Transcript Afasic

WATCH YOUR
LANGUAGE!
Professor Amanda Kirby
The Dyscovery Centre
University of Wales, Newport
The pack contains
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What are SLCI?
Why do YOU need to know?
How do young people present?
What can you do to help individuals?
How can you make your organisation
more inclusive for young people with
SLCI?
Objectives
• Gain an understanding
• Provide you with materials to train others
• Provide you with support materials in your
own work.
• Improve access and understanding for
young people with SLCI
Objectives of this session
• Gain an understanding
• Provide you with some materials to train
others
• Provide you with support materials in your
own work
• Improve access and understanding for
young people with SLCI
Ultimately your training
objectives
• To draw on the experiences of practitioners you
work with
• To enable and demystify speech , language and
communication impairments and provide
supporting information for others
• To examine the impact of SLCI on young people
and their families in the context of the
school/work setting
• To explore how your services can be supportive
and inclusive
Limitations of today
• Provide you with an overview
• Enable you to be familiar with the pack
• Time
• But there are reading/resource ideas in
your pack
In your pack
• Handouts of this session
• Evaluation form
• Train the trainers materials
Sections
• Section 1 – Introduction
• Section 2 - What are SLCI and what does it feel
like to have SLCI?
– Play the DVD or read through the booklet
• Section 3 – Experiential session
– Use the activity cards to experience what it feels like
to have SLCI. Discuss the case studies.
• Section 4 - What can you do as an organisation?
– Questionnaires for the organisation to complete so
that you can see what you are currently doing and
what more can be done.
Section 1
Introduction
Section 2
What are SLCI?
Play DVD
Section 3
Experiential – case
studies and activity
cards
Section 4
What can your
organisation do?
Section 2
What are SLCI?
Read booklet
Section 1
Introduction
DO YOU
• Know someone who has SLCI?
• Have SLCI yourself?
• Think that someone may have a SLCI?
Why do YOU need to know?
• Current legislation
– DDA
• Guidance
– Everybody's Business
– Every Child Matters
• Human Rights
What is being said….
• “Young people should be able to benefit
from a range of safe and enjoyable places
to go including a wide range of sporting ,
cultural activities and experiences and
opportunities for volunteering”
• Youth Opportunities Fund
“Meaningful participation is a process, not simply
the application of isolated, one-off participation
activities or events Acting on children and young
people’s views brings positive outcomes: in
service developments; increasing young
people’s sense of citizenship and social
inclusion; and enhancing their personal
development”.
• Building a Culture of Participation
• Involving children and young people in policy,
service planning, delivery and evaluation
Research Report for DFES, 2003
This is not one person’s
responsibility
• Need for inter-disciplinary approaches
• Requires joint working with other services
• Local and national knowledge- where and
who to refer and roles of e.g.
SALT/CAMHS/psychologist
• Inclusive from the word go– good practice benefits everyone
Speech Language Communication
Impairments ( SLCI)
• Not everyone is the same
• Huge variation
– Overlap with other difficulties
– Influenced by past experiences
– Associated mental health issues
What are
Speech Language
Communication Impairments?
SLCI
Prevalence
• 2-3 children in an average class
• 0.2% impairment likely to impact in all
aspects of their lives
• 6% of children
Prevalence
• 50% of those will present with behavioural
difficulties
• SLCI is associated with higher levels of
psychiatric disorders
• 10% Young offenders significant SLCI
(Hamilton, 1999, Bryan 2004)
• Early language difficulties are a predictor
of later difficulties- e.g. mental health
problems ( Clegg,1999)
SLCI often overlaps with
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Co-ordination difficulties- DCD/Dyspraxia
ADHD ( 70% will have SCLI)
Dyslexia and literacy difficulties
Behavioural difficulties
The need to communicate
“ The basic motivating factor
for all human social behaviour
is a lifelong need for human
recognition”
( Dusay and Dusay 1989)
Importance of social interaction
• For good self
perception
• Good self esteem
• Important for future
relationships and
employability
The young person
• May come with a
label
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Semantic pragmatic
Verbal dyspraxia
Receptive
Expressive
Articulation
ASD
Asperger’s Syndrome
PDD-NOS
Hearing loss
Communication
• Communication is :
– The way we receive and understand spoken and written
information
– The ability to express information by words, signs or writing.
