1 Describe Effective Communication Techniques with a Variety of Age Groups Part one.

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Describe EffectiveCommunication Techniques with aVariety of Age Groups Part one

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Objectives

1. Describe methods to communicate with infants.

2. Explain techniques to communicate with children and pre-teens.

3. Evaluate helpful communication techniques for use with teens and adults.

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Terms

American Sign Language bullying closed questions cyber bullying funnel questions leading questions open questions probing questions rhetorical questions

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Objective 1

Describe methods to communicate with infants.

Anticipated Problem: How do infants communicate?

How do you learn to communicate with infants?

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Objective 1

I. Infants communicate without words.A. Crying is the way infants

communicate for a while. Crying often communicates an infant’s discomfort: hungry, wet, cold, tired, or scared. Also, babies use crying to shut out all the extra stimuli when

they are feeling overwhelmed.

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Objective 1

A. Crying is the way infants communicate (cont’d)1. Crying is the first way an infant communicates

with others.2. Crying can be a learned behavior for attention

from the caregiver.3. Infants develop different cries, moans, or

whimpers for various needs.a. Hunger: short, low-pitched criesb. Upset: short, choppy criesc. Prolonged crying: pain, illness, or eye irritation

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Objective 1

B. Pleasurable infant sounds1. Babbling2. Giggling3. Cooing

C. Gestures and movements for communication1. Clinging2. Pushing away

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Objective 1

D. American Sign Language (ASL) is a way for caregivers and infants to communicate with each other using motor skills (precise hand gestures in relation to the upper body). Infants, as early as six months of age, can learn

to use ASL as an effective communication tool with caregivers. Studies indicate that infants who use ASL have higher IQ scores at age eight, are better adjusted socially, have fewer tantrums, and read at an earlier age.

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Objective 1

D. American Sign Language (cont’d)1. Physical skills for talking develop at about 11

months of age.2. Hand signaling can be used for several words,

such as:a. Mama, Dadab. Eatc. Milk

3. Signing helps the infant to communicate and develop social skills.

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Objective 1

E. Helping infants learn language1. Caregivers should always talk to the infant

using simple words, not baby talk. Words help the infant brain to develop faster and help the baby to feel secure.

2. When reading picture and rhyming books to an infant, caregivers should use repetition of simple words to help the infants develop language.

3. Reading helps the infant to connect sounds with objects.

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Objective 2

Explain techniques to communicate with children and pre-teens.

Anticipated Problem: How do children and pre-teens develop their vocabulary and speech?

What techniques are effective in communicating with children and pre-

teens?

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Objective 2

II. Children and pre-teen communicationA. Communication development increases in

children and pre-teens. A six-year-old child understands 2,500 words. However, some may need a speech pathologist to help with speech difficulties.

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Objective 2

A. Communication development (cont’d)1. Sounds produced using the lips:

a. Bb. Mc. P

2. Sounds produced using the lips and teeth:

a. Fb. V

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Objective 2

A. Communication development (cont’d)3. Sounds produced using the lips, tongue, and

throat may be more difficult for some children:a. J (j)b. Ch (ch)c. St (st)d. Pl (pl)e. Th (th)f. Sl (sl)

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Objective 2

B. Adults can help children talk about difficult situations.

1. It is important to talk and listen to the child.

2. It is important to help the child maintain self-control.

3. It is important to show real concern for the child’s fears and worries.

4. It is important to help the child understand when a situation is or is not serious.

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Objective 2

C. It is important to help children deal with bullying (aggression or abuse directed toward another individual in person or through the Internet, mobile phones, email, and other technology,

which is cyber bullying). Bullying is a form of communication used to intimidate another person by force or coercion (teasing, ganging up, physically hurting another, or rumors).

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Objective 2

C. Bullying (cont’d) The child should be taught to evaluate ways that helped to stop bullying

or increased it in the past. It is necessary to help the child practice safe and assertive ways to respond to a bully.

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Objective 2

C. Bullying (cont’d) Studies show that:

1. Bullying can cause physical and emotional pain.

2. Boys tend to use more physical types of bullying threats.

3. Girls tend to use more verbal types of bullying threats.

4. Half of all school-age children are bullied sometime during their school career.

5. Young people who are bullied are more likely to skip school and to get in fights.

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Review of Part One

Crying often communicates an infant’s discomfort. Give three examples of that discomfort.

Name three benefits of teaching infants sign language.

What is the average number of words that a six year old child can understand?

Who can help children with speech difficulties?

Name some negative consequences of bullying.

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Describe EffectiveCommunication Techniques with aVariety of Age Groups Part two

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Objectives

3. Evaluate helpful communication techniques for use with teens and adults.

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Terms

closed questions funnel questions leading questions open questions probing questions rhetorical questions

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Objective 3

Evaluate helpful communication techniques for use with teens and adults.

Anticipated Problem: What are effective communication

methods to use with teens and adults?

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Objective 3Objective 3

III. Effective communication with teens and adults begins with remembering the names of people.

To build rapport and engage a person in conversation, a person must be able to

remember names. There are tricks to remembering names, such as:

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A. Remembering client and social network names is essential to long-term communication with social and work groups.

