Handout # 1
Communication Skills Inventory
This is not a test. It is a tool you can use to rate your ability to interact with co-workers, students,
parents, and other people you come into contact with on the job. It is designed to help you assess your
social or communication skills – to determine what your areas of strength might be as well as your areas
of weakness. This way, you can feel good about the things you do well, and start to think about working
to improve the things you don’t do as well.
Directions: Read each item then circle the number to the right of each item that best describes how well
you think you use a specific skill. After you have rated all the items, choose three that you will commit
to improving.
Ineffective /Unsure
Effective/Confident
1. Asking Questions
1
2
3
4
5
2. Starting a conversation
1
2
3
4
5
3. Asking for a favor
1
2
3
4
5
4. Giving a compliment
1
2
3
4
5
5. Accepting a compliment
1
2
3
4
5
6. Accepting criticism
1
2
3
4
5
7. Giving criticism
1
2
3
4
5
8. Apologizing
1
2
3
4
5
9. Giving instruction
1
2
3
4
5
10. Dealing with resistance
1
2
3
4
5
11. Expressing your feelings
1
2
3
4
5
12. Handling anger
1
2
3
4
5
13. Dealing with conflict
1
2
3
4
5
14. Standing up for your rights
1
2
3
4
5
15. Stating what you want
1
2
3
4
5
Ineffective /Unsure
Effective/Confident
16. Stating an unpopular opinion
1
2
3
4
5
17. Saying no
1
2
3
4
5
18. Active listening
1
2
3
4
5
List skills you would like to improve:
Skill:
Skill:
Adapted from Paraeducators of Kentucky
Web site (http://www.ihdi.uky.edu/pek/)
Training Module 1
Handout # 2
Building Communication Skills
Asking a question
Think about your question before asking it to make sure it is expressed clearly and in a way that
indicates exactly what you want to know. Give the other person a few minutes to consider an answer.
You may want to paraphrase their response to be sure you understand them especially if the question is
about a complicated issue.
Starting a conversation
It is best to start a conversation with a general topic, or, if you know the person’s interests, begin with
something you know they are interested in. Some topics that are commonly used are the weather, sports,
asking about family (for example, “Tell me what your children are doing now.”), or local/national/world
events. Ask open-ended questions
Asking for a favor
Begin by being direct, but polite. One effective way of asking for a favor is to begin with “I would
appreciate……”or “Could you please….” For example you could say “I would appreciate it if you
would help me with this. I’m really stuck.”
Giving a compliment
Compliments should be truthful, authentic and appropriate to be effective. It is helpful for a compliment
to be specific, rather than general. Look for opportunities to praise people for what they do well; saying
something like, “It is so nice to see someone who is able to do their job so skillfully.”
Accepting a compliment
When given a compliment, accept it graciously and with enthusiasm. Don’t diminish the compliment by
replying in a negative manner. When someone tells you they like your shoes, you can use a reply such
as, “Thank you, I like them too,” or “Thank you, they are my favorites.”
Giving criticism
If you must criticize someone, your comments should be constructive. Make sure that the person knows
what should have occurred instead of just telling them they did something the wrong way. It is helpful
to find something they did well and comment on that before you tell them what the problem was. For
example, “I really liked the way you walked away to allow Jamal to work independently on his Math.
You will want to give Sara the chance to ask to listen to a tape—it really helps if you pause for 10
seconds before asking her if she wants to hear music. That will help her to be more independent too.”
Often it is helpful to ask if they would have done something differently before giving them your view on
what should have occurred—many times they may identify the problem themselves before you discuss it
with them.
Accepting criticism
Keep your mind open and objectively examine the criticism to see if it was warranted. Respond in a
way that is not defensive, thanking them for their comments and telling them you will consider the
comments before performing the task again.
Apologizing
Apologize sincerely and accept blame for what you have done. Instead of saying, “I apologize, but you
must have misunderstood me,” say “I apologize. I didn’t make myself clear.” When working as a
member of a team, remember that the relationship is more important than the issue at hand. Restore the
relationship.
Giving instructions
Be brief and to the point. Explain adequately, but do not include more information than a person can
absorb at one time. Acronyms may be confusing to the listener, so it is best to avoid using them. Often,
it is helpful to break the instructions down into steps. For example--first, open the toolbox on the
device; second, change the volume settings in the toolbox by pushing the volume up button; third, click
OK and exit the toolbox; and finally, begin using the device with the student.
Dealing with resistance
Find out what the needs of the other person are and try to meet them without loosing sight of your own
goals. With purposeful effort, it is surprising how frequently this can be done, and fulfill the dictionary
definition of reaching an agreement of mutual accord. We are all faced with disagreements in life,
almost on a daily basis, with family members, with friends, and with the many people with whom we
come in contact. Though they may appear to be minor at first, they can become major in effect. It is
wise to realize that we do indeed have choices as to how we handle such matters and hope we have the
wisdom to make the proper choices.
