Communication and Learning disabilities Incidence of Speech Language
Communication and Learning disabilities
• Incidence of Speech, Language and Communication Disorders. • • A survey carried out in Ireland in 1988 reported that 71. 2% of all people with learning disabilities have some degree of impairment in communication. • • Range of Speech, Language and Communication Disorders • • Breakdown can occur at one or more levels in the communication process with the result that the range of speech, language and communication disorders found in people with a learning disability is vast
• . They include: • Language delay • i. e. language development is slower than the normal rate of development • Language disorder • i. e. language development is not only slower, but is also not following the normal developmental pattern • Problems with speech intelligibility • i. e. speech is difficult to understand due to a number of reasons. • For example, difficulty articulating certain sounds, presence of a hearing loss, problems with muscle tone. • Problems with non-verbal communication • e. g. difficulty with eye contact, turn taking, facial expression, listening skills etc.
• Factors influencing Speech, Language and Communication Disorders • A variety of factors determine the type of communication disorder and its severity. • The most important of these are: • Degree of Cognitive Impairment The incidence of speech and language disorder rises as the measured level of intelligence falls.
• Cause of Disability Certain groups of syndromes are particularly prone to certain disorders • e. g. The Down’s Syndrome population are more likely to have problems of speech intelligibility, while other groups, for example those with Autism, are more likely to have language disorders
• Environment The highest incidence figures for communication disorders in people with learning disabilities are found among those who live in large institutions. • Studies have shown that the type of language learning experience available in institutions is limited. • Studies have also looked at language learning environments in the home and many researchers have found differences in early mother and child interactions when the child has a disability.
• Additional Disabilities Other factors also influence the development of communication. • These include the presence of additional disabilities such as a hearing loss, an emotional problem, a neurological problem, such as epilepsy, and abnormal oral anatomy, such as a cleft lip and palate
The Impact of Having a Communication Disorder • Perception of disability The diagnosis of learning disability is made by professionals on the results of a psychological assessment. • However, people are most frequently identified as having a learning disability by the ordinary people they come into contact with , because of the way they communicate. • In general, the less effective the communication skill, the stronger is the perception of a disability
• Learning A communication disorder also influences the person’s ability to learn. • Language is used to teach skills ranging from making a cup of tea to handling money. • In this way language deficits can compound and exaggerate a fundamental learning difficulty.
• Access to Life Experiences Access and inclusion in a range of ordinary life experiences is also reduced for those who have a communication disorder. • Just think how difficult it would be to go to the pub, buy a pair of shoes, or order a meal in a restaurant without effective communication skills
• Interpersonal Interaction Having a communication disorder also affects the way others interact. • Studies have examined the interactions between primary caregivers and people with learning disabilities in a hospital setting. • It was found that people with poor communication skills were interacted with in a limited and restricted way.
• Challenging Behaviour Finally, a number of studies have examined the relationship between communication difficulties and challenging behaviour. • Research has shown that poor communication skills are closely linked with increased rates of behaviour difficulty and physical aggression. • It is clear then, that having a communication disorder can compound and exaggerate the problems of having a learning disability.
Selective Mutism • Selective Mutism has been recognised as a rare complex childhood anxiety disorder which is characterised by the child’s inability to speak in specfic social groupings such as the school setting. • While these children do not speak in some specific groupings they understand the spoken language and are able to communicate normally in settings in which they are relaxed.
• Researchers believe that many children with selective mutism also have other social phobias/anxieties. • It is currently estimated that 1 in every 1, 000 school age child is affected. • It is important to remember that this is not a developmental disorder, this child in every other area of development is progressing at an age appropriate level
• This problem has been linked to anxiety, and one of the major ways in which both children and adults attempt to cope with anxiety is by avoiding whatever provokes the anxiety.
Causes • The following list below is under current review by experts in this field of study: • Researchers believe that there is a genetic link. • Children with selective mutism have inherited the tendency to be anxious from specific family members.
• Studies have shown that some children are born with inherited temperaments, this means that even as small babies they are more likely to be fearful of new situations. • In some situations the child’s anxiety response is triggered by specific social interactions such as school, the playground or other social groupings.
• Researchers believe that this anxiety is experienced in social settings where this child may be in an unknown situation or be asked in some way to engage with the group (such as in school where the child would be expected to answer questions and respond to the teacher verbally). • The child in these situations will either refuse to speak or speak in a whisper thus avoiding the embarrassment of saying the wrong thing. • Therefore it can be seen why school is such a difficult place for this child.