Interpersonal skills are high on employer lists of essential skills for workplace success.

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1. It is important to make an effort to remember names.

a. People should pay attention to the person’s name during introductions.

b. People should ask to have the name repeated, if necessary.

c. People should use the person’s name when talking with him or her. (“It’s good to see you again, Bill.” “How is the work on your vacation home progressing, Sue?” “When

was the last time we saw Cindy, Jim?”)

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1. It is important to make an effort to remember names (cont’d)

d. It is important to verify the person’s name. Sometimes a name tag or a third-party introduction is not what

the person wishes. For example, “Sean introduced you as Debbie. Is that what you wish to be called?”

e. It can be useful to use a mnemonic device (a method to enhance one’s memory). For example, the last name

Johnson may be recalled by creating a picture and words: “Jumping on top of the sun.”

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2. It may be necessary to write down a newly introduced person’s name. Salespeople write down the names of new clients to help them visualize the name as well as hear it (auditory).

3. Association can be used to suggest images that help people remember certain names.

a. It may be useful to associate an image with a person’s name. (The name Barbara is associated with a barbed

wire fence. The name Jim is associated with a gymnasium.)

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3. Association can be used to suggest images (cont’d)

b. It may be useful to imagine writing the name and saying it. Neurolinguists tell us that “getting a feel” for a person’s name helps us remember (subtly writing the

name with a finger or saying it).

c. It may be useful to associate a newly introduced person with a celebrity. For example, Jacqueline becomes an image of Jacqueline Kennedy Onassis.

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B. Asking the right questions aids in communication.1. Open questions begin with “what,” “why,” or

“how” and are used to open a conversation and/or to obtain details. These questions are likely to receive a long

answer as they ask the responder to think and reflect and to provide an opinion or a feeling. For example:

a. How do you keep focused on your graduate degree while you are working?

b. Why is the river project so important to you?c. How do you deal with customer service issues in the

restaurant?

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B. Asking the right questions aids in communication.2. Closed questions may be answered with “yes” or

“no” responses or a short phrase and tend to slow or end the conversation. They elicit facts and keep the control of the conversation in the hands of the

questioner. For example:a. How old are you?b. Where do you live?c. Are you happy?

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B. Asking the right questions aids in communication.3. Funnel questions are actually a series of

questions, starting with a general question and continuing with detailed questions. They appear in two types:

a. Increasing detail (1) What else do you remember about the accident?

(2) What, specifically, did the officer say to you? What particular part of the presentation did you enjoy?

b. Decreasing detail (1) Who else will be there? What other things are

happening at the same time?

(2) So what do you think? What else can you tell me?

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B. Asking the right questions aids in communication.

4. Probing questions often include the word “exactly” to obtain clarification from the previous response and

usually begin with “what” or “how.” Often, probing questions are asked when the questioner needs

more information. Probing is asking follow-up questions when a response may be

vague or ambiguous or the questioner requires more in-depth information.

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B. Asking the right questions aids in communication.4. Probing questions (cont’d)

a. Opening question: What did you like best about the theater project?

Answer: I got to do different things. Probing question: What things did you get to do?

b. Opening question: How are you progressing on your essay?

Answer: Everything is coming along fine. Probing question: What is one part of the essay

topic that is particularly strong?

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5. Leading questions are designed to elicit an answer that the questioner desires. Sometimes leading

questions include the answer, point the listener to the answer the questioner desires, or include a pointed reference to the “right answer.” Care is needed to

prevent manipulating the conversation.

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5. Leading questions Two types of leading questions are:a. Assumptive questions

(1) How much will the rent go up this year?(2) Are you still cheating at chess?

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5. Leading questions Two types of leading questions are:b. Linked statements

(1) Would you prefer to live upstairs or downstairs where the light is better?

(2) What do you think about Carol Roberts running for the school board? Lots of people are against her

policies.

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B. Asking the right questions aids in communication.6. Rhetorical questions are not really questions but

statements of the speaker’s feelings. Some famous rhetorical questions include:a. “Isn’t it a bit unnerving that doctors call what they do

‘practice?’” (George Carlin)

b. “If practice makes perfect and no one is perfect, then why practice?” (Billy Corgan)

c. “Aren’t you glad you use Dial? Don’t you wish everyone did?” (1960s television advertisement for Dial soap)

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C. How to influence people1. It is essential to listen and work to understand

the other person’s position. Use open, closed, and probing questions.

2. It is important to look for areas of agreement in discussion. Open, rhetorical, and leading

questions are helpful to find agreements.

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C. How to influence people3. Arguing makes people defend their position and

resist cooperation. Probing and funnel questions can help to understand other positions.

4. It is necessary to use the right time for a request. Also, questioning is always better than lecturing.

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Review of Part Two

What are some tips to remembering names?

How are closed questions answered?

How do open questions begin?

What is a common word in probing questions?

What are two types of leading questions?

1 Describe Effective Communication Techniques with a Variety of Age Groups Part one.

Documents

way infants

infants discomfort

eye irritation slide

preteen communication

questions rhetorical

infant brain

prolonged crying

effective communication