# PWR-143 — Nonverbal communication: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 26 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — muted benign video clips with labelled context.; A two-column sheet headed “observable cue” and “possible meaning.”; Context cards and an answer or consented speaker explanation revealed only after initial interpretations. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; 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 This lesson teaches careful observation of nonverbal behaviour. You will describe what is visible or audible, generate several possible meanings, use context, ask for consented clarification and record repair. There is no universal body-language code. Target outcome: The learner analyses four benign clips or role-play moments and separates observations from interpretations in every case. ### Authority and setup conditions - Prepare four muted, benign video clips with labelled context and consent for educational use, or equivalent scripted still scenes - Before the first nonverbal communication attempt, write the exact result you will score: Context-specific communication accuracy, partner understanding and repair—not inferred private mental state. - Use clips that do not expose private distress, diagnosis, surveillance or culturally sensitive ritual. - Do not require the learner or partner to imitate eye contact, facial expression or movement. ### Required or supplied materials - muted benign video clips with labelled context. - A two-column sheet headed “observable cue” and “possible meaning.” - Context cards and an answer or consented speaker explanation revealed only after initial interpretations. ## 1. Describe only the cue Write the visible action without an emotion word: for example, “looks toward the door twice” rather than “is anxious.” Why: Behaviour and inferred meaning are different data. Success check: A camera could verify every word in the observation column. Accessible alternative: Complete the same research action — “Write the visible action without an emotion word: for example, “looks toward the door twice” rather than “is anxious.”” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A camera could verify every word in the observation column.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Note the context Record who is present, what happened just before, the setting and any known cultural or access information. Why: The same cue can serve different functions in different settings. Success check: Each observation is paired with at least two relevant context facts. Accessible alternative: Complete the same research action — “Record who is present, what happened just before, the setting and any known cultural or access information.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Each observation is paired with at least two relevant context facts.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Generate three meanings Write at least three plausible explanations, including a neutral one and an access or environmental one. Why: Multiple hypotheses prevent a favourite stereotype from becoming certainty. Success check: No cue is assigned only one private-state meaning. Accessible alternative: Complete the same research action — “Write at least three plausible explanations, including a neutral one and an access or environmental one.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “No cue is assigned only one private-state meaning.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Rank evidence, not confidence For each meaning, point to supporting and conflicting context. Mark insufficient evidence when the clip cannot decide. Why: Strong confidence does not add missing evidence. Success check: Every selected interpretation names its support and at least one alternative. Accessible alternative: Complete the same research action — “For each meaning, point to supporting and conflicting context. Mark insufficient evidence when the clip cannot decide.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Every selected interpretation names its support and at least one alternative.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Reveal or ask Open the context card or, in a consented role-play, ask a neutral question such as “Would you like a pause or a different setup?” Why: Direct clarification is safer than decoding a person from appearance. Success check: The question offers options and does not accuse or diagnose. Accessible alternative: Complete “Open the context card or, in a consented role-play, ask a neutral question such as “Would you like a pause or a different setup?”” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The question offers options and does not accuse or diagnose.” Accept natural gaze, movement, facial expression, tone and AAC use; provide captions or visual descriptions and avoid scoring conformity to neurotypical behaviour. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Repair the interpretation Compare the person’s account or context answer with the hypotheses. Cross out unsupported claims and keep any remaining uncertainty. Why: Updating after feedback is the practical communication skill. Success check: The final note distinguishes confirmed information from unresolved meaning. Accessible alternative: Complete the same research action — “Compare the person’s account or context answer with the hypotheses. Cross out unsupported claims and keep any remaining uncertainty.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The final note distinguishes confirmed information from unresolved meaning.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Choose a low-risk response Respond to the stated need—such as lowering noise, pausing or clarifying—without forcing the person to perform a preferred cue. Why: Communication succeeds through responsive action, not accurate mind-reading. Success check: The response addresses confirmed information and preserves autonomy. Accessible alternative: Replace spoken or audio cues with visible text, captions or haptic timing while keeping the same sequence and success check. Accessible opening check for Nonverbal communication: A camera could verify every word in the observation column. Alternative relationship: Target preserving when declared check is preserved 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.