Transcript Communication Strategies Training

Communication Strategies
Training
Introduction to Audiological
Rehabilitation
Training Content
• Communication problems associated with
hearing loss
• Facilitative strategies
• Repair strategies
• Communication styles
Program Considerations
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Length of training sessions
Group vs individual
Gender
Age of individual(s)
Life stage
Culture
Motivation
Specific communication difficulties
Communication Strategies Training
Model
Stage 1
Formal Instruction
Stage 2
Guided Learning
Stage 3
Real World Practice
Stage 1– Formal Instruction
Lecture
Workshops
Stage 1
Formal
Instruction
Discussion
Tutorials
Presentation
Handouts
Provide
information
about various
types of
communication
strategies and
appropriate
listening and
speaking
behaviors
Stage 2– Guided Learning
Modeling
Scenarios
Individuals use
conversational
strategies in a
structured setting
Stage 2
Guided
Learning
Continuous
Discourse
Tracking
Roleplaying
Drill
Activity
Focused
attention
Stage 3– Real-World Practice
Diaries
Individuals
practice new skills
or behaviors in
everyday
environment
Stage 3
Real-World
Practice
Calendars
Worksheet
Assignments
Short-term Training
• Materials approach
– providing materials, brochures, etc.
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Dr. Sam Trychin
Audiology Awareness
SHHH (Hearing Loss Association of America)
ALDA
John Tracy Clinic
Beginnings for Parents
GoHear
Consumer Handbook on Hearing Loss and Hearing Aids
Hear Again Publications
Dr. Ross
HearingVision (Norm Erber)
Arthur Boothroyd
HearingLoss Web
• Short Tutorials
– brief tutorial on communication strategies
Short Tutorial Example
(Formal Instruction)
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W=watch the talker’s mouth, not his eyes
A=ask specific questions
T=talk about your hearing loss
C=change the situation
H=acquire health care knowledge
Montgomery, 1994
SPEECH
(Formal Instruction)
• S = spotlight your face
– Keep face visible, distance, same room
• P = pause slightly while speaking
– Moderate rate
• E = empathize and be patient
– Be patient, utilize facilitative and repair strategies
• E = ease their listening
– Gain listener attention, ask for communication solutions
• C = control the circumstances
– Manage environment
• H = have a plan
– Use appropriate communication strategies for situations
Training Communication Partners
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Empathy
Organized messages
Comprehension
Repair strategies
Facilitative Strategies
Clear Speech
TOPICON
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(Guided Learning)
Each participant independently examines a list of
topics and indicates a topic of interest or
familiarity
One participant or instructor selects a topic for
conversation
The two participants engage in a brief
conversation during which the instructor monitors
the discussion assesses the conversation
Participants and instructor discuss the discourse,
fluency considering avoidance resolution of
difficulties
Example TOPICON Topics
babies
dancing
cheese
gossip
computers
shopping
astrology
television
beer
electronics
cave exploring
barbecues
cats
best recipes
tennis
saving money
sailing
the theatre
writing poetry
antique furniture
friends
newspaper ads
going fishing
last weekend
house renovation
recent illness
going to work
TOPICON Evaluation
Clinician and the client discuss what happened
during the conversation, for example:
– What are the advantages/disadvantages of discussing a
familiar/unfamiliar topic?
– What happens when both people know little about the topic?
– Who talked more during the conversation? Why?
– Who asked more questions? Why?
– What was the general direction of "information flow"- to/from the
client?
– Which factors resulted in disruption/fluency during the
conversation?
– Which clarification requests/strategies were applied (in)effectively
Continuous Discourse Tracking
(Guided Learning)
• A talker reads a passage of text, phrase-by-phrase,
to a listener
• After each phrase has been delivered, the listener
attempts to repeat the phrase verbatim
• If there are errors, the talker repeats or
paraphrases until the response is word-for-word
accurate
• Performance is measured in number of words of
text repeated correctly per unit of time
• The sender coaches the receiver on use of repair
strategies
Continuous Discourse Tracking
Purpose:
• Increase speech recognition skills
• Increase utilization of contextual cues
• Improve coping skills
– Use of repair strategies
• Improve conversational fluency
– Word per minute rate
Continuous Discourse Tracking
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Novels
Readers Digest
Books
Newspapers
Audiology speech materials (Everyday Sentences,
etc.)
• Listening to tapes
• Kid Trax