# PWR-061 — Communication recovery: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 9 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Basic stationery or digital tools — A personally meaningful message card or topic.; Preferred speech, gesture, writing, drawing or augmentative and alternative communication (AAC) system.; A communication-partner cue card.; A record for message accuracy, modality, cues, time, fatigue and repair. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Communication recovery can restore a skill or reroute meaning through another channel; speech is only one valid path. This lesson teaches a complete supported exchange: choose one message, prepare a usable modality, give time, verify meaning and repair only the failed part. Partner behaviour is measured alongside the learner's response. Target outcome: With a speech-language professional, the learner reliably communicates one chosen need or fact to a partner using the preferred mode and a verification step. ### Authority and setup conditions - The speech-language professional selects the language/communication goal and screens hearing, vision, motor access, fatigue and consent. - Ensure the AAC device, glasses and hearing aids are available and working. - Choose a low-pressure topic; do not test urgent medical communication for the first trial. - Agree a stop signal and a way to communicate pain or distress. ### Required or supplied materials - A personally meaningful message card or topic. - Preferred speech, gesture, writing, drawing or augmentative and alternative communication (AAC) system. - A communication-partner cue card. - A record for message accuracy, modality, cues, time, fatigue and repair. ## 1. Choose one exact message Select a message with a verifiable meaning, such as “I want tea, not coffee” or “the appointment is Friday”. Why: A precise message can be checked; “communicate better” cannot. Success check: The clinician has an answer key for the intended meaning. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The clinician has an answer key for the intended meaning.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Choose the best mode The learner selects speech, gesture, key word, drawing, writing, AAC or a combination before starting. Why: Communication success matters more than forcing one channel. Success check: The chosen mode is available, positioned and accessible. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The chosen mode is available, positioned and accessible.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Set the partner’s behaviour The partner faces the learner, reduces background noise, uses one short prompt and then waits the agreed time. Why: Rushing and repeated questions can block a message that is forming. Success check: The partner can state the prompt and wait rule. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The partner can state the prompt and wait rule.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Send the message The learner gives the message with the chosen mode; the partner does not guess or finish it early. Why: An unhurried attempt reveals what the learner can convey with declared support. Success check: A complete attempt occurs before correction. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “A complete attempt occurs before correction.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Verify meaning The partner repeats or points to the understood message and asks for yes/no confirmation. Why: Verification catches fluent but incorrect or incomplete understanding. Success check: The learner confirms or rejects the partner’s interpretation. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner confirms or rejects the partner’s interpretation.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Locate the breakdown If wrong, identify whether the key person, action, object, time or yes/no choice was missed. Why: Repairing one missing unit is easier than restarting everything. Success check: One missing meaning unit is named. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “One missing meaning unit is named.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Repair with another route Add a written key word, gesture, picture or constrained choice while preserving the learner’s agency. Why: A second route can carry meaning when one channel is impaired. Success check: The corrected message is confirmed without pretending no help was used. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The corrected message is confirmed without pretending no help was used.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Record participation and fatigue Record whether the message succeeded, which cues and modes were used, time, effort and whether the learner would choose this method in daily life. Why: A clinic response is useful only if acceptable and usable. Success check: Accuracy and user preference are recorded separately. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Accuracy and user preference are recorded separately.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.