• Researchers also believe that a significant number of children with selective mutism may have expressive language disorders and research is underway in this area
• Characteristics • Inability to speak in certain setting such as school, but can speak normally in other settings where the child feels relaxed • Being withdrawn in certain social settings which are unfamiliar or uncomfortable to the child • Anxiety/Nervousness
• Social relationships with peers can be a difficulty • Avoid eye contact • Difficulty in non-verbal communication in such settings • Some children may communicate via gestures, nodding, or very brief utterances. Additional features may include excessive shyness, oppositional behaviour, and impaired learning at school.
• Associated conditions • Separation anxiety • Heightened sensitivity to noise and crowds • Temper tantrums • Bedwetting • Excessive tendency to worry •
• The diagnosis is made when the child has persisted in his/her mutism for at least one month • The child has an inability to speak in “select” places • The child can speak normally in at least one environment such as the home • The child’s inability to speak at school (or other social settings) is affecting their ability to function fully at school • The mustism is not caused by a communication disorder such as stuttering or by other disabilities such as autism
Medical/Alternative Treatments • There are two recommended treatments at present for selective mutism: • behaviour modification therapy • and antidepressant medication. • Treatment is dependent on each individual child. • The Speech Therapist may also have a role in the management of this condition. • The condition itself may disappear suddenly without any treatment or programme. • However, other associated conditions such as difficulty with learning or school-based activities can persist into adulthood.
How can the SNA help the child with Selective Mutism? • Never make the child feel as though you are waiting for them to speak. • In some cases the child should be familiarised with the school building and teachers/special needs assistants before beginning a new school. • The SNA should be there to meet the child when dropped to school by a parent so that the child is in the classroom before the day begins.
• Talk to the child about the previous day’s events (or items of interest to them) encouraging conversation but not expecting a response. If the child does engage in discussion at this point do not make an issue of it. • For many children with Selective Mutism a programme will have been drawn up for the child and the Special Needs Assistant would be an important component in this plan ensuring that the “programme” is continued throughout the school day. • Remember that the main objective should be to do whatever is possible to make the child feel comfortable and relaxed
A PRATICAL APPROACH TO LANGUAGE AND COMMUNICATION IN THE CLASSROOM BY IMOGEN HAWES Speech and Language Therapist BA (Hons) Msc MRCSLT MIASLT
SPEECH AND LANGUAGE DIFFICULTIES Factors affecting speech and language development: · learning disability · experience of language and stimulation · medical factors e. g. cerebral palsy, cleft palate · language opportunities · attention skills · sensory skills: hearing and eyesight · psychological factors · general health
A child may experience difficulties in the following areas: · comprehension · expression · speech · language use Speech and language development may be “delayed” or “disordered”.
• COMPREHENSION • Comprehension of language refers to the individual’s ability to understand that words refer to objects, people’s names, places, actions, attributes etc. • It also refers to understanding a number of words combined together in a simple/complex sentence.
• EXPRESSION • The way in which we express ourselves, using sounds, words, signs, sentences etc. • We talk about “expressive language” referring to the words, signs, sentences etc. used. • “Speech” refers to the mechanics of making sounds.
• USE • This is also called “Pragmatics” of language. • It refers to how an individual uses their language best to communicate. • It involves verbal and non-verbal skills such as eye contact, turn taking, asking/answering questions, commenting, getting attention, greeting, repairing etc.
SPEECH AND LANGUAGE THERAPY TRAINING FACTORS THAT INFLUENCE COMPREHENSION
1. Hearing · Find out about the child’s hearing status · A child’s hearing may fluctuate. Warning signals of a hearing loss may include: • The child may turn the music up • The child may constantly ask you to repeat things • The child says “what? ” or shouts • The child has lots of ear infections and colds
• Use non-verbal cues e. g. gestures if necessary to help • · Position the child close to you and facing you in the classroom • · Try to reduce background noise
2. Auditory Short Term Memory • Auditory short-term memory refers to the ability to store and process units or information that is heard. • When given a list of numbers to recall, most adults remember about 7 digits (digit span). • Children with a learning disability frequently have a reduced auditory short-term memory. • It may take them longer to process pieces of information and they may only be able to process two pieces of information at one time. • Many children have strengths in the area of visual processing and can be helped by visual clues e. g. pictures, signs, gestures.
