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Effective Communication

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You are working with Chance, a student who has difficulty initiating conversation. ... 1. Tell the students sitting nearby how much you love the Phillies. ... – PowerPoint PPT presentation

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Title: Effective Communication


1
Effective Communication
Credential of Competency Standard 6 Language
  • Pennsylvania Training and Technical Assistance
    Network (PaTTAN)
  • October 16, 2008

2
  • Pennsylvanias Commitment to
  • Least Restrictive Environment (LRE)
  • Recognizing that the placement decision is an
    Individualized Education Program (IEP) team
    decision, our goal for each child is to ensure
    IEP teams begin with the general education
    setting with the use of Supplementary Aids and
    Services before considering a more restrictive
    environment.

3
District, IU, Preschool Agency Policy
Your local districts policies regarding
paraeducator job descriptions, duties, and
responsibilities provide the final word!
4
Agenda
  • Effective communication
  • With adults in school
  • In the community
  • With students
  • Resolving conflict in the work setting
  • Working with students who have communication or
    language disorders

5
Learner Outcomes
  • Participants will
  • Describe basic elements of communication
  • List strategies for communicating effectively
    with adults and students.
  • Describe specific ways to respond to difficult
    people and situations within the work setting.
  • Describe the types of communication and language
    difficulties that students with disabilities may
    experience in school.
  • Learn strategies to support students who have
    challenges with communication or language.

6
How do you communicate?
  • With a partner or your table group, brainstorm
    ways in which you communicate throughout a
    typical day.
  • Jot down your ideas
  • We will share out

7
What is Communication?
  • Communication is a process by
  • which information is exchanged between
    individuals through a common system of symbols,
    signs or behavior.

8
Effective Communication
  • Comprehension of spoken messages
  • 7 from the meaning of words
  • 38 from voice pitch, emphasis, timing
  • 55 from facial expression, body language
  • Mehrabian, A. Nonverbal Betrayal of
    Feelings Journal of Experimental Research in
    Personality 5, (1971)64-73

9
Effective Communication
  • Four possibilities
  • Speaker says what he means
  • A student says, This assignment looks really
    hard and I dont think I can do it.
  • Speaker says something other than what he
    means
  • A students says, This is a dumb assignment and
    Im not going to do it.

10
Effective Communication
  • Four possibilities
  • Listener may not accurately hear what is said
  • The teacher may feel that this student is lazy
    and just does not want to make the effort to
    complete the assignment.
  • Listener accurately hears what is said
  • The teacher understands that the student needs
    extra help with the assignment.

11
Activity How well do you communicate?
  • Take the Communication Skills Inventory from your
    handouts.
  • Read each item and circle the number that best
    describes how well you use each skill.
  • After you are through, choose 1 or 2 skills you
    would like to improve.

12
Effective Communication
  • As members of the education team, good
    communication and problem-solving skills are
    essential
  • To your job success and satisfaction
  • To support student success

13
Effective Communication With Adults In School
  • Styles of Communication
  • Passive / Non-assertive
  • Aggressive
  • Positive / Assertive ?

14
Effective Communication With Adults In School
  • Use effective communication strategies
  • Active listener
  • Be aware of filters
  • Use people first language

15
Effective Communication With Adults In School
  • Communicate in a professional manner
  • Report objectively
  • Recognize roles and authority
  • Follow communication policies
  • Respect others perspectives

16
Effective Communication with Adults and the
Community
  • Maintaining Confidentiality

17
Effective Communication with Adults and the
Community
  • Family Educational Rights and Privacy Act (FERPA)
    1974
  • Paraprofessionals may have access to student
  • Testing results
  • Behavior plans
  • Ability levels
  • Family information
  • Paraprofessionals must
  • maintain students privacy, giving out student
    information according to district policy

18
Activity - Confidentiality- Do or Dont?
  • Work with a partner
  • Read over the confidentiality worksheet
  • Mark each statement as Do or Dont

19
Confidentiality - Do or Dont?
  • You tell a parent of one of your students that
    the reason the childs P.T. has been out is
    because she had a miscarriage. Shell make up the
    sessions when she returns.
  • You are asked by a students stepfather to let
    you know if the childs father acts funny in
    any way when he comes to pick up the child. The
    mother and he are worried the father may be
    drinking again and are concerned for the
    boys safety.

20
Confidentiality - Do or Dont?
  • Before leaving for your two-week honeymoon, you
    lock students files in your desk drawer.
  • A general education teacher who taught Reilly two
    years ago asks you how Reilly is doing in math.
    She struggled in his class, and he wanted to know
    if her math aptitude had improved.

21
Confidentiality - Do or Dont?
  • You are at a school baseball game as a spectator.
    A mother of one of your students tells you she
    was considering putting her daughter on ADD
    medicine. She knows her neighbor recently started
    her son, Brandon, (who is also your class) on it.
    Off the record, do you see a big improvement in
    his behavior in school? You tell her, Yes, hes
    definitely benefitted from it.

22
Confidentiality - Do or Dont?
  • When questioned about a students disability by a
    substitute teacher filling in for the day, you
    provide specific information on the child and the
    teachers notes concerning his behavior.

