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Pearson M, Adcock S. Enhancing the use of Makaton in nurse education and practice. Nurs Stand 2024; 39:55-58. [PMID: 39129366 DOI: 10.7748/ns.2024.e12284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/15/2024] [Indexed: 08/13/2024]
Abstract
Makaton is a unique multimodal language programme that uses signs, symbols and speech. It offers a flexible communication system that can be used across settings with a wide range of people, including those with learning disabilities or communication difficulties. This article explains what Makaton entails and how it can be used to aid communication with service users. The authors suggest that Makaton should be integrated in preregistration nurse education for all fields of practice, particularly learning disability nursing. Effective communication skills are essential for all nurses and learning Makaton as part of their preregistration education programmes could improve their competence and confidence in engaging in meaningful dialogue with people who find it challenging to communicate verbally.
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Affiliation(s)
- Mark Pearson
- School of Health Sciences, The University of Nottingham, Nottingham, England
| | - Sian Adcock
- School of Health Sciences, The University of Nottingham, Nottingham, England
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Lancioni GE, Singh NN, O’Reilly MF, Sigafoos J, Alberti G, Troccoli O, Orlando I, Ricci C. Enabling people with intellectual and other disabilities to make verbal requests using cardboard chips with mini objects or pictures and a smartphone. FRONTIERS IN REHABILITATION SCIENCES 2023; 4:1257493. [PMID: 37841067 PMCID: PMC10568128 DOI: 10.3389/fresc.2023.1257493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 09/18/2023] [Indexed: 10/17/2023]
Abstract
Objective This study aimed to help six participants with intellectual disability combined with sensory and motor impairments to make verbal requests through the use of a technology system involving cardboard chips and a smartphone. Method The participants were divided into two groups of three based on whether they did or did not have visual skills. Each group was exposed to the intervention with the technology system according to a non-concurrent multiple baseline across participants design. During the 20 min intervention sessions, the participants were provided with a smartphone and nine cardboard chips each of which had a picture or object (i.e., a mini object replica or raised object contour) and several radio frequency identification tags attached to it. To make a request, the participants were to bring a cardboard chip in contact with the smartphone. This read the tags attached to the cardboard and verbalized the request related to that cardboard. Results During the baseline (without cardboard chips and smartphone), the participants' mean frequency of independent requests (all non-verbal requests) varied between zero and near 1.5 per session. During the intervention (with cardboard chips and smartphone), the participants' mean frequency of independent requests (all verbal requests) varied between over 4.5 and about 10 per session. Conclusion The results suggest that the system might be useful to help participants like the ones included in this study to make verbal requests with simple responses.
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Affiliation(s)
- Giulio E. Lancioni
- Department of Neuroscience and Sense Organs, University of Bari, Bari, Italy
- Lega F. D’Oro Research Center, Osimo, Italy
| | - Nirbhay N. Singh
- Department of Psychiatry and Health Behavior, Augusta University, Augusta, GA, United States
| | - Mark F. O’Reilly
- College of Education, University of Texas at Austin, Austin, TX, United States
| | - Jeff Sigafoos
- School of Education, Victoria University of Wellington, Wellington, New Zealand
| | | | | | | | - Carlo Ricci
- Department of Psychology, Salesian Pontifical University of Rome, Rome, Italy
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Lancioni GE, Singh NN, O'Reilly MF, Sigafoos J, Alberti G, Chiariello V, Campodonico F, Desideri L. Technology-Aided Spatial Cues, Instructions, and Preferred Stimulation for Supporting People With Intellectual and Visual Disabilities in Their Occupational Engagement and Mobility: Usability Study. JMIR Rehabil Assist Technol 2021; 8:e33481. [PMID: 34787588 PMCID: PMC8663578 DOI: 10.2196/33481] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Revised: 09/29/2021] [Accepted: 10/03/2021] [Indexed: 02/05/2023] Open
Abstract
