INCREASING MANAGERIAL AND COMMUNICATION SKILLS OF CRISIS MANAGERS OF THE JOINT RESCUE SYSTEM

Interpersonal communication skills development: a model for dentistry

Journal of Dental Education ◽

10.1002/j.0022-0337.1975.39.11.tb00926.x ◽

1975 ◽

Vol 39 (11) ◽

pp. 728-731

Author(s):

JL Hornsby ◽

LJ Deneen ◽

DW Heid

Keyword(s):

Interpersonal Communication ◽

Communication Skills ◽

Skills Development

Download Full-text

Effective Collaboration at Central Elementary School

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2304.367 ◽

1992 ◽

Vol 23 (4) ◽

pp. 367-368 ◽

Cited By ~ 12

Author(s):

Jennifer Chisler Borsch ◽

Ruth Oaks

Keyword(s):

Elementary School ◽

Communication Skills ◽

Third Grade ◽

Collaborative Effort ◽

Speech Language Pathologist ◽

Grade Teacher ◽

Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Download Full-text

AAC Supports for Individuals With Rett Syndrome Across the Lifespan

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac24.3.74 ◽

2015 ◽

Vol 24 (3) ◽

pp. 74-85

Author(s):

Sandra M. Grether

Keyword(s):

Rett Syndrome ◽

Communication Skills ◽

Preliminary Analysis ◽

Multidisciplinary Approach ◽

Motor Deficits ◽

Complex Profile ◽

Communication Behaviors ◽

The Individual

Individuals with Rett syndrome (RS) present with a complex profile. They benefit from a multidisciplinary approach for diagnosis, treatment, and follow-up. In our clinic, the Communication Matrix © (Rowland, 1990/1996/2004) is used to collect data about the communication skills and modalities used by those with RS across the lifespan. Preliminary analysis of this data supports the expected changes in communication behaviors as the individual with RS ages and motor deficits have a greater impact.

Download Full-text

Improving Communication Skills in Health Care

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds20.3.109 ◽

2013 ◽

Vol 20 (3) ◽

pp. 109-117

Author(s):

Lynda Katz Wilner ◽

Marjorie Feinstein-Whittaker

Keyword(s):

Health Care ◽

Patient Satisfaction ◽

Communication Skills ◽

Health Care Professionals ◽

Skills Training ◽

International Medical Graduate ◽

Medical Graduate ◽

Health Care Environment ◽

Medical Interpreters ◽

Accent Modification

Hospital reimbursements are linked to patient satisfaction surveys, which are directly related to interpersonal communication between provider and patient. In today’s health care environment, interactions are challenged by diversity — Limited English proficient (LEP) patients, medical interpreters, International Medical Graduate (IMG) physicians, nurses, and support staff. Accent modification training for health care professionals can improve patient satisfaction and reduce adverse events. Surveys were conducted with medical interpreters and trainers of medical interpreting programs to determine the existence and support for communication skills training, particularly accent modification, for interpreters and non-native English speaking medical professionals. Results of preliminary surveys suggest the need for these comprehensive services. 60.8% believed a heavy accent, poor diction, or a different dialect contributed to medical errors or miscommunication by a moderate to significant degree. Communication programs should also include cultural competency training to optimize patient care outcomes. Examples of strategies for training are included.

Download Full-text

Helping the General Education Team Support Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.82 ◽

2012 ◽

Vol 21 (3) ◽

pp. 82-91 ◽

Cited By ~ 2

Author(s):

Carole Zangari

Keyword(s):

Academic Achievement ◽

General Education ◽

Communication Skills ◽

Communication Systems ◽

General Education Teachers ◽

Practice Opportunities ◽

Support Students ◽

Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Download Full-text

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.74 ◽

2012 ◽

Vol 21 (3) ◽

pp. 74-81 ◽

Cited By ~ 9

Author(s):

Debbie Witkowski ◽

Bruce Baker

Keyword(s):

Communication Skills ◽

High Performance ◽

Theory And Practice ◽

Written Communication ◽

Academic Tasks ◽

Meaningful Participation ◽

Core Theory ◽

Communication Needs ◽

Core Vocabulary ◽

Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Download Full-text

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac20.4.109 ◽

2011 ◽

Vol 20 (4) ◽

pp. 109-113

Author(s):

Karen Copple ◽

Rajinder Koul ◽

Devender Banda ◽

Ellen Frye

Keyword(s):

Developmental Disabilities ◽

Experimental Design ◽

Communication Skills ◽

Observational Learning ◽

Video Modeling ◽

Single Subject ◽

Design Studies ◽

Communicative Behaviors ◽

Speech Generating Device ◽

Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

Download Full-text