Effective communication with patients who have learning challenges may be difficult at times. The following communication strategies may be helpful in securing patient understanding during medical examinations and while discussing treatment options, prescriptions, and follow-up plans.
Communication Strategies
- Use the simplest language you can think of to express yourself. Use words a 6-year-old might understand, but use them in adult ways. The key to effective communication is finding a balance between word choice, context and tone that is respectful, dignified and age-appropriate.
- Be very concrete and specific when using examples. Many people with learning challenges may misunderstand your message if you use analogies or anecdotes and hope they “get the point.” Interpretation is usually very literal, unfortunately resulting in unnecessary confusion. Be “black and white” in your message –“grey” messages may be misunderstood.
- Use models, pictures or diagrams whenever possible to illustrate your words. When using these tools, be sure to present them contextually (i.e., This is a ‘model of a knee joint. Where is your knee? The model shows us an “inside’ picture of your knee. This is what your knee point to the patient’s knee – might look like if it were not covered with skin. Do you understand?”).
- Write down instructions using simple concrete language and diagrams (whenever possible). If you are prescribing treatment or medications that should be ad- ministered at specific intervals, it may be useful to draw small clock faces and/or be specific about the various actual times when treatment is to occur. Be sure to include a legible phone number the patient can call in the event of questions or concerns.
- Remember that receptive skills may be stronger than expressive skills. Do not assume a lack of comprehension or interest based on a person’s inability to express his or her understanding. Be sensitive to non-verbal indicators of comprehension such as nods or eye contact.
- Follow-up as needed. Allow repeated opportunities for questions from the patient.
- Keep the patient informed of what you are doing. Explain procedures in simple terms before, during and after they occur. (e.g., “I will take some blood out of your arm in a needle to check it. The needle may hurt a little. I am taking some blood out of your arm now. Now it is over. I took some blood out of your arm to check It.”)
- If, as a health care provider, you have concerns or questions about a patient’s ability to understand or to follow directions accurately, ask the patient to bring in a trusted adult friend to act as an interpreter or have a friend of the patient call the office to be sure the patient has understood completely. Be sure to follow-up with a phone call if you have questions or concerns about a patient’s understanding of prescribed treatment.
Return to: Appendix E: Information for Teachers