Discovery Skills: Communication Chart

Purpose

To record how people communicate; prevent information loss during staff turnover; give new people a quick reference guide; and reduce the need for behavior plans that arise from people not being listened to. Helps us understand what a person is trying to tell us and what those who support the person need to do in response.

  • Useful both with people who are very articulate and who do not use words to communicate.
  • Should be used for all people who do not communicate with words and many people whose behavior is clearer than words.

Assumptions

  • All behavior IS communication.
  • Everyone communicates with their behavior regardless of whether we ‘listen’ to the behavior, understand it, or respond to it.
  • Communication plans reduce the need for behavior plans.

Instructions

Start with the observed behavior (second column). This is an observable behavior by the person. The third column is the meaning of the behavior. Once the middle two columns are complete, fill out the first column and then the fourth column. The first column lists circumstances when the behavior occurs while the fourth column lists what should be done in response to the behavior.

In more detail: The first column heading What is happening describes the circumstances in which the behavior occurs. For example, it could be the place, the people around, or the activity that affect someone’s behavior. When the behavior has the same meaning regardless of circumstance then what is recorded in the first column is “anytime”. The second column (person’s name) does describes what the person does in terms that are clear to a new reader who would recognize the behavior. For people where it is something hard to describe (e.g. a facial expression), a picture or even a video recording may be preferred.

The third column heading We think it means is our guess as to what the behavior means. Keep in mind that it is not uncommon for there to be more than one meaning for a single behavior. Where this is the case, all of the meanings should be listed.

The fourth column heading We should describes what those who provide support are to do in response to what the person is saying with their behavior. The responses under this heading give a careful reviewer a great deal of insight into how the person’s communication is perceived and supported.

Problem-Solving Skills: Working/Not Working

Purpose

Analyzes an issue/situation across multiple perspectives. Provides a picture of how things are right now.

As a negotiation tool it helps meet three of the core elements of negotiation:

  • All must feel listened to – their perspectives accurately reflected
    • Start with common ground; – where there is agreement
    • Work in partnership
  • Done well it reflects current reality
    • Start with common ground; – where there is agreement
    • Work in partnership
  • It helps “peel the onion”
    • Gives opportunities to ask the question behind the question
    • Dig deeper to find more meaningful information
  • It serves as a bridge to action planning by helping the user learn
    • What needs to be maintained/enhanced?
    • What needs to change?

Instructions

This tool works best when it is focused; select one specific issue/scenario or part of a person’s life to discuss within the working/not working grid.

Tips:

  • Make sure that all of the people who represent the key perspectives are present
  • To learn and effectively represent the person’s perspective talk to the person before the meeting.
  • Make it easy for people to write up their perspectives, post 2 sheets of pre-labeled (working, make sense, the up side/not working doesn’t make sense the down side) flips chart pages per perspective
  • Once everyone has completed their pages review what everyone has written with the group and talk about what the possible next steps would be

Discovery Skills: Good Day/Bad Day (Typical/Better/Worse)

Purpose

To learn how to best support a person based on what needs to be present and absent in life.

Instructions

This is the single most powerful tool to learn about what is Important To people and how to best support them. There are a number of ways to learn about good day and bad days. For some people you can just ask and record what they say. For others, you may wish to break the day up into blocks of time (e.g. morning, before leaving the house, morning where you spend your day, etc) then walk through each block of time – going back and forth between the good scenario and the bad scenario through the timeline of a day, or various circumstances. For example,

“Tell me about a good morning. Tell me about a bad morning. Tell me about a good evening. Tell me about a bad evening. Etc.” Or ask, “What sort of things happen that contribute to a good day for you?”

If someone comments that they have no bad days, then ask about a ‘typical’ day or a specific Monday, Tuesday, etc. to get started.

Review the information to discover the simple and explicit things Important To someone, and the implicit items that are Important To but need to be revealed.

Problem-Solving Skills: Learning Logs

Purpose

To record the details of what is working and not working as people engage in specific activities. It is used to journal learning; to help understand how to best support people in challenging situations; and to simply better understand what is Important To and how to best support.

Instructions

Remember that this is a skill masquerading as a form. Completing it well requires practice and support. Edit the text in the third and fourth columns to reflect the focus of the learning (e.g. what did you learn about the activity…; what do you learn during your time with ….; what did you learn about the process…) Break things down into parts (e.g. when cooking – looking at the recipe; getting out the ingredients; etc) and record significant learning. Record a quick note (not a long narrative). Use what is learned to inform the plan and/or the actions.