3. Vocabulary • Children with language difficulties frequently have reduced vocabulary. You can help the child by: • · Using the easier, more recognisable word unless teaching the more difficult • word. e. g. “drive the car” is easier to understand than “drive the automobile” • · Using a gesture or visual cue (e. g. picture or written word) when talking.
• New vocabulary may be more quickly learned, remembered and later found or retrieved (and used) if words of similar meaning or association are discussed and taught together. • Teach vocabulary in categories. Begin with broad categories e. g. food, animals and then in narrow categories e. g. fruit, meat, vegetables, farm animals, zoo animals, animals with four legs. • For each item consider: description of the item, what the item is used for, where you find it etc.
• 4. Form • Children with communication difficulties often have difficulty understanding different sentence types and grammatical terms e. g. • “The horse was bitten by the dog” is harder to understand than “the dog is • biting the horse” • • When working on sentences, use the written words where appropriate. • • Children with language difficulties are more likely to have difficulties generalising rules. • You may have to work on the rule e. g. “add an s for more than one” each time.
5. Length • The length of a sentence can alter the difficulty e. g. • “give me the little spoon” is easier to understand than “I want you to give the little spoon to me like a good boy” although both are the same command. • When working with people with comprehension difficulties, try to get to the point. • A longer sentence makes too many demands on the person’s memory when a shorter phrase would be sufficient
Conceptual understanding • Many people with a learning difficulty or comprehension difficulty have difficulty with concepts e. g. colours, amounts, directions (up, down, across) locations (in, on, under) etc. • Do not assume an understanding of these. • Difficulty understanding concepts will affect the child’s ability to understand mathematical vocabulary as well as other areas of school work.
Help the child by: · Agreeing the vocabulary you will use for maths etc. Work on all using the same words. • When teaching new concepts, consider the developmental level of language development. E. g. teach hot/cold before heavy/light. · Work on concepts that can be experienced. When working on prepositions, stand “in front/behind” etc. · Teach new concept one at a time. Remember, focus on the child being able to understand the concept first.
7. The amount of words a person MUST understand to complete a command. Think about the child you work with. Do they understand at the: • One word level (show me your pencil, give me the book) • Two word level (put the ruler in the box, go to the big table) • Three word level (put the blue pencil in the box, put the book beside the table) • Four word level (put the big book in front of the box) •
You can cue people to understand by: · Breaking the instruction up e. g. take the blue pencil (when achieved) put it in the box · Reducing the amount of choices or items · Looking at specific items · Pointing or holding your hand out towards specific items · Modelling the action before asking the person to do it
• Many children with language difficulties have problems with aspects such as humour, inference, prediction, sequencing, problem solving. • Use visual cues where necessary. • The class timetable in picture form will mean more to a child and may help him to be able to predict aspects of the day ahead.
USE OF LANGUAGE • Use of language refers to the child’s ability to use language for a range of different communicative functions, e. g. to protest, request, label, express feelings, make friends etc. • It also refers to non-verbal aspects of language such as eye contact, listening, body language and turn taking. For children developing normally, these skills develop from the first interactions as a baby. • Children with communication difficulties may not have acquired these skills. • It is important therefore to work on these skills and to reinforce them in all activities
Ways to reinforce some of the skills: · Use simple language to explain the concepts and always model and demonstrate the appropriate behaviour.
Examples: Turn taking · Reinforce turn taking in all activities · In group activities, play non-verbal and verbal turn taking games (good ideas in “Circle Time” Jenny Mosley) · Agree on rules for turn taking: e. g. 1. One person to speak at a time 2. Put your hand up if you want to speak 3. Wait until the other person has finished speaking
Listening Reinforce good listening in all activities · · Be specific when praising the child for good listening, say “good listening” rather than just “good boy/girl” Be specific about what good listening is. You may want to use pictures in the classroom to represent each of these. 1. Sitting still and 2. Looking at the speaker
SPEECH • Difficulties may occur in the following areas: • Articulation • Speech sound development • Omitting sounds or part of the word • Putting the correct sounds together to make the word • Stammering • Voice • On-going difficulties with speech can affect the child’s ability to be able to read and spell.