Background Persons with severe or profound intellectual disability and visual impairment tend to be passive and sedentary, and technology-aided intervention may be required to improve their condition without excessive demands on staff time. Objective This study aims to extend the assessment of technology-aided interventions for supporting functional occupational engagement and mobility in 7 people with intellectual disability and visual impairment and to use a technology system that is simpler and less expensive than those previously used. Methods The technology system involved a Samsung Galaxy A10, 4 Philips Hue indoor motion sensors, and 4 mini speakers. Within each session, the participants were to collect 18 objects (ie, one at a time) from 3 different areas (stations) located within a large room, bring each of the objects to a central desk, and put away each of those objects there. For each object, the participants received verbal (spatial) cues for guiding them to the area where the object was to be collected, a verbal instruction (ie, request) to take an object, verbal (spatial) cues for guiding them to the central desk, a verbal instruction to put away the object collected, and praise and preferred stimulation. Results During baseline, the frequency of responses completed correctly (objects collected and put away independently) was 0 or near 0. During the intervention phase (ie, with the support of the technology setup), the frequency increased for all participants, reaching a mean of almost 18 (out of 18 response opportunities) for 6 participants and about 13 for the remaining participant. The mean session duration ranged from 12 to 30 minutes. Conclusions A program, such as the one used in this study, can be useful in promoting occupational engagement and mobility in persons with intellectual disability and visual impairment.
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Affiliation(s)
| | | | | | - Jeff Sigafoos
- Victoria University of Wellington, Wellington, New Zealand
| | | | | | | | - Lorenzo Desideri
- Lega F. D'Oro Research Center, Osimo, Italy.,University of Bologna, Bologna, Italy
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Wood S, Standen P. Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:435-450. [PMID: 33624400 DOI: 10.1111/1460-6984.12601] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 11/30/2020] [Accepted: 01/08/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND A significant proportion of adults with intellectual disabilities (ID) experience speech, language and communication difficulties which are associated with poor physical and mental health outcomes. Speech and language therapy (SLT) interventions are an important way to address these communication difficulties, yet there is limited available evidence to provide information about the effectiveness of the different approaches used for this heterogeneous group. AIMS To review the evidence available for the effectiveness of SLT interventions aimed at improving communication for adults with ID. METHODS & PROCEDURES A systematic search across relevant databases was performed. Information on methodological details of each relevant study, along with descriptions of the SLT interventions employed, were extracted and the Crowe Critical Appraisal Tool (CCAT) was used to assess quality. Findings were discussed in a narrative synthesis grouped by target communication skill. OUTCOMES & RESULTS A total of 10 relevant studies met the inclusion criteria. These were predominantly interventions aimed directly at adults with ID to improve speech, increase augmentative and alternative communication (AAC) use and develop interaction skills, with one study addressing work with carers. The included studies were all rated as low quality. There is weak preliminary evidence that SLT input can improve the communication skills of adults with ID. CONCLUSIONS & IMPLICATIONS There is insufficient evidence to draw strong conclusions about the effectiveness of SLT in this population. Further high-level evidence across speech, language and communication domains is urgently needed. What this paper adds What is already known on the subject There is limited evidence for community health interventions used with adults with ID. Previous reviews of SLT interventions found a lack of evidence base for this population. Some areas of SLT practice such as AAC have demonstrated potential benefits and other areas including speech work, social communication skills and training for communication partners have some evidence base for children with ID but there is currently insufficient evidence for adults with ID. What this paper adds to existing knowledge The study systematically reviews the current evidence base available when considering the effectiveness of SLT intervention for adults with ID. It provides weak evidence to suggest SLT intervention can improve communication in this population and highlights the need for clinically relevant, robustly designed studies to be undertaken in this field. What are the potential or actual clinical implications of this work? The lack of high-quality studies with sufficient power to draw conclusions about effectiveness means SLTs are not able to base their intervention choices on firm evidence. There is an urgent need to conduct robust research into the effectiveness of SLT interventions for adults with ID.
