Beliefs and habits: staff experiences with key word signing in special schools and group residential homes

Rombouts, Ellen; Maes, Beatrijs; Zink, Inge

doi:10.1080/07434618.2017.1301550

Cited by 25 publications

(30 citation statements)

References 46 publications

(67 reference statements)

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“…In a recent qualitative study, Rombouts, Maes, and Zink () interviewed teachers about their beliefs and habits in using KWS. Teaching staff reported that their signing skills deteriorated quickly if they did not regularly use KWS.…”

Section: Introductionmentioning

confidence: 99%

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Retention of signs following a one‐day key word sign training

Smidt

Markoulli

Wine

et al. 2018

Brit J Learn Disabil

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Accessible summary We taught teachers sign language to use with children with a disability We asked teachers if they liked the training and learning signs We tested their memory of signs after training and 6 and 12 weeks later We found that teachers can learn signs in a one‐day workshop and remember them later Teachers forgot some of the signs by 6 weeks later Teachers want follow‐up sessions to practise the signs to help them remember the signs. Abstract BackgroundChildren and adults with developmental disability frequently require either aided or unaided alternative and augmentative communication (AAC). Key word sign (KWS) involves using natural gesture and sign language to support the key words in spoken utterances. The purpose of this study was to determine whether communication partners of children and adults with developmental disabilities can learn and retain a basic KWS vocabulary. Materials and MethodsCommunication partners attended a one‐day training workshop where they were taught 100 signs. Measures of sign recognition and production were taken prior to the training, immediately after the training on the day and at 6 and 12 weeks later. ResultsParticipants were able to learn signs during the workshop and demonstrate receptive and expressive knowledge of KWS. However, sign knowledge decreased after 6 and 12 weeks. Participants noted that having to be tested again after several weeks, motivated them to practise and served as a follow‐up. ConclusionThis paper provides evidence that KWS training enables participants to learn and retain signs, but that there is a need for ongoing training and support even for communication partners who use sign regularly.

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Section: Introductionmentioning

confidence: 99%

“…In a recent qualitative study, Rombouts, Maes, and Zink (2017) interviewed teachers about their beliefs and habits in using KWS.…”

Section: Introductionmentioning

confidence: 99%

Retention of signs following a one‐day key word sign training

Smidt

Markoulli

Wine

et al. 2018

Brit J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…The consistency with which staff use KWS may vary between settings. In an interview study, one direct support staff person and one teacher felt that KWS was used less in services for adults than in special schools (Rombouts et al, ). Other studies seem to support this.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, we observed how teachers and direct support staff used KWS during various group activities. First, we hypothesised that staff used KWS more consistently in schools than in day centres for adults (Rombouts et al, ). Second, we expected that staff used KWS more during structured activities with a direct focus on KWS than during activities without such focus (Grove & McDougall, ; Norburn et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Use of key word signing by staff in special schools and in day centres for adults with intellectual disabilities

Rombouts

Maes

Zink

2017

J intellect Disabil Res

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Background Staff may encourage individuals with intellectual disabilities to use manual signs by modelling its use, but implementing key word signing during daily activities can be demanding. Method Staff's use of manual signs was observed in four special schools and four day centres for adults with intellectual disabilities during communicative group activities, non-communicative group activities and mealtimes. Using in situ partial interval coding, we measured staff's communication rate, semantic diversity of manual signs, sign reinforcement and sign imitation. With Chi-squared tests, associations were measured between these variables, the two settings and the three activity types. Results During communicative activities, staff used manual signs significantly more in adult services than special schools. During non-communicative activities and mealtimes, staff seldom used or reinforced signs. Conclusions Staff communicated frequently but did not often model sign use during daily activities. To investigate influence from training background, further detailed measurements are warranted.

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Key Word Signing Has Higher Iconicity Than Sign Language

Rombouts

Maessen

Maes

et al. 2020

J Speech Lang Hear Res

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Purpose Key word signing (KWS) entails using manual signs to support the natural speech of individuals with normal hearing and who have communication difficulties. While manual signs from the local sign language may be used for this purpose, some KWS systems have opted for a distinct KWS lexicon. Distinct KWS lexicon typically aims for higher sign iconicity or recognizability to make the lexicon more accessible for individuals with intellectual disabilities. We sought to determine if, in the Belgian Dutch context, signs from such a distinct KWS lexicon (Spreken Met Ondersteuning van Gebaren [Speaking With Support of Signs; SMOG]) were indeed more iconic than their Flemish Sign Language (FSL) counterparts. Method Participants were 224 adults with typical development who had no signing experience. They rated the resemblance between a FSL sign and its meaning. Raw data on the iconicity of SMOG from a previous study were used. Translucency was statistically and qualitatively compared between the SMOG lexicon and their FSL counterparts. Results SMOG had an overall higher translucency than FSL and contained a higher number of iconic signs. Conclusion This finding may support the value of a separate sign lexicon over using sign language signs. Nevertheless, other aspects, such as wide availability and inclusion, need to be considered.

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Beliefs and habits: staff experiences with key word signing in special schools and group residential homes

Cited by 25 publications

References 46 publications

Retention of signs following a one‐day key word sign training

Retention of signs following a one‐day key word sign training

Use of key word signing by staff in special schools and in day centres for adults with intellectual disabilities

Key Word Signing Has Higher Iconicity Than Sign Language

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