• Some young people have difficulties
– with the production of speech;
– difficulties understanding and interpreting what others are
saying and being able to “decode” it.
Language
Language has to do with meanings, rather than
sounds.
Can the young person understand what is being
said and then respond in an appropriate
manner?
This is taking meaning from the world around
them and making sense of it and responding
with others.
Verbal and non-verbal
• Verbal (what you say)
• Non - verbal (use of gestures, pointing to
something you want, smiling at someone,
the shrug of your shoulders when unsure,
the use of hands to stop someone).
Non verbal language
Gestures and Postures
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Hand and arm movements that communicate
meaning are called gestures
positions of the entire body that convey
meaning are called postures.
Non verbal signs
Picking up the non verbal cues
I am sorry
I AM sorry
Receptive language
Understand what is
being said to you
Expressive language
• Thinking and constructing
sentences
• Answering questions
Articulation
• saying words clearly without errors
• Verbal Dyspraxia
• Stammering
Social language
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Judging when to start.
When to stop
Tone of voice
Intonation
Volume
Pace
Idioms
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Eye catching
Lose weight
Flying low
Your ears are burning
Put your mind at rest
Hard to handle
Putting your feet in it
Come straight to the point
The young person
May not tell you…
– because it has not been recognised
– Or not want you to know
– Or may not have insight into their own
difficulties
– May have learnt diverse strategies to cover
up/mask their difficulties
What may they miss out on?
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Social groupings in school
Youth club
Sports
After school clubs
Services providing voluntary work for
young people
What he or she might be feeling but
not saying?
• Others laugh at me for a reason I don’t
understand
• What have I done wrong here
• I don’t know who my friends are
• I am angry with others around me
• I am worried about tomorrow
• I can’t cope with everything
• He thought I was being rude- I was just telling
the truth
Consultation with young people
“ they think I am being naughty when I
don’t understand- I am trying my
best”
“You think I am unmotivated because I
forget to bring things to classes and
haven’t listened to you”
“Other people think I am stupid because
they can’t always understand me”
What are potential barriers to
being involved in all aspects of
life?
Barriers
• ‘My child “R” can access special tennis and
badminton but it would be nice for him to play
with standard kids and make friends. Clubs
want kids who play to a higher standard.’
• ‘Peers are streetwise and confident. My
daughter is immature therefore feels left out. I
want her to have a place in society. She doesn’t
see herself any different. Therefore, going to
social events with general special needs is not
challenging.’
Barriers
• No local provision,transport
• Lack of understanding
Parents are anxious about their
children.. And won’t let them
participate unless they feel
confident
What gives parents confidence?
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Ethos/culture of the organisation
Level of staff supervision
Use of strategies
Understanding of SLCI
Safety precautions
Working in partnership with parents
‘Feeling that he would be safe
and not bullied.’
‘Youth leaders to have a better understanding
of children’s speech difficulties and to be
aware that these children will find it difficult to
‘just join in’.
‘I would be happy if all organisers had some instruction
in the difficulties the children have, so that they can
make any verbal instructions simpler and they had an
understanding of how this impacts on children.’
Misconceptions
“Many activities are not accessible due to the lack of
understanding by the teachers and professionals who
run the activities. The communication issues leave the
child labeled as naughty or challenging.’
‘I would like him to do football but can’t let him as if he
does not understand what is going on around him he will
just wander off without telling anyone.’
‘Organisers are willing to attempt to include but can’t
differentiate their approach sufficiently and relationship
breakdown/lack of confidence occurs.’
Good practice
• ‘Guide leaders know E and understand her
needs and her limitations. One of the
leaders learnt Makaton so she could
communicate with E.’
• Cadets- structure and discipline
• Woodcraft folk- inclusive
Poor practice
• ‘I used to find it annoying that I would explain to
central booking at the sports centre, (without my
son present), about his difficulties, only to find
that the details had not been passed on to the
instructor or register about his needs, and I
would have to explain again in front of my son
and all the other children.’
• PE teacher- can’t be bothered, being shouted at,
left on the sidelines, poor communicationinformation not passed on
What should you look for?