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Affiliation(s)
- Siȃn Wood
- Nottinghamshire Healthcare NHS Foundation Trust, Nottingham, UK
| | - Penny Standen
- Division of Rehabilitation and Ageing, University of Nottingham, Nottingham, UK
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Babb S, Jung S, Ousley C, McNaughton D, Light J. Personalized AAC Intervention to Increase Participation and Communication for a Young Adult with Down Syndrome. TOPICS IN LANGUAGE DISORDERS 2021; 41:232-248. [PMID: 34421169 PMCID: PMC8375492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Many adults with Down syndrome (DS) experience difficulty with speech production, and intelligibility challenges and communication breakdowns are common. Augmentative and alternative communication (AAC) intervention can provide important supports for persons with these complex communication needs, but must be customized to address the goals, strengths, and needs of the individual. This article provides a description of a personalized AAC intervention for a young adult with DS whose speech was frequently unintelligible. The AAC intervention made use of a video visual scene display (VSD) approach, and was investigated in two separate studies in two key community settings: An inclusive post-secondary education program (a single-case reversal ABAB design), and a community shopping activity (a non-experimental AB case study design). The participant demonstrated sharp increases in successful communication and participation in both settings following the introduction of the video VSD, and both the participant and key stakeholders viewed the intervention positively. The results provide preliminary evidence that personalized AAC intervention, including the use of a video VSD approach, can provide important supports for communication and participation in community settings for adults with DS and complex communication needs.
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Affiliation(s)
- Salena Babb
- Department of Educational Psychology, Counselling, and Special Education, The Pennsylvania State University
| | - Sojung Jung
- Department of Educational Psychology, Counselling, and Special Education, The Pennsylvania State University
| | - Ciara Ousley
- Department of Educational Psychology, Counselling, and Special Education, The Pennsylvania State University
| | - David McNaughton
- Department of Educational Psychology, Counselling, and Special Education, The Pennsylvania State University
| | - Janice Light
- Department of Communication Sciences and Disorders, The Pennsylvania State University
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Abstract
Here, a moral case is presented as to why sign languages such as Auslan should be made compulsory in general school curricula. Firstly, there are significant benefits that accrue to individuals from learning sign language. Secondly, sign language education is a matter of justice; the normalisation of sign language education and use would particularly benefit marginalised groups, such as those living with a communication disability. Finally, the integration of sign languages into the curricula would enable the flourishing of Deaf culture and go some way to resolving the tensions that have arisen from the promotion of oralist education facilitated by technologies such as cochlear implants. There are important reasons to further pursue policy proposals regarding the prioritisation of sign language in school curricula.
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Babb S, McNaughton D, Light J, Caron J, Wydner K, Jung S. Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs. Augment Altern Commun 2020; 36:31-42. [DOI: 10.1080/07434618.2020.1737966] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Affiliation(s)
- Salena Babb
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - David McNaughton
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
| | - Janice Light
- Department of Communications, Sciences, and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Jessica Caron
- Department of Communications, Sciences, and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Kirk Wydner
- Department of Communications, Sciences, and Disorders, The Pennsylvania State University, University Park, PA, USA
| | - Sojung Jung
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA
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Friedman L, Sterling A, DaWalt LS, Mailick MR. Conversational Language Is a Predictor of Vocational Independence and Friendships in Adults with ASD. J Autism Dev Disord 2019; 49:4294-4305. [PMID: 31338717 PMCID: PMC7011355 DOI: 10.1007/s10803-019-04147-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder, impacting social communication and in some individuals, aspects of language such as vocabulary diversity. However, we have only a limited understanding of the verbal language abilities of adults with ASD. The present longitudinal study examined conversational language and its impact on vocational independence and friendship status measured 5 years later in a sample of 84 adults with ASD. After controlling for IQ and childhood language, vocabulary diversity (a measure of structural language) predicted vocational independence and having friendships, while topic maintenance (a measure of social communication) predicted friendships. These findings highlight the importance of adult conversational language abilities for adult outcomes and quality of life.