If your child is having difficulty saying certain sounds or words: · Say the word clearly after the child but do not always ask him/her to repeat it. · Do not correct the child. · Let your child point or use gesture to get the message across. · Try to listen to what the child says rather than how he/she says it. · If your child can read, he/she may be able to pronounce the word more clearly if reading it than simply saying it. If so, make up a wordbook with your child containing words the child has difficulty saying. · Work on phonological awareness skills e. g. rhyme, syllables, onset etc
Developmental verbal dyspraxia • Developmental verbal dyspraxia refers to a speech disorder that affects the child’s ability to produce sounds, syllables and words correctly. • The child does not have difficulty with non-speech activities performed with the muscles e. g. coughing, chewing or swallowing. • It is the loss of the ability to consistently position the articulators (tongue, lips, jaw) for the production or consistently position the articulators (tongue, lips, jaw) for the production of speech sounds and for sequencing the sounds into words.
STAMMERING • Stammering and stuttering mean the same thing. • Stammering can be defined as involuntary repetitions, prolongations and or blocks of sound. • Stammering generally originates in childhood. • Between the ages of 2 and 7 many children develop normal nonfluency. • Stammering is four times more common in males. • There is no single cause. • Avoidance and anxiety can lead to severe difficulties. • There is no guaranteed cure for stammering. • Therapy focuses on increasing self-esteem and confidence and lessening the amount of stammering. • Stammering is frequently observed in children with Down’s Syndrome
Unless directed otherwise by a Speech and Language Therapist or parent, help the child in the following ways: · Listen to what the child says rather than how he/she says it. · Give the child time to say what he/she wants. · Do not finish the child’s sentences. · · Do not show your anxiety about speech or draw attention to the child’s speech. Avoid putting pressure on the child with questions.
READING WITH CHILDREN WITH DOWN’S SYNDROME Why does reading help? · Print is visual, many children have better visual than auditory skills. · Print can be looked at for as long as necessary to process the information for meaning (unlike speech). · Print is permanent. · Print helps to show sentence rules and word order. · Print helps to show features such as plurals or verb tenses. · Reading enables children to practise sentences improving articulation and speech skills.
AUGMENTATIVE COMMUNICATION
• LAMH is a system of communication based on gestures and manual signs. It is an Irish system that has been standardised and is now in use all over the country. • • Lamh/ gestures can help if a child has difficulties with understanding and speaking. Through Lamh/gestures, a child is able to develop communication skills. • • Lamh is not an alternative to speech. Experience and research indicate that using signs promotes and stimulates speech. • • There are over 400 Lamh signs. Some of the signs were adapted from Irish sign language.
• WHAT IS A GESTURE? • A gesture is a body movement (often a hand arm movement) that can express the meaning of a word so that others can understand it. • WHY USE LAMH/GESTURES? • Signs/gestures provide extra information that can be seen. Research has shown that signs and gestures are easier to learn than spoken words. • For example, babies use gestures before they speak to tell us what they want e. g. pointing to a bottle or holding arms out to be lifted.
• Using Lamh signs/gestures with a child provides visual information as well as the sound of the word making it easier for a child to understand. • Lamh signs/gestures also give a child a way of sending a message when he/she cannot speak. This helps to reduce a child’s frustration
Types of questions: Use an appropriate form of questioning · Yes/no questions e. g. “do you like Boyzone? ” may be appropriate for someone with little language but such questions are limiting for people with lots of language. · Open questions such as “tell me about your favourite pop group” can lead to more conversations with people who have more language. · Some people respond best to questions involving a choice e. g. “do you like Boyzone or U 2? ”
• Work on organisational skills with children with poor conversational skills or children who tell you a story with all parts muddled. • In order to use language effectively, you need to recognise sequential patterns of events and relate several ideas in logical order. • This is difficult for children who cannot order their thoughts. · Work on concepts first, next and last · Work on early time concepts · Always encourage the child to work from left to right · Familiarise the child with his/her timetable (use pictures to represent parts of the timetable)
Help the child with word finding difficulties by Not simply filling in the word for the child but helping him/her to retrieve the word him/herself by: 1. Giving the first sound of the word “it starts with a ‘k’ sound” 2. Giving the child a forced alternative “Is it a cat or a dog? ” 3. Giving information about the item “it goes ‘miaow’” 4. Or providing a lead in sentence if relevant “shoes and …. . (socks)”
• A child with no functional expressive language may use forms of augmentative communication e. g. • · Lamh sign language • · Picture symbols • · Picture Exchange Communication System (PECS)
WHO BENEFITS FROM LAMH? People with: · No speech · Unclear speech (speech can deteriorate with a hearing loss) · Difficulties finding the word they want to use (this deteriorates with age) · Difficulties understanding what is said to them
Lamh can help: · People who are reluctant to talk for whatever reason. Lamh can help to take the pressure off speaking with an emphasis on communication. · Using Lamh signs can help to ease frustration for people who find it hard to communicate through speech. · It is easier to learn from seeing than from listening.
