By Jane Ware
This revised and up-to-date moment variation goals to let lecturers and care employees operating with individuals with PMLD in any context to create a good interactive atmosphere for the folk with whom they paintings. utilizing details from the newest study and from daily perform, the writer discusses different elements of a responsive setting and indicates functional ideas that employees can use to create such an environment.
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Extra resources for Creating a Responsive Environment for People with Profound and Multiple Learning Difficulties - 2nd Edition
Taken together, these findings highlight the fact that the more you communicate (or the more like communication your behaviour appears), the more likely others are to communicate with you. This further underlines the importance of being sensitive to the meaning of behaviours that would not normally be interpreted as communicative, and that may not be particularly prominent in a busy environment. 36 CREATING A RESPONSIVE ENVIRONMENT Personal factors In the Contingency-Sensitive Environments Project we found clear differences between the children who received the lowest number of responses and other members of the class.
Thinking about the way in which communication develops in non-disabled infants (from involuntary reactions and simple voluntary behaviour through reactions to environmental events and purposeful behaviour to intentional communication) in relation to a particular individual can help us see the communicative potential in a wide variety of behaviours that are not yet intentional. • Quite simple changes in the environment we provide can increase the chance of intentional communication developing from these pre-communicative behaviours.
For example, if a member of staff has been videoed working closely with an individual, as Mary and I were when we were trying to assess Damien, a good rule of thumb is that if someone didn’t respond to a particular behaviour it was most probably because they were unable to see (or hear) it. Short extracts demonstrating exactly what you mean are a better use of time than watching the whole of a tape. Positive examples are much more effective than negative ones, and people involved should be clear that you will only be showing them engaged in the sort of interactions you are hoping to promote.