Staff members' understandings about communication with individuals who have multiple learning disabilities: A case of Finnish OIVA communication training

Koski, Katja; Martikainen, Kaisa; Burakoff, Katja; Launonen, Kaisa

doi:10.3109/13668250.2010.517189

Cited by 18 publications

(19 citation statements)

References 27 publications

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“…One reason for this discrepancy may be that it was difficult to assess from the interviews alone whether the teachers' descriptions of consistent use of KWS concerned intended or realized use of KWS. Another reason may be that these teachers and therapists had different views on what constituted consistent use of KWS (Koski, Martikainen, Burakoff, & Launonen, 2010).…”

Section: Limitations and Future Directionsmentioning

confidence: 96%

“…For example, researchers may discuss video-recordings of naturalistic practice with staff, to gather in-depth information on participants' experiences and views. Because the views of various team members may differ (Calculator, 1999;Dietz, Quach, Lund, & McKelvey, 2012;Koski et al, 2010), including the entire team in such discussions offers an interesting prospect.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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

Rombouts

Maes

Zink

2017

Augmentative and Alternative Communication

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Even though use of aided augmentative and alternative communication (AAC) by staff has been extensively researched, few studies relate to unaided AAC strategies such as key word signing (KWS). We explored the KWS views of two groups: direct support staff in group residential homes and teachers from special education secondary schools. We examined transcripts from individual semi-structured interviews with five direct support staff and five teachers using thematic analysis. Participants discussed consistency of KWS use and reasons for implementing KWS. Compared to direct support staff, teachers described more use of KWS throughout the day with more individuals with intellectual disability. Teachers discussed use of KWS to facilitate students' present and future interactions, while direct support staff primarily discussed immediate effects. Participants experienced KWS implementation as a learning process and aimed to turn the use of manual signs into a routine habit. This required considerable self-monitoring, and the effort that this continuous self-feedback required, combined with environmental factors, could hinder KWS implementation. These preliminary findings suggest that preservice KWS training and on-site KWS assistance may need to be enhanced.

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Section: Limitations and Future Directionsmentioning

confidence: 96%

Section: Limitations and Future Directionsmentioning

confidence: 99%

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

Rombouts

Maes

Zink

2017

Augmentative and Alternative Communication

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“…Moreover, the findings regarding increased self‐efficacy to use communication strategies are in keeping with previous research. For instance, Koski et al () found that training resulted in changes in staff members’ thinking habits concerning adults with learning disabilities.…”

Section: Discussionmentioning

confidence: 99%

“…There is emerging evidence for VRT’s effectiveness for training communication skills of staff that support adults with learning disabilities within residential care settings. Koski, Martikainen, Burakoff, and Launonen () evaluated the effectiveness of VRT in combination with other training techniques and reported effectiveness for training outcomes including trainees’ self‐reports of change and thinking habits. Bloomberg, West, and Iacono () showed improvements in staff members’ communicative ability and the impact of this on their client's behaviour.…”

Section: Introductionmentioning

confidence: 99%

Video reflection: An emerging tool for training client‐centred communication skills in staff supporting adults with learning disabilities in an education setting

Meadows

Taylor

Rayment

et al. 2020

Brit J Learn Disabil

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Accessible summary• Video reflection is one of the best ways to help staff develop their communication skills provided the training setting is supportive.• Good communication skills are important so staff can support people with learning disabilities access education.• This study filmed education staff working with people with a learning disability at college.• The staff watched the video so they could see themselves and think about what they did well and what they could improve on.• The results found that staff were better at communicating and more confident using their communication skills after watching the video. AbstractBackground: Speech and language therapists (SLTs) contribute to communication with adults with learning disabilities by providing training to the networks that support them. The requirements for successful communication with this population are frequently complex and necessitate an effective training medium to transfer the target knowledge and skills. Video has increasingly been used as a tool to facilitate self-reflection and behaviour change. Currently, there is limited research into the effectiveness of video-based training in education settings for adults with learning disabilities. Therefore, this study investigated the effectiveness of video reflection training (VRT) for support staff in a college for adults with learning disabilities. Materials and Method: Ten staff members with diverse skill sets completed three VRT sessions aimed at improving their use of communication strategies. Training evaluation measures were taken before and after VRT and included use of communication strategies, self-efficacy, training pre-conceptions and training experience. Results: Overall, the majority of staff made gains either in their use of communication strategies or in their self-efficacy ratings. Yet, study limitations restrict conclusions regarding whether VRT itself caused these outcomes. Interpretation revealed five factors relating to the effectiveness of VRT: tailoring training to staff's pre-existing | 133 MEADOWS Et Al. How to cite this article: Meadows B, Taylor M, Rayment T, Johnson J, Mahon M. Video reflection: An emerging tool for training client-centred communication skills in staff supporting adults with learning disabilities in an education setting. Br J Learn Disabil. 2020;48:132-141. https ://doi.

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“…The definition also draws on research exploring interactions between people with intellectual disabilities and their communication partners (e.g. McNaughton and Light 1989, McConkey et al 1999, Bradshaw 2001, Hostyn and Maes 2009, Koski et al 2010). Similarly to Habermas’ (1984) theory of communicative action, this definition does not aim to define the best communication in a given context, but gives a starting point for which to aim.…”

Section: Introductionmentioning

confidence: 99%

Assessing the communication skills of carers working with multiple learning disabilities: a case study

Koski¹,

Launonen²

2012

Intl J Lang & Comm Disor

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This case study showed that Finnish SLTs seem to have different criteria about what is considered skilful communication between carers and clients who have multiple learning disabilities. Even though there might not be a single way of being a skilful interaction partner, this variable can be confusing to carers if they work with several SLTs and each of them offers different professional advice. Therefore, the results suggest a need for an assessment tool for evaluating the carers' interaction skills. In addition to this tool, it appears that SLTs also need further training to be able to perform this multifaceted task.

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Staff members' understandings about communication with individuals who have multiple learning disabilities: A case of Finnish OIVA communication training

Abstract: The findings of this study suggest that it is important to give staff members the opportunity to learn new practices and to explore the thinking that underpins the actions they perform during communication training.

Cited by 18 publications

References 27 publications

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

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

Video reflection: An emerging tool for training client‐centred communication skills in staff supporting adults with learning disabilities in an education setting

Assessing the communication skills of carers working with multiple learning disabilities: a case study

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