• SKILLS NECESSARY TO BE ABLE TO USE LAMH • Using Lamh can help to develop some of these skills: • · Visual skills • · Physical skills • · Conversation skills • · Ability to copy in order to learn Lamh signs. • · Basic understanding of language
• THE LAMH USER NEEDS US IN ORDER TO HAVE THE OPPORTUNITY TO: • · Communicate • · Express needs and preferences • · Talk about interests etc. •
Improving Communication Skills
Ten tips on communication with children 'Fact or Fiction? The Top 10 Assumptions about Early Speech and Language Development By Lauren Lowry Hanen Certified Speech-Language Pathologist and Hanen Staff Member
• Do you ever wonder if boys really do talk later than girls? • Or if it’s confusing to speak two languages to a child? • And when grandma says using a pacifier is going to cause speech problems later, should you believe her?
You should never use “baby talk” with babies • 1. False • Baby talk, also known as “motherese”, “parentese” or “infant-directed speech”, refers to the very recognizable speech patterns people use when speaking to babies. • Baby talk has a higher-than-normal and more varied pitch, a slower rate of speaking, simpler vocabulary, lots of repetition, emphasis of important words, and exaggerated, positive facial expression. • For example, “Are you looking at the light? D’you like that light? It’s a bright light!”
• It has been well-established that babies prefer “baby talk” as it helps them pay closer attention to speech, especially amidst background noise. “ • Baby talk” makes it easier for babies to figure out how language works and which words are most important to the meaning of what’s being said. • This helps them learn what words mean and, in time, helps them learn to say words. • Therefore, don’t be afraid to use baby talk with your baby – it’s helping him tune in to you and what you are saying!
Speaking “telegraphically” helps young children learn to talk. • 2. False • Telegraphic speech involves using only content words with little or no grammar. Examples of telegraphic speech include “Where coat? ” (instead of “Where’s your coat? ”), or “This Mama spoon” (instead of “this is Mama’s spoon”). • Some people believe that telegraphic speech makes it easier for babies to learn to talk because it allows babies to hear only the important words in a sentence. But the experts disagree.
• According to Marc Fey, Ph. D. , Professor at the University of Kansas Medical Center, Department of Hearing and Speech, telegraphic speech may hinder children’s learning of grammar and word meanings as it deprives children of the helpful cues and information that come from grammatical speech. • For example, babies realize that words that end in “–ing” are verbs, making it easier to figure out the word’s meaning.
• So when you use “baby talk”, make sure it’s grammatical. • Try to use short, simple phrases or sentences with proper grammar. • A good rule of thumb when deciding if your sentence is appropriate is to think about whether you would say the same thing to an adult. • If the answer is no, then you are probably using telegraphic speech.
Using “educational” products, such as DVDs or flashcards stimulates young children’s language . development • 3. False • While it can be tempting to purchase special products marketed as “educational” for young children, these products are not necessarily effective in helping children learn how to communicate. • Baby DVDs – several DVDs geared towards infants and very young children have been marketed in recent years, with the aim of promoting babies’ development, including their language skills. • However, the research on such DVDs to date has not provided evidence that these products produce better language skills
• In fact, these DVDs may be the cause of somewhat smaller vocabularies in children who spend more time watching them • . For more details, click here to read Hanen’s article “Educational DVDs: What Helps Babies Learn and What Doesn’t”. • Flashcards – Learning a new word from a flashcard teaches a child to say a word in response to a picture.
