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Communication for All

Join us for a workshop focused on building a community of support for communication rights and strategies for supporting communication in community settings. Learn how developmental service agencies can take steps to meet the communication needs of individuals they serve.

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Communication for All

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  1. Communication for All Building a Community of Support for Communication Lauren Barnett Meghan Downey Isabela Knowles Pascal Cheng Howard Center Stepping Forward Together 2019 March 14, 2019

  2. Workshop objectives • Understanding the concepts of the presumption of competence and communication rights. • Strategies for supporting communication in community settings. • Steps that developmental service agencies on a systems level can take to support the communication needs of individuals they serve.

  3. Howard Center Developmental ServicesSystem of Care Communication Goal Develop a system of support for communication and technology that focuses on training and consultation across our developmental service programs.

  4. What is the Howard Center Communication Team • Representatives from across the service area: Safety Connection, Children and Family Services, Employment, Succeed, Adult Services, ASL Support Team • Communication Specialist has a central role

  5. Diversity of communication needs in Howard Center DS Services • Augmentative/alternative communication • American Sign Language • English language learning for New Americans • Written communication • Telecommunication • Digital media

  6. The Universal Declaration of Communication Rights International Communication Project 2014

  7. System of Support

  8. A full system of communication

  9. Purposes of communication

  10. Success with AAC Independence www.biggleswadeacademy.org

  11. “The power of communication is rooted in relationships.” Tracy Thresher “People are the most important component in developing communication skills. Technology is a tool for people.” Linda Burkhardt

  12. How Service Coordinators Support Communication • Seeing the need – presuming competence • Getting team on board…which sometimes means navigating difficult family relations • Reaching out to resources for an assessment, ASL classes, interpreters to come to meetings, etc. • Funding (OTO, Voc Rehab, Clinical Line in waiver, Medicaid) • Training (direct staff, home providers, families, etc.) • Facilitating practice in the community

  13. How Service Coordinators Support Communication Does the client have what they need to communicate? • Part of our responsibility is ensuring our client has what they need to support their communication at every meeting • Interpreter • Device • Skilled Communication Partner

  14. How Service Coordinators Support Communication Paperwork • Emergency Fact Sheet (EFS) • Communication Dictionary • Communication Goal on ISA • Communication Plan • Communication Checklist • Sub Sheets • DAIL Website for blank forms and examples • https://ddsd.vermont.gov/tools-help-teams-plan-and-provide-support

  15. Emergency Fact Sheet Which example providers a better look at the client’s communication? • Example 1 - Agreement: Verbal • Example 2 - Agreement: Client typically expresses agreement verbally, stating “yes” or “okay” or they may silently follow through on an action they have been asked to do. Client’s expressions of agreement or disagreement are reliable.

  16. Communication Dictionary Purpose of Dictionary: • Facilitates common interpretations among communication partners • Helps new partners become familiar with individual communication • Helps identify areas for further instruction • Provides documentation of change in communication skills To complete: • Regular communication partners each fill out form individually • Observe the person for 1-2 weeks and record any kind of communication that the person does • Partners meet to compare their observations • One final dictionary is then put together to go with the person

  17. Communication Check List • The Communication Checklist is a tool that can help pinpoint and explore the person’s communicative strengths and needs • Using the Checklist can facilitate productive thinking, discussion and planning to create outcomes that will have meaning in a person’s everyday life • It can find out not only the person’s needs, but also identify his/her/their strengths • Should be updated annually

  18. Communication Plan • If a person has any communication needs, it is important to have a Communication Plan included in his/her ISA • The Communication Plan is an independent document that is not necessarily tied to an outcome, but provides in-depth information about how a person currently communicates • The purpose of a Communication Plan is to provide a description of the different ways a person communicates across the various settings in his/her life (e.g., home, work, community), and the supports that are needed to enable the person to use his/her mode of communication

  19. Communication Goal on ISA • CommunicationOutcome orGoal in the ISA that states how the person’s quality of life will change as a result of an increase in the supports for communication • Questions to ask yourself are: • How can the client function more independently in the activity/event/situation? • How can the client participate more fully? • How can there be more opportunity to socially interact more with others? • How can the client have more control over things happening in their environment?

  20. Communication Goal on ISA • At a restaurant example: • Making a choice about what they want to order • Giving their order to the counterperson or waiter/waitress • Engaging in “small talk” with others in the restaurant • Participating in conversations with friends at their table

  21. Communication Check List Examples of Questions on Check List • List the mode(s) of communication the person currently uses (e.g., speech, gestures, sign language, AAC system such as communication board or electronic device, eye gaze, facilitated communication, etc.). • Does the person have a current communication evaluation? • Can the person use their communication socially (e.g., have conversations with others, participate in group activities)? • Does the person have the appropriate aids and devices they need to communicate? • Is there a team member (s) who has the responsibility for maintaining and programming of the devices?

