Transcript Turning talking into communication

Turning Talking into Conversation....
Into the jungle
Speech and Language Therapy after ABI
SHIPS Conference
July 2016
[email protected]
07793557138
Aims
 To give an overview of the work an SLT may carry out with a
child with ABI in education
 To share some recent (exciting) research
 To highlight useful resources
 To demonstrate how these have been used in a case study
Caseload
 Currently supporting 6 students with ABI
 Varied diagnosis
 Age range 6 to 18 years
 Length of input: usually long term
 Frequency of input: Varies
 Education settings: Varies
 All have 1:1 additional support (mostly full time support)
Common areas of work
 Comprehension
 Expression
 Sensory oro-motor skills for feeding and speech
 Social skills
 Reading
 Link as much as possible to the school curriculum
Social skills, social skills, social skills
 Adult ABI population:
 Important QOL predictor
 Despite ++ therapy the problems do not go away
 Better social support= better emotional outcome
 We have an opportunity to teach the social skills while the
young person is in education
Principles of Conversation (Grice)
Quantity
Quality
Relevance
Manner
Cognitive
Video 1:Josh
Case Study
 Josh
 11years old
 TBI (car accident) 4 months old
 Mainstream school
 Receiving additional SLT since 6 years old
 Full time 1:1 TA
 Current SLT provision: face to face with TA 1X 60-90
minutes per month + 2-3 X 30 min Skype sessions per
month
Video 2 Josh
 Video clip 2
Case study: general profile
 Comprehension delay
 Word finding difficulties
 Language organisation difficulties
 Mild speech clarity difficulties
 Poor memory affecting communication
 Difficulties starting conversations
 Lack of orientation in time and space
Case study: what we have worked on
 Word finding early stages
 Word finding later stages
 Expressive language organisation
 Everyday categories –plugging
the gaps using pictures ++
repetition, word sorting games
into categories (resource: Find
the Link)
 Semantic mapping tasks
Resource: Dinkee linkee
 Barrier games, summarising
Case study: what we have worked on
 Expressive language: grammar
 ++ drawing games, matching,
 Social skills: conversation
 Symbol charts, resource: matrix
e.g plurals past tense, pronouns
starters, empathy, question
generation
lotto. ++ repetition needed
maker, In Print 2; Widget online
Games, Talkabout game, head
bandz, What are they thinking
cards, Apps:Talk n photos app,
‘projects’ having a set question
to ask people in the school,
Case Study: what we have worked on
 Time concept: days of the
week, months of the year
vocabulary such as
weekend, yesterday,
tomorrow, before and after
 Sequencing of time
pictures Speechmark time
resource picture timetables
my weekly planner app,
rhymes, makaton signs,
symbols, paper diary,
Simon Says games (before
and after) repetition
repetition repetition.
Case Study: what we have worked on
 Comprehension of abstract
concepts(SPaG)
 Makaton signs and symbols
Future areas
 Independence
 NFC codes
 Social skills
 Speaking circles,
conversation skills
programme, Assessment
with ‘The Awareness of
Social Inference Test ’
(TASIT)
 Use of productive vs non
productive strategies
Projects....
 Mark Ylivasker’s work
 ‘Goal plan do review’ structure
 Good for generalisation
 Tie lots of skills into one project (NB I like to work on the
prerequisite skills first if they need practice and embedding)
Project example: Ronnie Rush and
Taking Time Toad (Pictello app)
Skills practiced within the project
 Idea generation
 Word finding
 Sentence formulation
 Humour
 Thinking through consequences
 Narrative style
 Practice with using word prediction and dictation software to
‘write’ the story
 Presentation of the story to peers and teachers
Core self coaching principles (Ylvisaker
2006)
 Scripts
 Video is your friend
 Concrete reminders
 Repetition, repetition, repetition
 Rehearse in the real world
 Evaluate: GOAL PLAN DO REVIEW
Key people in research:
 Jacinta Douglas
 Skye McDonald
 Leanne Togher
Social skills and cognitive
communication Recent research
 Jacinta Douglas et al:
 Communication -specific Coping
 Productive communication specific strategies
 Non productive strategies
Communication -specific Coping (CommSpeCS) – for use
with adolescents / adults
 Assessment: CommSpeCS Scale checklist
 Intervention: CommCope -1 Programme 12 hour
programme over 6 weeks.
 Results: initial results are very positive not just for ability to
use productive strategies but also for decreasing levels of
stress
 Further research is being carried out
Conversation skills training videos for
people supporting people with ABI
 Leanne Togher – University of Sydney
 Communication Strategies Toolkit
 TBI express (Communication Partner Training)
 Free videos and checklists ? watch as a staff team and then
discuss implications for supporting your student.