• this, however, does not mean that the child will understand the full meaning of the word or how to use it appropriately in real-life situations. • New vocabulary has to be learned in meaningful interactions during everyday life and repeated many times before becoming part of a child’s vocabulary. • Roberta Golinkoff, Ph. D. , co-author of “Einstein Never Used Flash Cards: • How Our Children Really Learn and Why They Need to Play More and Memorize Less”, explains that “babies learn best through playful interactions with people who love them” and had the following advice for parents about educational products: • “Save your money! Play with your child
4. Using a pacifier causes speech and language problems • Unclear • The verdict on this issue may still be out. • Prolonged pacifier use has been linked to dental problems and increased ear infections • both of which can have a negative impact on speech and language learning. • However, a couple of recent studies examining the speech (pronunciation) of children with prolonged pacifier use found different results. • One study found no difference in the speech (pronunciation) of children who used a pacifier for a long period. • However, in 2010, another study found increased odds of speech disorders among children who used a pacifier for 3 or more years or sucked their fingers extensively
• While the verdict may still be out about this issue, most professionals would agree that a child’s opportunities for babbling, imitating sounds, and engaging in conversations are reduced if she or he has a pacifier in the mouth much of the time. • Therefore, reducing pacifier use may be recommended by speech-language professionals
Second- and third-born children are late to talk because their older siblings do the talking for them • 5. False • Several studies have shown that the language development and skills of first-born and later-born children are similar. • In fact, some studies have shown superior skills in laterborn children in the areas of pronoun use and conversation skills. • One study showed that first-born children reach the 50 word milestone earlier, but that once children had reached the 50 -word milestone, there were no differences between first- and later-born children. • So while older siblings often interrupt and talk for their younger siblings, this does not seem to have a negative impact on the younger sibling’s development.
6. Boys talk later than girls. • True • It is true that boys produce their first words and sentences later than girls. • However, these differences are only in terms of a matter of a few months. • There is a normal range within which children acquire certain language milestones. • “Girls tend to be on the earlier end, and boys on the later end, of this age range”, according to researchers Seyda Özçalskan and Susan Goldin-Meadow (2010). • Therefore, boys are not actually delayed in their language development, just a little behind girls. • So if a young boy is really lagging behind in his speech and language development, don’t assume that it’s because he’s a boy and that it’s perfectly normal. • He may require some speech and language intervention.
7. More boys have language delays than girls. • True • There are definitely more boys than girls with a variety of language difficulties. • The incidence of language impairment is higher among boys than among girls, a ratio anywhere from 2: 1 to 3: 1. • The incidence of Autism in boys is also higher, four times more common in boys than girls
8. Twins are at greater risk for language delay. • True • In a review of the research regarding the development of twins, Karen Thorpe summarized the following in her 2006 article: • Twins, particularly male twins, have higher risk of language delay. • Language delay is usually mild and it seems to reduce by middle childhood. • There is great variation in language scores among twins. • Therefore, while not all twins have language delays, they are at greater risk for language delay.
9. Late talking children, who are otherwise developing normally, always “catch up” to other children their age. • False • Research indicates that approximately 40 -50% of children who are late to talk (who have typical skills in other areas) do not catch up on their own • Late talkers who use few or no gestures seem to be at greater risk for a language delay that does not resolve itself • Even when late talkers appear to catch up to other children their age, they are still at greater risk for difficulties with reading • . Therefore, if you are concerned about your toddler’s language development, don’t listen to people who tell you to “wait and see”. • Consult a speech language pathologist since the earlier a child receives help, the easier it is to catch up, and the better the prognosis.
10. Learning two languages at the same time (bilingualism) causes language delays in young . children • False • Children learning two languages at the same time will go through the same developmental patterns in both of their languages and at roughly the same time as children learning one language • While the vocabulary of each individual language might be smaller when counted separately, the total vocabulary of bilingual children is comparable to monolingual children when both languages are taken into account • Sometimes young children learning two languages mix words or grammar from their two languages, known as “code mixing” or “code switching”.
• This is very normal and does not indicate that the child is having difficulty with language learning. • There may actually be benefits from bilingual language learning, as children who are fluent in two languages have strengths in “meta linguistic skills” (the ability to think about language), as well as in cognitive skills, such as attention
A Thought A man is seldom better than his conversation - German Proverb
Communication Skills Overview Effective communication skills are a critical element in your career and personal lives. We all must use a variety of communication techniques to both understand be understood.
What is Communication? Communication is the process of sending and receiving information among people… Feedback sender receiver Encode SENDER Medium Decode RECEIVER
Most common ways to communicate king a e p S ges a m al I u s i V Bod Writing y La ngu age
Communication Goals To change behavior To get and give Information To persuade To get action To ensure understanding
Distortions in Communication
We need to improve communication. . . as 70 % of our communication efforts are: • misunderstood • misinterpreted • rejected • distorted or • not heard 6 people talking in a 2 people conversation!!