Expressing your feelings
It truly is not good to keep your feelings inside of you, but it also is not good to be sharing negative
feelings with those who are not able to change things. Share your feelings honestly with those team
members who are directly involved in a situation. Use “I” statements (for example, “I felt angry when I
heard those teachers say that I didn’t know enough about computers to help the students with their
English papers.”) Avoid placing the other person on the defensive by blaming them for the way you feel
(don’t say “You make me angry when you…..”
Handling anger
The important thing is not what people do or say to you, but how you respond. Be polite. Ask to speak
to the person at a later time (allowing them to calm down). You may say something like, “I am sorry you
feel that way. I would like to talk to you about this to see how we can work this out. Are you available
this afternoon after the students leave?”
Dealing with conflict
Inevitably when people work together, they have different ideas about how things should be done.
Often, in educational settings, these conflicts are not readily resolved due to the more immediate
pressures of dealing with student issues. In addition, having related service providers (such as
speech/language pathologists, occupational therapists, physical therapists, and vision and hearing
itinerants, etc.) in our classrooms creates complex situations because of the number of people involved.
Many people (students and staff) may be competing for your time and attention. If conflicts arise it is
important to have effective ways of dealing with them in a timely manner before they get worse. Don’t
address the issue when you’re upset…..waiting until you’re calm is always a good idea.
Keep these Helpful Hints in the back of your mind when faced with a potential conflict.
1. Find a good time to talk
2. Listen carefully, speak carefully
3. Take the time to get at the real problem
4. Focus on what you can do, not what won’t work
5. Take action and evaluate the situation over time
Standing up for your rights
If someone makes a statement with which you disagree, if you say nothing, sometimes it just disappears
into oblivion. Challenging it turns it into an issue, and issues tend to blossom. On the other hand, if it is
something you think is of sufficient importance to challenge, go to it. Frequently, however, you might
realize that there is no chance of changing another’s point of view, and a heated discussion, or indeed,
an argument can serve no purpose. None of this is meant to imply that there are not occasions in life
when you should fight to stand up for your rights. The important rule is to choose your battles. Many
skirmishes can be avoided, but there are times when there is no alternative but to stand up and fight for
what you believe in.
Stating what you want
Appeal to the other person. Ask for a modification or a change in position on his or her part because it
means so much to you. People are often responsive to an appeal whereas they resist if someone tries t o
argue them into it. Try saying, “I want to make an appeal to you about something.”
Stating an unpopular opinion
Choose your battles—however, if it is an important issue that you need to address, back up your opinion
with facts. Try to find points of agreement with other team members, and state them before giving the
unpopular opinion. Don’t argue; just politely explain how you feel and why you feel that way.
Saying no
When you decline to participate in something, it is best to be direct, yet briefly provide some details
about why you are unable to do what was asked. For example, “I am afraid I won’t be able to be on the
committee—I take my daughter to music lessons on Thursday afternoons, and that is when the
committee meetings are. I am sorry I won’t be able to participate. Thanks for inviting me, though.”
Having a positive attitude
Model the attitude you want others to have. Make a purposeful effort to make work enjoyable for
yourself and others. Avoid negative comments about your working conditions, your students or other
team members.
Active listening
As you talk to others concentrate, avoid distractions, and paraphrase what is said. Be involved in the
conversation, and ask questions to clarify things you don’t understand.
Encouraging and respecting diversity
Use/model people-first language around other team members. For example, when discussing
accommodations ask, “Will I be preparing items for students with visual impairments?”
Recognize the talents or contributions of students with disabilities. For example, “Alan is a good friend
to others.”
Adapted from: Lessons in Lifemanship, Bryan Bellhttp://bbll.com
Handout # 3
Confidentiality
Do or Don’t?
You tell a parent of one of your students that the reason the child’s P.T. has been out is because she had a
miscarriage. She’ll make up the sessions when she returns.
You are asked by a student’s stepfather to let you know if the child’s father acts “funny” in any way when he
comes to pick up the child. The mother and he are worried the father may be drinking – again – and are
concerned for the boy’s safety.
Before leaving for your two-week honeymoon, you lock students’ files in your desk drawer.
A general education teacher who taught Reilly two years ago asks you how Reilly is doing in math. She
struggled in his class, and he wanted to know if her math aptitude had improved.
You are at a school baseball game as a spectator. A mother of one of your students tells you she was
considering putting her daughter on ADD medicine. She knows her neighbor recently started her son, Brandon,
(who is also your class) on it. “Off the record, do you see a big improvement in his behavior in school?” You
tell her, “Yes, he’s definitely benefitted from it.”
When questioned about a student’s disability by a substitute teacher filling in for the day, you provide specific
information on the child and the teacher’s notes concerning his behavior.
Handout # 4
How do you respond to conflict?
