This strategy can be used for: Communication | Team Decision Making
Establishing a set of processes or "rules" for how individuals share their ideas and opinions to ensure that all voices are heard, and only one person is sharing at a time. These rules are followed when team members meet as a group.
Examples include:
- "Talking tokens": Each individual is provided with an object (i.e., "token") at the beginning of each conversation topic. When the individual shares, they "turn in" their talking token, and cannot share another idea on that topic, until everyone else has shared.
- Timed pausing: Allowing a specific amount of time to elapse between the last comment in a conversation before changing topics (suggested: 30-60 seconds).
- Process monitor: A team member is responsible for making sure that only one person shares at a time.
- "Talking stick": Only the person holding an object speaks.
Modification for remote collaboration
Teams may have existing processes for communicating in person that may or may not be relevant in a remote context. New processes may need to be developed for remote contexts. We encourage teams to work together to identify the processes that may need to be adapted, discarded, and/or developed for synchronous (i.e., "live" or "real time") conversation as they transition to remote collaboration.
- Team members indicate when they would like to speak by using functions on remote collaboration software to "raise their hand."
- A process monitor can call on members.
- When sharing responses to a common prompt, as each team member finishes sharing, the team member can select the next team member to share.
- Use a table to track who has spoken about each topic, and display the table using "share screen" on a video conference. The table can include space to record each team member’s response.
- Screen share a visual timer or countdown clock for each speaker to ensure there is time for all members to share.
- Use a virtual spinner, with each team member assigned a space/number on the wheel, to identify who will speak next.
Access Accommodations and Supports
- Within video conferencing platforms, chat "individually" with team members to remind them when it is their turn to share, or when their turn is over.
- Select one communication process to use consistently as a team so members can learn how to use the process effectively.
Resources
- This document provides a way to record what team members share during meetings: Virtual Sharing Template
- Video Directions: Using "Raise hand" and other emojis and notifications in Zoom
- Video directions: How to share screen in zoom
Tools to explore
- Timers can be used to structure conversation. The timer can be shared using screen-share features.
- To access the timer, within the Google search bar, enter "timer" or "stopwatch."
- Virtual spinners can be used to decide who will share next in a conversation. The spinner can be shared using screen-share features.
References
Examples of studies using this strategy
Kramer, J., Barth, Y., Curtis, K., Livingston, K., O’Neil, M., Smith, Z., Vallier, S., & Wolfe, A. (2013). Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM. Disability and Rehabilitation, 35(7), 614–622. https://doi.org/10.3109/09638288.2012.705218
Kramer, J. M., & Schwartz, A. E. (2018). Development of the Pediatric Disability Inventory-Patient Reported Outcome (PEDI-PRO) measurement conceptual framework and item candidates. Scandinavian Journal of Occupational Therapy, 25(5), 335–346. https://doi.org/10.1080/11038128.2018.1502344
Nicolaidis, C., Raymaker, D., Katz, M., Oschwald, M., Goe, R., Leotti, S., Grantham, L., Plourde, E., Salomon, J., Hughes, R. B., & Powers, L. E. (2015). Community-based participatory research to adapt health measures for use by people with developmental disabilities. Progress in Community Health Partnerships : Research, Education, and Action, 9(2), 157–170. https://doi.org/10.1353/cpr.2015.0037
Nicolaidis, C., Raymaker, D., McDonald, K., Dern, S., Ashkenazy, E., Boisclair, C., Robertson, S., & Baggs, A. (2011). Collaboration strategies in nontraditional community-based participatory research partnerships: Lessons from an academic−community partnership with autistic self-advocates. Progress in Community Health Partnerships : Research, Education, and Action, 5(2), 143–150. https://doi.org/10.1353/cpr.2011.0022
EVIDENCE TO SUPPORT ACCOMODATIONS
Kramer, J., Barth, Y., Curtis, K., Livingston, K., O’Neil, M., Smith, Z., Vallier, S., & Wolfe, A. (2013). Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM. Disability and Rehabilitation, 35(7), 614–622. https://doi.org/10.3109/09638288.2012.705218
Kramer, J. M., & Schwartz, A. E. (2018). Development of the Pediatric Disability Inventory-Patient Reported Outcome (PEDI-PRO) measurement conceptual framework and item candidates. Scandinavian Journal of Occupational Therapy, 25(5), 335–346. https://doi.org/10.1080/11038128.2018.1502344
Nicolaidis, C., Raymaker, D., Katz, M., Oschwald, M., Goe, R., Leotti, S., Grantham, L., Plourde, E., Salomon, J., Hughes, R. B., & Powers, L. E. (2015). Community-Based Participatory Research to Adapt Health Measures for Use by People With Developmental Disabilities. Progress in Community Health Partnerships : Research, Education, and Action, 9(2), 157–170. https://doi.org/10.1353/cpr.2015.0037
Nicolaidis, C., Raymaker, D., McDonald, K., Dern, S., Ashkenazy, E., Boisclair, C., Robertson, S., & Baggs, A. (2011). Collaboration strategies in nontraditional community-based participatory research partnerships: Lessons from an academic−community partnership with autistic self-advocates. Progress in Community Health Partnerships : Research, Education, and Action, 5(2), 143–150. https://doi.org/10.1353/cpr.2011.0022