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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. Length of training sessions Group vs individual

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Communication Strategies Training

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  1. Communication Strategies Training Introduction to Audiological Rehabilitation

  2. Training Content • Communication problems associated with hearing loss • Facilitative strategies • Repair strategies • Communication styles

  3. Program Considerations • Length of training sessions • Group vs individual • Gender • Age of individual(s) • Life stage • Culture • Motivation • Specific communication difficulties

  4. Communication Strategies Training Model Stage 1 Formal Instruction Stage 2 Guided Learning Stage 3 Real World Practice

  5. Stage 1– Formal Instruction Lecture Workshops Provide information about various types of communication strategies and appropriate listening and speaking behaviors Stage 1 Formal Instruction Discussion Presentation Tutorials Handouts

  6. Stage 2– Guided Learning Modeling Individuals use conversational strategies in a structured setting Scenarios Stage 2 Guided Learning Continuous Discourse Tracking Drill Activity Role-playing Focused attention

  7. Stage 3– Real-World Practice Diaries Individuals practice new skills or behaviors in everyday environment Stage 3 Real-World Practice Calendars Worksheet Assignments

  8. Short-term Training • Materials approach • providing materials, brochures, etc. • 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

  9. Short Tutorial Example(Formal Instruction) • 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

  10. 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

  11. Training Communication Partners • Empathy • Organized messages • Comprehension • Repair strategies • Facilitative Strategies • Clear Speech

  12. TOPICON(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

  13. Example TOPICON Topics babies electronics writing poetry dancing cave exploring antique furniture cheese barbecues friends gossip cats newspaper ads computers best recipes going fishing shopping tennis last weekend astrology saving money house renovation television sailing recent illness beer the theatre going to work

  14. 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

  15. 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

  16. 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

  17. Continuous Discourse Tracking • Novels • Readers Digest • Books • Newspapers • Audiology speech materials (Everyday Sentences, etc.) • Listening to tapes • Kid Trax

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