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Affiliation(s)
- Laura Friedman
- Waisman Center, University of Wisconsin-Madison, Madison, WI, 53705, USA.
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, 53705, USA.
| | - Audra Sterling
- Waisman Center, University of Wisconsin-Madison, Madison, WI, 53705, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, 53705, USA
| | - Leann Smith DaWalt
- Waisman Center, University of Wisconsin-Madison, Madison, WI, 53705, USA
| | - Marsha R Mailick
- Waisman Center, University of Wisconsin-Madison, Madison, WI, 53705, USA
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Rombouts E, Maes B, Zink I. Manual signing throughout the day: Influence from staff's sign use and type of activity. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2018; 62:737-745. [PMID: 29971857 DOI: 10.1111/jir.12509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2017] [Revised: 05/23/2018] [Accepted: 05/31/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Both individuals with intellectual disabilities (ID) and staff may be more inclined to use manual signs during formal than informal activities. In addition, the sign use of individuals with ID and staff is positively related. It is unclear if activity type and the sign use of staff interact as they shape the sign use of individuals with ID. METHODS Through non-continuous partial interval coding, we observed frequency of manual sign usage in adults with ID during communicative activities, non-communicative activities and mealtimes in four special schools and 4-day centres. Using loglinear analysis and partial associations, we measured how sign use varied by activity between the people with ID and the staff. RESULTS When staff used signs, clients and students did not vary their spontaneous signing rate between types of activities. When staff did not use signs, a differential influence appeared according to the type of activity: clients and students were significantly more likely to also refrain from using signs during mealtimes and leisure or work activities such as crafts (84% to 89% of the time) than during communicative activities such as signing sessions (65% of the time). CONCLUSIONS Reluctance of staff to model sign use seemed to hinder signing implementation by the people with ID. Future studies should take into account various levels of sign prompting and increasing pragmatic functions of individuals' sign use.
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Affiliation(s)
- E Rombouts
- Department of Neurosciences, Experimental Otorinolaryngology Research Group, KU Leuven, Leuven, Belgium
| | - B Maes
- Psychology and Educational Sciences, Parenting and Special Education Research Group, KU Leuven, Leuven, Belgium
| | - I Zink
- Department of Neurosciences, Experimental Otorinolaryngology Research Group, KU Leuven, Leuven, Belgium
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Rombouts E, Maes B, Zink I. Use of key word signing by staff in special schools and in day centres for adults with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2018; 62:21-29. [PMID: 29114982 DOI: 10.1111/jir.12444] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Revised: 08/01/2017] [Accepted: 10/11/2017] [Indexed: 06/07/2023]
Abstract
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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Affiliation(s)
- E Rombouts
- Department of Neurosciences, Experimental Otorhinolaryngology, KU, Leuven, Belgium
| | - B Maes
- Psychology and Educational Sciences, Parenting and Special Education Research Group, KU, Leuven, Belgium
| | - I Zink
- Department of Neurosciences, Experimental Otorhinolaryngology, KU, Leuven, Belgium
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van der Meer L, Matthews T, Ogilvie E, Berry A, Waddington H, Balandin S, O'Reilly MF, Lancioni G, Sigafoos J. Training Direct-Care Staff to Provide Communication Intervention to Adults With Intellectual Disability: A Systematic Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:1279-1295. [PMID: 29084306 DOI: 10.1044/2017_ajslp-16-0125] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2016] [Accepted: 06/16/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE The aim of this review was to summarize and evaluate studies on training direct-care staff to provide communication intervention to adults with intellectual disability. METHOD Systematic searches identified 22 studies. These were summarized and evaluated in terms of (a) participants; (b) settings; (c) training aims and procedures; (d) research designs; (e) reliability, integrity, and social validity; (f) outcomes; (g) generalization and follow-up; and (h) certainty of evidence. RESULTS A total of 437 staff and 254+ adults with intellectual disability participated. Staff training most frequently involved combinations of verbal instruction, role play, modeling, practice, and feedback. Reliability was assessed in 18 studies with acceptable standards for most of these studies. Treatment integrity and social validity were assessed in 1 and 3 studies, respectively, with positive outcomes. Generalization and maintenance were assessed in 5 and 8 studies, respectively, with predominantly positive outcomes. Most studies reported positive outcomes for staff and positive or mixed outcomes for the adults with intellectual disability. Certainty of evidence was rated as conclusive in 1 study, suggestive in 14 studies, and inconclusive in 7 studies. CONCLUSIONS There is sufficient evidence to conclude that direct-care staff can be taught to provide effective communication intervention to adults with intellectual disability. Professionals involved in providing training and support to direct-care staff could expect positive outcomes from multicomponent training programs that include opportunities for practice and feedback.