Directions:
Think about your work setting and the people with whom you occasionally experience
conflict. Place a check in the box next to each statement below that best describes how
you respond when conflicts arise.
Never Sometimes Always
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Avoid the person.
Change the subject.
Admit that you are wrong, even if you are not.
Give in.
Pretend you agree.
Whine or complain until you get your way.
Play the martyr. Give in, but let the other person know
how much you are suffering.
Try to reach a compromise.
Try to understand the other person's point of view.
Try to find a new solution both of you will find
acceptable.
Be persistent. Wear down the opposition.
Use your authority. Order the other person to obey you.
Use sarcasm or ridicule.
Defend your position.
Use your power to win your position.
Acknowledge the conflict and work for consensus.
Try to eliminate to gain the advantage.
Give in, but try to sabotage the situation later.
Pretend to agree, and then talk about the situation to coworkers.
Other:
Handout # 5
Talking Speech Chart
www.talkingchild.com
Speech & Articulation Development Chart
In the chart below, each solid bar indicates when children generally MASTER the specified sounds.
This chart depicts a range of development and should only be used as a general guide.
What sounds should my child be saying?
*
Girls
Boys
birth 1 year 2 years 3 years 4 years 5 years 6 years 7 years 8 years
p,m,h,w,b
p,m,h,w,b
n
n
k
k
g
g
d
d
t
t
ing
ing
f
f
y
y
r
r
l
l
blends (st, pl,
gr, etc.)
blends (st, pl,
gr, etc.)
s
s
sh, ch
sh, ch
z
z
j
j
v
v
th (thumb)
th (thumb)
th (that)
th (that)
zh (measure)
zh (measure)
* Adapted from Sander JSHD 1972; Smith, et al JSHD 1990 and the Nebraska-Iowa Articulation Norms
Project
©2003 Talking Child, LLC
http://www.talkingchild.com
*It is important to note that this information depicts a general range of development, and should only be
used as a guide. If you have any concerns regarding your child’s speech development, we recommend
that you contact a pediatrician or speech-language pathologist.
Handout # 6
LANGUGE –BASED LEARNING DISABILITIES
Taken from: www.asha.org
 Expressing ideas clearly, as if the words needed are on the tip of the tongue but
won't come out. What the child says can be vague and difficult to understand (e.g.,
using unspecific vocabulary, such as "thing" or "stuff" to replace words that cannot
be remembered). Filler words like "um" may be used to take up time while the
child tries to remember a word.
 Learning new vocabulary that the child hears (e.g., taught in lectures/lessons)
and/or sees (e.g., in books)
 Understanding questions and following directions that are heard and/or read
 Recalling numbers in sequence (e.g., telephone numbers and addresses)
 Understanding and retaining the details of a story's plot or a classroom lecture
 Reading and comprehending material
 Learning words to songs and rhymes
 Telling left from right, making it hard to read and write since both skills require
this directionality
 Letters and numbers
 Learning the alphabet
 Identifying the sounds that correspond to letters, making learning to read difficult
 Mixing up the order of letters in words while writing
 Mixing up the order of numbers that are a part of math calculations
 Spelling
 Memorizing the times tables
 Telling time
Handout # 7
What would you do if…?
Directions: Read each scenario and circle the best answer for each.
Scenario #1
You are working with Rosario, a student with cerebral palsy. Rosario uses a Touch Talker
to communicate. Ms. Brown is teaching a lesson in geography. She asks if anyone knows
the name of the Pennsylvania state capital. Rosario would like to give the answer.
What do you do?
1. Raise your hand and tell Ms. Brown that Rosario would like to give the answer.
2. Start typing the answer for Rosario on her Touch Talker.
3. Tell Rosario she can try another time.
Scenario #2
You are working with Chance, a student who has difficulty initiating conversation. The
students sitting near Chance are discussing baseball. He wants to join in.
What do you do?
1. Tell the students sitting nearby how much you love the Phillies.
2. Tell Chance he needs to speak up.
3. Whisper a conversational starter to Chance, “Hey I saw the Phillies play…” and
encourage him to move closer to the other students.
Scenario #3
You are working with Ashley a student who has multiple articulation errors. She is currently
working on the /s/ and /ch/ sounds. On the cafeteria line, she wants to order a sandwich.
What do you do?
1. Tell the cafeteria staff Ashley wants to order a sandwich.
2. Practice the /s/ and /ch/ sounds in the word “sandwich” with Ashley before she gets on the
cafeteria line.
3. Let Ashley ask repeatedly for a sandwich even though the cafeteria staff cannot
understand her.
Scenario #4
You are working with Kareem a student with autism. It is the end of the day and time to get
on the bus to go home. Kareem begins to exhibit anxiety as he is putting on his coat.
What do you do?
1. Ignore Kareem’s screaming and put him on the bus.
2. Tell Kareem everything is fine and he should stop screaming.
3. Before the end of the school day, review Kareem’s script, “Now it’s time to go on the
bus” with him.