Date Created: 2/15/2017
Posts: 4
I am a Research Speech and Language Therapist and Co-director of Talking Mats Ltd which is a not-for profit Social Enterprise based in Stirling, Scotland. I worked with people with communication difficulties with the NHS for many years and have also carried out research at Stirling University. I have led a number of research projects and have a wide portfolio of publications. Together with my colleagues, I have developed Talking Mats® into a well-respected communication framework, which is used worldwide with people of all ages, abilities and backgrounds. Our vision is to improve the lives of people with communication difficulties by increasing their capacity to communicate effectively about things that matter to them.
This is the the first of 4 posts setting the scene
The right to self-determination is enshrined in law. In 1948 Eleanor Roosevelt, as the chair of the United Nations Human Rights Commission, was the driving force in creating the Universal Declaration...
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Talking Mats is an evidence based tool that can help people make decisions
Talking Mats is a research-based interactive resource that uses three sets of picture communication symbols – topics, options and a visual scale – and a space on which to display them. This can eith...
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Talking Mats supports determining mental capacity
A judgement of incapacity should only be considered where the adult will benefit from it in a way that they could not do otherwise. Where Talking Mats comes into play is by allowing people to consid...
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Examples of self determination
This post describes some practical examples of how Talking Mats has been used to help with decision making and supporting capacity decisions. They are taken from stories which people have sent to the...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