Hot spots
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Starting a conversation
Leaving a conversation
Group settings
Asking for help
Zoning out
Missing information
Literal interpretation
Poor time concepts
Anxiety in a new situation
Bullying or being bullied
SCLI identifiers
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Flies off the handle without an obvious reason
Overly honest- tells what he or she is thinking
and not aware of consequences
Seems to listen but not be able to follow
instructions given even when repeated
Walks out of social situations or interrupts
others
Not understanding social distance- e.g.
standing too close to others
Unfamiliarity with terminology
• Hoe
• Hose
• Ho
• Table, tables
Can you recognise these signs in
anyone?
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May be subtle
May be misconstrued
May cause irritation
May mean you need to be more patient
May mean it takes longer to get a task
done
We take for granted
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Social skills are learnt intuitively
Not formally taught
Believe that others have understood us
Where to stand , how to talk, when to start and
stop
• Get the rules… and can adapt to new situations
• Gain “ social antennae”
• Have a feeling of cultural differences
If you don’t get
IT…
what are the
consequences?
It makes you potentially more
vulnerable
• Sexual behaviour- others may take
advantage of you- or you may misread the
signs
• Mental health- greater risk of anxiety and
depression
• Abuse by others- put forward as the
stooge, left to cope with the problems,
“his fault”
• Misrecognise signs of friendship
And…
– At risk of being taken advantage of
socially/sexually
– Risk take so they can be includeddrink/drugs/sex
– Be “caught” as they do not have the skills to
get out of a situation or predict it is going
wrong.
Coping with being an
adolescent
What happens in adolescence?
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Emotional changes
Hormonal and growth changes
Individuation- becoming your own person
Separation- from parents
Peer-peer approval is important
How would YOU behave?
• If spoken to in Russian for half an hour
• If had ears blocked so only could hear bits
of conversation
• If landed from Mars…. What are the social
rules e.g. for eating out, coming into a
room
• If you said what you thought out aloud
Fixed perceptions
“Life sentences”
Prejudice
Stage 4
What can you do as an
organisation?
Routes to success
• What do you do now- measure a baseline
• Consider what you need to do
• Deliver staff training and awareness
Help requires..
• Awareness and understanding in your
organisation by your staff/teams of SCLI
• Open and positive attitude
• Inclusive practices from start to finish
• Support specific to individuals with known
difficulties
• Awareness by other young people
Good practice is good for all
How can you help?
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Give instructions slowly
Breaking directions down into simple steps
Using picture cues or directions
Speaking slower and in smaller phrases
Directions are more easily understood if
they are repeated clearly, simply and in a
variety of ways
How can you help?
• Instructions written down
• Don’t assume everyone has understood
when they have nodded
• Ask for feedback
• Understand that a task or skill learnt in one
area may not transfer
• Sometimes skills may take a looooong
time to learn- be patient
A defined policy
• Creating a checklist for your
school/service to ensure continuity
• Gather local information who to talk
to/refer if concerned
• Talk to parents about what works best
Do you have jargon or terminology you
use?
• Youth clubs
• Leisure centres
• Probation
• School/college
What are the rules of your organisation?
Your processes
• How do individuals come to you if they
have difficulties?
• How do you “advertise” your ‘services’?
• What information are they and their
parents given? How easy is it to read?
• What format does that information come
in?
• What are the issues of disclosure.. i.e.
them telling you about their difficulties and
them or you telling others?
Arriving at a new place
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Meeting people
Understanding the social rules of the setting
Understanding the activities
Awareness of the space
Requesting help- in a way that is not
misinterpreted
• Not requesting help and getting it wrong
Fall out- what happens IF it goes
wrong?
• With leaders
• With peers
• Communicating with the young people/and
their parents
When may times create difficulty?
BE PREPARED
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Different people
Different place
Different words
Different task
Not patronising
• Accessible, acceptable and appropriate
– Not patronising- placing in a younger age
group
What are your options if you are
concerned?
• Where can you refer?
• Discussion with parents and young
person
• Issues of confidentiality
In your pack
• Section 1 – Introduction
• Section 2 - What are SLCI and what does it feel
like to have SLCI?
– Play the DVD or read through the booklet
• Section 3 – Experiential session
– Use the activity cards to experience what it feels like
to have SLCI. Discuss the case studies.
• Section 4 - What can you do as an organisation?
– Questionnaires for your organisation to complete so
that you can see what you are doing currently and
what can be done further.
Thank you
Amanda Kirby
[email protected]
www.dyscovery.org