Turning Talking into Conversation Into the jungle Speech

Turning Talking into Conversation. . Into the jungle Speech and Language Therapy after ABI SHIPS Conference July 2016 sarah@sarahchatterton. co. uk 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 �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 � 11 years 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 1 X 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 � Everyday categories – � Word finding later stages � Semantic mapping tasks plugging the gaps using pictures ++ repetition, word sorting games into categories (resource: Find the Link) Resource: Dinkee linkee � Expressive language organisation � Barrier games, summarising

Case study: what we have worked on � Expressive language: � ++ drawing games, � Social skills: conversation � Symbol charts, resource: grammar e. g plurals past tense, pronouns starters, empathy, question generation matching, lotto. ++ repetition needed matrix 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.

Case Study: what we have worked on �Comprehension of abstract concepts(SPa. G) �Makaton signs and symbols

Future areas �Independence �Social skills �NFC codes �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 �Rehearse in the real world �Evaluate: GOAL PLAN DO REVIEW

Key people in research: �Jacinta Douglas �Skye Mc. Donald �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 (Comm. Spe. CS) – for use with adolescents / adults �Assessment: Comm. Spe. CS Scale checklist �Intervention: Comm. Cope -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.