Providing information: Specific Techniques for Successful Interaction Flashcards
What are some basic principles to providing information?
usually when we provide information we give our findings or test results about a client
It’s really helpful to have something in writing such as a report, because if we feel nervous, we might leave something out
As always, how do we begin our meetings?
We begin the meeting with a general orientation
“The psychologist Mr. Taylor, the resource specialist, Judy Wynn, and I have all evaluated Josie. During this meeting, we will share the results of our testing with you and our recommendations for the type of support we can provide here at school.”
Begin with a positive statement
Just read this:
How to begin with a positive statement
“Jennifer is so cute and funny. She made me laugh.”
“Derek is really polite and well behaved! I enjoyed working with him.”
“Lucas works hard and always does his best—you must be proud of him.”
“Erica has a such a strong desire to communicate.”
“Mark has a lot of energy!”
“Danika is very determined and focused.”
If a child is clingy with the parent, what could we say?
“It is clear that you have a special connection with your daughter”
If people are really anxious and tense in a meeting, what should we do?
Give the bottom line immediately.
“I enjoyed working with Patricia. She is very sweet. I found that she has challenges understanding what she hears, and also challenges with expressing herself—I am recommending that she be enrolled in language therapy with me twice a week.”
This can be followed by more specific details about the testing.
If people are more relaxed in a meeting, what can/should we say?
Present detailed findings first; build gradually to conclusion
Good esp. for people who don’t believe there is a problem
In a meeting, we try to summarize things, how can we do this?
Giving a great many details is very overwhelming
I say “I’m going to hit the highlights of my findings. If you have more detailed questions, I’d be happy to answer them.”
Please don’t say things like:
“I adminstered the CELF-5 to Tony. He averaged in the 2nd percentile rank for all subtests. The subtest that presented the most difficulty was the Morphology subtest, which examined Tony’s direct knowledge of comparative, superlative, and derivational morphemes. He had difficulties with these morphemes and also with present progressive –ing as well as irregular and regular plural and past tense structures.”
Reword this: “My examination of Jennifer’s pragmatics skills reveals that she has difficulty with the rules of discourse. She has challenges with initiating and sustaining conversation, including turntaking and presupposition skills.”
What should we make sure we do when we close the interview?
summarize the main points
repeat conclusions
give specific suggestions and recommendations
If we are not sure people understood what we said, what can we say?
“When you explain this to your husband, what will you tell him? Would you share this with me so I can be sure I have conveyed everything clearly?”
If someone repeats back and has clearly not understood what you said accurately, what should we do?
Blame yourself—”Sorry—I don’t think I said XYZ clearly. Let me re-state that.”
Put it in writing.
What are some specific techniques for effective communication
give practical suggestions for positive action
express sympathy
provide encouragement
realize that if you’re the bearer of bad news, people may be angry
try to sandwich negative and positive points
Watch for feelings of resistance; address as they come up
If someone refuses to accept a diagnosis, what can we do?
keep the door open and invite them to come back if they ever need anything
“I hear that you believe there is nothing wrong with Susanna. As we discussed, I believe that she has a language impairment and needs intervention.
But I respect where you are coming from. If you decide that you might like to chat about this in the future, here is my card—feel free to call or email.”
If someone starts to cry, what can we do/say?
Give a kleenex
Touch them on the arm
“It’s OK to cry. This is difficult news.” (ON EXAM)
Also…
•Stress to parents that they need to care for themselves
•Supplement verbal communication with notes, visual materials, internet resources
If we are the bearer of bad news and people don’t accept what we’re saying, what can we do?
If people don’t accept what you say, don’t be afraid to refer them for a second opinion (if you are in private practice)
“It is clear how much you care for Abdul. I know that it’s hard to hear that he needs speech-language therapy. Would you like a list of other local speech pathologists so you can get a second opinion?”
What are some specific positive statements for IEP meetings at the BEGINNING OF THE MEETING?
“Your child has so many strengths—what would you like to add to the list?”
This IEP is designed to consider the needs of the whole child, and we value your input at every step.
Can you share some strategies that work for you at home?
Can you suggest a better way to word this goal?
Your child comes to school ready to learn every morning.
