Controlled Situation Communicator ControlledSituation Communicator Persistent global Brocas

Controlled Situation Communicator

Controlled-Situation Communicator: Ø Persistent global, Broca’s, or Wernicke’s aphasia. Ø Does not have the linguistic ability to consistently initiate communication acts (despite automatic skills). Ø Without assistance may be isolated in a social situation.

Controlled-Situation Communicator (a little more detail): Aware of environment, yet frustrated by inability to communicate other than frowning or sighing. Ø Too limb apraxic to gesture Ø Speech is stereotypic or nonexistent. Ø Perform poorly on standardized tests of: auditory comp, reading, writing (global). Ø Every communication attempt ends in a “short circuit. ” Ø Emotional outbursts due to too many questions, speakers, noise, and changes in routine. Ø

Controlled-Situation Communicator can participate when: Ø Communication strategies and tools are controlled, predictable, or routine. Ø Written or graphic choices are provided by partners. Ø Participation partner

Partner-supported communication Takes the burden of performance of the patient and places it one the conversational dyad. Ø Exchanges can occur if a partner learns to anticipate possible responses and present them as graphic choices. Ø Communication of wants and needs, and maintenance of social etiquette. Ø Additional success with: linguistic processing, information exchange, social enjoyment, opinions, advice, and preferences. Ø

Skills: Ø Ø Ø Ø #1: To call for attention or assistance #2: To introduce self in structured communication situations. #3: To communicate biographical information by pointing to contextual written choices #4: To communicate specific information in answer to a question within a topic of interest by pointing to contextual written choices. #5: To communicate opinions, preferences, and other qualitative responses to questions by pointing to a number on a five-point rating scale. #6: To communicate social etiquette phrases by pointing to written phrases on structured situations. #7: To communicate additional information when asked a question about a “topic starter” photograph, memento, or sentence.

Skill #1 Ø To call for attention or assistance l Using a standard squeeze or push-button nurse call signal in the patient’s room or lounge.

Skill #2 Ø To introduce self in structured communication situations l Point to written name and address by using a small card

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Skill #3 Ø To communicate biographical information by pointing to contextual written choices. Ø Patient visually scans written choices Ø Points to correct information regarding: marital status, number of children, hometown, state of birth, or profession Ø 2 -4 choices

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Skill #4 Ø To communicate specific information in answer to a question within a topic of interest by pointing to contextual written choices. l l Partner initiates conversation Writes contextual choices while asking questions

Skill #5 Ø To communicate opinions, preferences, and other qualitative responses to questions by pointing to a number on a five-point rating scale. Example: How do you like your Mexican food? Very mild 1 2 Average 3 4 Very hot 5

Skill #6 Ø To communicate social etiquette phrases by pointing to written phrases in structured situations l l Using a card containing symbolized, printed, or typed social etiquette phrases Example: Thank you, I’m sorry, Pardon me, Have a good day!

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Skill #7 Ø To communicate additional information when asked a question about a “topic starter” photograph, memento, or sentence. l l l Clinician or family member will provide a clear plastic sleeve, envelope, or holder for photographs of earlier times, recent activities. Patient can initiate a topic by pointing to the picture, indicating that they want to talk about that particular topic. Topic items need to be renewed on a regular basis.