  22. ASL Classes for Individuals Who Are Deaf

  23. Goal: Individuals and their support people will learn ASL skills to help them to communicate effectively in their community and at home. • Classroom learning • Practice in the community • Learning ADL’s • Building community connections • Opportunities to build friendships and become self-advocates

  24. Video Interpreting Services for New American and Deaf individuals – Language Line

  25. What can video interpreting do? • Can access more than 34 languages including sign language. • Makes communication even quicker, easier and culturally appropriate, when a live interpreter is not available. • Helps with explaining important instructions and medical information in the moment.

  26. Video Interpreter Can provide a visual to describe information, e.g. How to feed or care for a baby. Video Interpreters are often clothed in culturally appropriate attire, which helps the client to relate to the interpreter. Interpreters are trained in counseling and medical terminology so they can properly explain any instructions.

  27. Benefits of video interpreting • Clients are able to communicate their needs more clearly. • Clients are able to understand important information. • Clients gain a sense of comfort and confidence in their own wellbeing and the wellbeing of their family.

  28. LanguageLine – offers: LanguageLineInSight Video Interpreting On-demand access to 35 languages including ASL Audio access in 200+ languages 24/7/365 Challenging situations benefitting from visual cues and facial expressions Encounters lasting 60 minutes or less • LanguageLine Over-the-Phone Interpreting • On-demand access in 200+ Languages 24/7/365 • Standard situations, lasting 15 minutes or less • Direct Response fields inbound calls, in-language

  29. LanguageLineoffers: LanguageLine Onsite Interpreting By appointment in 95+ languages & ASL Complex, critical, sensitive situations Group meetings/conferences/conventions Encounters lasting 60 minutes or longer Personal Interpreter On-demand access in 200+ languages 24/7/365 Infrequent, spontaneous interpreting needs Credit card billing Available via phone line or iPhone app LanguageLine Onsite Interpreting • By appointment in 95+ languages & ASL • Complex, critical, sensitive situations • Group meetings/conferences/conventions • Encounters lasting 60 minutes or longer

  30. How To Be An Effective Communication Partner

  31. GL is an individual who relies on Facilitated Communication as her primary means of communication. We asked her to respond to some questions in order to share her perspective on what it takes to be an effective Communication Partner.

  32. What would you like a new communication partner to know?

  33. “I would like a new communication partner to know that no one is good at first. It takes a lot of time and practice to see a progression. It is helpful to clear your mind of other thoughts and focus on the typing. Don’t try to guess what is next instead focus on what I have completely typed already.”

  34. What are the three most important skills an effective communication partner needs to have in order to support you?

  35. “The three most important skills a communication partner needs to have are: patience, more patience and the ability to redirect me in a manner that is direct and kind.”

  36. Is there anything an effective communication partner should not do?

  37. “An effective communication partner should not control the process, the typer should be in control. I think the communication partner should remain objective.” 

  38. What advice do you have for staff when they are supporting individuals with communication in the community?

  39. “When supporting typers in the community, select an environment that is conducive to the typer's sensory needs, confidentiality and offers wifi.” 

  40. Reflection What does it look like to be an effective “communication partner” for the individuals you support?What are the main themes represented in G’s advice?How can you apply this advice to the individual(s) you support, even if their communication method is different from FC? How can you get more information from the individual you support on what their communication support needs are?

  41. Supporting Clients with Communication at Work

  42. Brief Overview of Project Hire Supports • We assist individuals with finding meaningful, competitive employment opportunities in the community • Skills Assessments • Reaching out to Community Members/Potential Employers • Providing individualized supports with the job search process • Carving positions that match an individual’s unique skills

  43. Brief Overview of Project Hire Supports • Provide ongoing support to individuals • Support with training for individuals and their support staff on the job site • Support with problem-solving issues that arise on the job • Facilitating effective communication between individuals and their employers

  44. Why is Communication Access At Work So Important?

  45. Empowers individuals to express their needs, hopes, and dreams regarding their employment • Allows individuals to develop meaningful relationships with their co-workers and supervisors • Allows employers to better understand their employee • Facilitates opportunities for professional growth • Provides opportunities for individuals to increase their communication skills

  46. How can we promote access to communication opportunities in the workplace?

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