opinions, preferences, and other
  qualitative responses to questions by pointing to
  a number on a five-point rating scale.
• Example
• How do you like your Mexican food?
• Very mild Average Very hot
• 1 2 3 4 5

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Skill 6

• To communicate social etiquette phrases by
  pointing to written phrases in structured
  situations
• Using a card containing symbolized, printed, or
  typed social etiquette phrases
• Example Thank you, Im sorry, Pardon me, Have a
  good day!

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Scanned image
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Skill 7

• To communicate additional information when asked
  a question about a topic starter photograph,
  memento, or sentence.
• Clinician or family member will provide a clear
  plastic sleeve, envelope, or holder for
  photographs of earlier times, recent activities.
• Patient can initiate a topic by pointing to the
  picture, indicating that they want to talk about
  that particular topic.
• Topic items need to be renewed on a regular
  basis.