Positive behaviour support Getting it right from the start

44 Positive behaviour support: Getting it right from the start - Facilitators reference manual
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Strategies used by effective communication partners 9
• Know the person’s level of communicative ability—what it means if the person is an
intentional or unintentional communicator or if the person has basic literacy. Knowledge
and understanding of the person’s communicative ability will help ensure communication
with the person is meaningful.
• Remove any distractions before talking to the person (e.g. turn down the volume on the
television or radio).
• Get the person’s attention (e.g. using a touch cue, making eye contact with the person).
• Use clear simple language, but don’t be condescending.
• Keep instructions specific and positive. Talk to the person about what to do, not what not
to do. For example, ‘Tom walk beside the pool’ instead of ‘don’t run by the pool’. Avoid saying
‘We will go for a coffee later’ give the person a time ‘We will go for a coffee after lunch’.
• If you have broken down the instruction and the person is still experiencing difficulty
processing it, model or demonstrate to the person what you are saying.
• Break down complex instructions into separate steps. For example, if providing a three
part instruction, provide one part of the instruction at a time.
• Be careful that your body language and facial expressions don’t send conflicting
messages: for example, having a grumpy look on your face when your message does
not have an angry or grumpy tone.
• Always use environmental cues. For example be in the kitchen when talking about
making dinner.
• Use natural gestures or key word signing when talking with the person. Remember
always to speak and sign.
• Supplement spoken messages with visual cues such as the real object, photo, line drawing
that is being talked about to help the person understand what is happening next or what
you are talking about. Remember to find out what visual cues are most meaningful to the
person, as not all people are able to understand photographs or line drawings.
• Allow the person time to respond. People with disabilities may not only take time to
communicate their message but may also require time to listen to their communication
partner, formulate and communicate a response.
• If the person has difficulty with time concepts, use times of the day they know, or provide
the person with visual ways to mark time.
• Use visual systems to help the person process and respond in times of stress or illness.
For example an AAC system such as a social story will support the person to remember
how to relax and react in a stressful situation. This also provides the person with ways to
control and support themselves independently.
• If you have broken down the instruction and the person is still experiencing difficulty
processing it, model/demonstrate what you are saying.
9. Butterfield, N., Arthur, M ad Sigafoos, J. (1995) Partners in every day communicative exchanges.