Effective Communication

1. Pennsylvania Training and Technical Assistance Network (PaTTAN) Prepared: October 13, 2008 Effective Communication Credential of Competency Standard # 6: Language

2. Pennsylvania’s 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 district’s 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 don’t think I can do it”. Speaker: says something other than what he means A students says, “This is a dumb assignment and I’m 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 Don’t? Work with a partner Read over the confidentiality worksheet Mark each statement as Do or Don’t

19. Confidentiality - Do or Don’t? You tell a parent of one of your students that the reason the child’s P.T. has been out is because she had a miscarriage. She’ll make up the sessions when she returns. You are asked by a student’s stepfather to let you know if the child’s 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 boy’s safety.

20. Confidentiality - Do or Don’t? 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 Don’t? 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, he has definitely benefitted from it.”

22. When questioned about a student’s disability by a substitute teacher filling in for the day, you provide specific information on the child and the teacher’s notes concerning his behavior. Confidentiality - Do or Don’t?

23. Effective CommunicationWith 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 Can’t 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. What you can do about verbal assault Do not argue Silent refocus Respond in a professional manner Caring comeback Write it down Dealing with Negativity and Difficult People

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. Expand the student’s language Strategy # 2

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?