Critical success factor The majority of your perceived ability comes from how you communicate 55% Tonal 38% Visual 7% Verbal 93% of all Communication is non verbal - SKILL
Listening and Speaking are used a lot…
Common Communication Errors: • Finishing others’ sentences • Preparing our response before someone has completed speaking • Multitasking while ‘listening’ • Filtering content or meaning based on the speaker • Speaking for others (we…)
A Good Algorithm Communication is a two way process! In order to have good communication: • Listen to Understand • Understand before speaking • Speak to be understood • Seek understanding before proceeding • Repeat
How can it be improved • Recognition • Pavlov study • Not being judgmental • Stop egocentric communication
What today’s workshop can achieve • Provide ‘knowledge’ about communication • Give insight on ‘skills’ needed • Suggest ways of going about it What you need to do: • Learn the tools • Take up every opportunity • Practice, Practice!
Why is communication important • Inspires confidence • Builds respect in business and social life • Helps make friends • Develops a distinct personality • Reveals your ability to others
Essentials of good communication • Knowledge Spontaneity in conversation Level of conversation • Organising your thoughts • Participating in discussions • Body Language Show v Tell • Being a good listener Listening v hearing
How to be an active listener Set the stage • Ensure mutual understanding • Understand body language • Suspend judgment • Behaviors that hinder effective listening • Act distracted (look at your watch!) Tell your own story without acknowledging theirs Give no response Invalidate response, be negative Interrupt Criticize
Techniques to improve listening skills SUMMARIZE PARAPHRASE Restate what was said in your own words Pull together the main points of a speaker QUESTION Challenge speaker to think further, clarifying both your and their understanding
Two basic types of questions 1. Closed questions: a one-word response and inhibit thought. Questions begin with who, when and which 2. Get Open-ended questions: Invite unique thought, reflection or an explanation. Questions begin with how, what and how come (not why!).
Practice Questioning • Rephrase the following closed questions to make them open-ended: 1. Are you feeling tired? 2. Isn’t it a nice day? 3. Was the last activity useful? 4. Is there anything bothering you? 5. So everything is fine, then?
Adding colour to communication • Images – Describe, relive • Show, don’t tell • Use audience’s senses Sight Sound Touch Taste Smell
Improving communication • Don’t use cliches • Brevity • Sincerity • Don’t praise yourself • Avoid argument • Be tactful • Silence • Enunciation Clear, loud, syllables. Flexibility of tone
Practice • For distinct enunciation, every word, every syllable, every sound, must be given it proper form and value. • Think of the mouth chamber as a mold, in which the correct form is given to every sound. • Will you please move your lips more noticeably? • The teeth should never be kept closed in speech. • Through practices, we can learn to speak more rapidly, but still with perfect distinctness
Ways to gain effective conversation • Good use of English – avoid errors • Improved vocabulary – overlook v oversee • Avoid old phrases • Use humour • Add interesting story • Improve clarity of voice – practice
Public Speaking
What does the graphic tell you about this speaker
The 5 -P‘s • Prior • Preparation • Prevents • Poor • Performance
From effective conversation to speech • Overcoming Fear #1 fear • Idea of speech Know your subject • Know the audience Target their interest • Organising the speech Tell them…
Developing Your Presentation • What is your goal? • Research • Develop • Create your topic an outline or locate learning aids
AIDA ttention nterest esire ction POWERFUL opener CLEAR connector MAIN BODY POWERFUL close
AIDA ttention nterest esire ction Establish credentials (Me, You, What) Key point Create +ve expectations Paint the future benefits WIFM Thefacts 3 advantages benefits Me, You, What is required
Developing Your Presentation Making the Presentation Interesting • Informative • Fun • Variety • Energy • Audience Interaction
Practicing Your Presentation • Simulate the presentation setting Practice aloud Practice standing up • Time your presentation • Memorize your opening few sentences • Watch yourself in a mirror
Presenting • Stage fright Feelings follow action • Talk ‘to’, not ‘at’ • Eye contact • Don’t judge your audience • Pause • Volume • Pace
Summary He who fails to prepare, prepares to fail!
Communication in general is process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills. Although we usually identify communication with speech, communication is composed of two dimensions - verbal and nonverbal.
communication includes facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups. It may also include the way we wear our clothes or the silence we keep. Non-verbal
BODILY SPEAKING… § According to the social anthropologist, Edward T. Hall, in a normal conversation between two persons, less than 35% of the social meanings is actually transmitted by words. § So, at least 65% of it is conveyed through the body (non-verbal channel).
Have you ever heard anyone say, "His actions spoke so loudly I couldn't hear what he said? "
Categories • Physical. This is the personal type of communication. It includes facial expressions, tone of voice, sense of touch, sense of smell, and body motions.