23
Effective Communication With Students
  • Treat students with respect
  • Give clear directions
  • Use humor, not sarcasm
  • Look for opportunities to praise students
  • Tell students what it is they did right!
  • Be genuine

24
Resolving Conflict in the Work Setting
  • Dealing with Negativity and Difficult People
  • Resolving Conflict

25
Dealing with Negativity and Difficult People
Is it getting to you?
Physical Symptoms
Cant function
Short-tempered
Want revenge
Make mistakes
Hold back ideas
Feel like quitting
Irritable
26
Dealing with Negativity and Difficult People
  • What you can do about negativity
  • Get specific
  • Let it go
  • Choose to be positive

27
Dealing with Negativity and Difficult People
  • What you can do about verbal assault
  • Do not argue
  • Silent refocus
  • Respond in a professional manner
  • Caring comeback
  • Write it down

28
Activity - Resolving Conflict
  • How do you respond to conflict?
  • Think of your work setting and people with whom
    you occasionally may have conflict
  • Place a check in the box next to each statement
    on the form that best describes how you respond
    when conflicts arise

29
Resolving Conflict
  • Use I messages
  • the feeling
  • the situation
  • the reason
  • I feel__________when________ because____________.

30
Resolving Conflict
  • I Message Scenario
  • You are allotted a ½ hour duty-free lunch each
    day. Your partner teacher takes lunch first and
    then you go to lunch. Lately, the teacher has
    been stretching it and arriving back to class 5
    or 10 minutes late. You must escort students to
    their general education class directly following
    your lunch so you must be on time. You are being
    shorted on your lunch time.

31
Resolving Conflict
  • Find a good time to talk
  • Listen carefully, speak carefully
  • Take the time to get at the real problem
  • Focus on what you can do to solve the conflict
  • Take action and evaluate the situation over time

32
Working with students who have communication
disorders
33
A communication disorder is
  • An impairment in the ability to receive, send,
    process, and comprehend concepts, or verbal,
    nonverbal, and graphic symbol systems.
  • www.asha.org

34
Who has communication disorders?
  • Students who receive special education may have
    communication disorders.
  • Impairments range from mild to severe

35
What types of speech and language disorders
affect school-age children?

  • Speech sound disorders
  • Language disorders
  • Cognitive-communication disorders
  • Stuttering (fluency) disorders
  • Voice disorders

36
  • Working with students who have
    communication disorders
  • General Strategies

37
Strategy 1
  • Model appropriate speech and language use

38
Strategy 2
  • Expand the students language

39
Strategy 3
  • Create language extensions

40
Strategy 4
  • Use parallel talk

41
Strategy 5
  • If the child stutters. . .

42
Strategy 6
  • Use gestures

43
Strategy 7
  • When the student uses augmentative and
    alternative communication (AAC)…

44
Strategy 8
  • Emphasize quantity rather than quality

45
Strategy 9
  • Encourage curiosity about words

46
Strategy 10
  • Use conversational repair

47
Strategy 11
  • Use scripts

48
Strategy 12
  • Use visuals

49
Working With Students Who Have Communication
Disorders
  • What would you do if…?

50
Scenario 1
  • You are working with Rosario, a student with
    cerebral palsy. Rosario uses a Touch Talker to
    communicate. Ms. Brown is teaching a lesson in
    geography. She asks if anyone knows the name of
    the Pennsylvania state capital. Rosario would
    like to give the answer.
  • What do you do?

51
Scenario 1
  • 1. Raise your hand and tell Ms. Brown that
    Rosario would like to give the answer.
  • 2. Start typing the answer for Rosario on her
    Touch Talker.
  • 3. Tell Rosario she can try another time.

52
Scenario 2
  • You are working with Chance, a student who has
    difficulty initiating conversation. The students
    sitting near Chance are discussing baseball. He
    wants to join in.
  • What do you do?

53
Scenario 2
  • 1. Tell the students sitting nearby how much you
    love the Phillies.
  • 2. Tell Chance he needs to speak up.
  • 3. Whisper a conversational starter to Chance,
    Hey I saw the Phillies play… and encourage him
    to move closer to the other students.

54
Scenario 3
  • You are working with Ashley a student who has
    multiple articulation errors. She is currently
    working on the /s/ and /ch/ sounds. On the
    cafeteria line, she wants to order a sandwich.
  • What do you do?

55
Scenario 3
  • 1. Tell the cafeteria staff Ashley wants to order
    a sandwich.
  • 2. Practice the /s/ and /ch/ sounds in the word
    sandwich with Ashley before she gets on the
    cafeteria line.
  • 3. Let Ashley ask repeatedly for a sandwich even
    though the cafeteria staff cannot understand her.

56
Scenario 4
  • You are working with Kareem a student with
    autism. It is the end of the day and time to get
    on the bus to go home. Kareem begins to exhibit
    anxiety as he is putting on his coat.
  • What do you do?

57
Scenario 4
  • 1. Ignore Kareems screaming and put him on the
    bus.
  • 2. Tell Kareem everything is fine and he should
    stop screaming.
  • 3. Before the end of the school day, review
    Kareems script, Now its time to go on the bus
    with him.

58

In summary, communication disorders
  • Impact language, speech or hearing
  • Range from mild to severe
  • Can be developmental or acquired
  • Can be a primary disability or secondary to
    another disability
  • There are many strategies to use to support
    student success with communication

59
Learner Outcomes
  • Participants will
  • Describe basic elements of communication
  • List strategies for communicating effectively
    with adults and students.
  • Describe specific ways to respond to difficult
    people and situations within the work setting.
  • Describe the types of communication and language
    difficulties that students with disabilities may
    experience in school.
  • Learn strategies to support students who have
    challenges with communication or language.

60
Bureau of Special Education Pennsylvania Training
and Technical Assistance Network
Edward G. Rendell
Gerald L. Zahorchak, D.Ed.
Governor

Secretary Diane Castelbuono, Deputy
Secretary Office of Elementary and Secondary
Education John J. Tommasini, Director Bureau of
Special Education
Contact Information Name of Consultant, Email
address www.pattan.net
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