Preparing for Working with Adult Clients and Their Families Elise Peltier Fall 2015

Who are the adults you will be seeing? People with cognitive impairments – Attention – Memory – Study skills, organization, planning People with aphasia People with motor speech disorders – apraxia of speech – dysarthria

Who are the adults you will be seeing? People with intellectual disabilities People with AAC needs People with voice disorders People who stutter People with ASD

Preparing for your client Start reviewing file – fall term Check in with supervisor –fall term Observe if possible – fall term Attend supervisory meeting with 2 nd year student – fall term Start looking at literature, resources, infoCDS – fall term CHARTR – 1 st week of winter term

Use CHARTR process CHARTR Assessment Flowchart CHARTR – Treatment Flowchart CHARTR Worksheet Located on InfoCDS>Practicum> CHARTR

Read client’s file and take notes Ask yourself … – Do I have a clear understanding of the disorder? – What do I need to find out about the disorder? – What goals have been achieved/not achieved yet? – Do I know the client’s/family’s priorities? – What would be the greatest impact on function? – What would be the greatest impact on quality of life? – What treatment method/s were recommended? – What do I need to learn about the treatment methods/s? – What assessments need to be completed?

Where do you find help? Talk with your supervisor about resources (in person or ask via prior to scheduled meeting) Read ahead in textbook, do literature search – Disorders – Treatment approaches Look up on infoCDS Talk to 2 nd year student

Meeting with your supervisor Complete Sections I & II of Treatment prior to meeting Have goals and recommendation for tx method prepared (from previous ITP); read up on tx approach Ask questions Offer your own ideas Take detailed notes and and follow up with supervisor as indicated Be proactive and genuinely interested in learning about working with your client (even if you think you want to work with kids)!

Lesson Plan Select meaningful material – appropriate for adults Choose tasks that are engaging and functional for your client Plan enough activities

Meeting the client Greeting … addressing client Engage in small talk Explain clinic (if first time) Ask client (and family) about concerns and goals for the current term Address your questions to the client and invite family to “jump in” – Ask family to confirm if questionable, or difficult responding

During the session Match tone, affect, rate of speech Maintain “normal” eye contact Use nonverbal cues to assure the client you are listening and engaged Explain instructions and confirm understanding Give specific, meaningful, age-appropriate feedback Confirm next appointment and ask if reminders might help (how best to remind?)

A few tips … Relax Be confident but don’t be afraid when you don’t know the answer Interact with the client the way you would want a healthcare professional to interact with you Be courteous but not condescending Err on the side of formality Be kind and professional