• Aesthetic. • This is the type of communication that takes place through creative expressions: playing instrumental music, dancing, painting and sculpturing.
Signs Use of various signs in non verbal communication
• Symbolic. makes use of religious, status, or ego-building symbols.
Physical Aspects of Non Verbal communication. • Kinesics (body language) Body motions such as shrugs, foot tapping, drumming fingers, eye movements such as winking, facial expressions, and gestures • Proxemics (proximity) Use of space to signal privacy or attraction • Haptics Touch • Oculesics Eye contact • Chronemics Use of time, waiting, pausing • Olfactics Smell • Vocalics Tone of voice, timbre, volume, speed • Sound symbols Grunting, mmm, er, ah, uh-huh, mumbling • Silence Pausing, waiting, secrecy • Posture Position of the body, stance • Adornment Clothing, jewellery, hairstyle • Locomotion Walking, running, staggering, limping
Facial Expressions • Face is the index of Mind • The eyes, the lips and the muscles express many feelings • It can also be deceived by manipulation
The Eyes • Stare or fixed gaze suggest involvement or wonder or eye disapproval. • Raised looks show dominance. • Downcast looks suggest weakness and submission • Direct eye contact communicates honesty, transparency and neutral attitude.
Gestures and Postures Positive Gestures • Open Palms • Eye-to-eye confrontation • Smile • Equal Handshake Postures • Standing position • Walking style • Hand Movements
NONVERBAL BEHAVIOR Brisk, erect walk INTERPRETATION Confidence Standing with hands on Readiness, aggression hips Sitting with legs crossed, foot kicking slightly Boredom Sitting, legs apart Open, relaxed Arms crossed on chest Defensiveness Walking with hands in pockets, shoulders hunched Dejection
NONVERBAL BEHAVIOR INTERPRETATION Hand to cheek Evaluation, thinking Touching, slightly rubbing nose Rejection, doubt, lying Rubbing the eye Doubt, disbelief Hands clasped behind back Anger, frustration, apprehension Locked ankles Apprehension Head resting in hand, eyes downcast Boredom Rubbing hands Anticipation
Active Listening Skills The Heart of Empathic Understanding
Reflecting • Purpose To show that you understand how the person feels. • Action Reflects the speaker’s basic feelings. • Example: “You seem very upset. ”
Encouraging • Purpose To convey interest. To encourage the other person to keep talking. • Action Don’t agree or disagree. Use neutral words. Use varying voice intonations. • Example “Can you tell me more…? ”
Summarizing • Purpose To review progress. To pull together important ideas and facts. To establish a basis for further discussion. • Action Restate major ideas expressed, including feelings. • Example “These seem to be the key ideas you’ve expressed…”
Clarifying • Purpose To help you clarify what is said. To get more information. To help the speaker see other points of view. • Action Ask questions. Restate wrong interpretation to force the speaker to explain further. • Example “When did this happen? ” “Do I have this right? You think he told you to give him the pencil because he doesn’t like you? ”
Restating • Purpose To show you are listening and understanding what is being said. To help the speaker see other points of view. • Action Restate basic ideas and facts. • Example “So you would like your friends to include you at recess, is that right? ”
Validating • Purpose To acknowledge the worthiness of the other person. • Action Acknowledge the value of their issues and feelings. Show appreciation for their efforts and actions. • Example “I truly appreciate your willingness to resolve this matter. ”
• Dare, A. & O’ Donovan (1997) Caring for Young Children with Special Needs • Nelson Thornes • Donohoe, J. and Gaynor, F. (2007) Education and Care in the Early Years, (3 rd Ed. ), Dublin: Gill & Mac. Millan • • • Harvey, N. (2006) Effective Communication (2 nd Ed. ), Dublin: Gill & Mac. Millan Ludden, M. (2002) Effective Communication Skills: Essential Skills for Success in Work and Life 2 nd Edition Jist Publishing • • Mc Holm, A. E. & Cunningham, C. E. & Vanier M. K. (2005) Helping Your Child With Selective Mutism: Steps to Overcome a Fear of Speaking New Harbinger Publications • Schwartz, S. (Dr) & Miller J. (1987) Children Woodbine House • Language of Toys: Teaching Communication Skills to Special Needs INTO Publication (downloadable document) Newcomer Children in the Primary Education. System 2006 Last accessed 9 th January 2009 • • http: //www. into. ie/ROI/Downloads/Publications/Other/filedownload, 2650, en. pdf • Last Accessed 20 th October 2015 •
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