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Affiliation(s)
| | - Tamyra Matthews
- School of Education, Victoria University of Wellington, New Zealand
| | - Emily Ogilvie
- School of Education, Victoria University of Wellington, New Zealand
| | - Alice Berry
- School of Education, Victoria University of Wellington, New Zealand
| | | | - Susan Balandin
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia
| | - Mark F O'Reilly
- Department of Special Education, The University of Texas at Austin
| | - Giulio Lancioni
- Department of Neuroscience and Sense Organs, University of Bari, Italy
| | - Jeff Sigafoos
- School of Education, Victoria University of Wellington, New Zealand
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Rombouts E, Maes B, Zink I. Key Word Signing Usage of Adults With Intellectual Disabilities: Influence of Communication Partners' Sign Usage and Responsivity. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:853-864. [PMID: 28738136 DOI: 10.1044/2017_ajslp-16-0051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2016] [Accepted: 02/18/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE In services for adults with intellectual disabilities, various staff members may have different key word signing (KWS) skills and conversational style. Little is known about how these clients use KWS with different staff members. Therefore, we observed staff-client conversations and examined how clients' KWS usage was shaped by staff members' KWS usage and conversational style. METHOD Three 10-min dyadic conversations between an adult with moderate or severe intellectual disabilities (N = 15) and three familiar staff members were filmed and transcribed. The KWS usage and conversational responsivity in the transcriptions was analyzed at group (using generalized estimating equations), subgroup, and individual levels. RESULTS Clients appeared to produce significantly more KWS as partners imitated more signs and as partners were more responsive. There was a negative interaction between these two factors. Subgroup analyses showed that spontaneity of clients' KWS usage was a continuum. CONCLUSION Findings suggest that staff can encourage clients' KWS usage by imitating manual signs but that clients' response efficiency should also be taken into account.
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Affiliation(s)
- Ellen Rombouts
- KU Leuven, Faculty of Medicine, Department of Neurosciences, Research Group Experimental Oto-Rhino-Laryngology (ExpORL), Belgium
| | - Bea Maes
- KU Leuven, Faculty of Psychology and Educational Sciences, Parenting and Special Education Research Group, Belgium
| | - Inge Zink
- KU Leuven, Faculty of Medicine, Department of Neurosciences, Research Group Experimental Oto-Rhino-Laryngology (ExpORL), Belgium
- KU Leuven, Department of ENT, Head & Neck Surgery, University Hospitals Leuven, Campus St.-Rafaël, Multi-University Center for Speech Therapy and Audiology (MUCLA), Belgium
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Rombouts E, Maes B, Zink I. Maintenance of key word signing in adults with intellectual disabilities: novel signed turns facilitated by partners' consistent input and sign imitation. Augment Altern Commun 2017; 33:121-130. [PMID: 28521556 DOI: 10.1080/07434618.2017.1326066] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
The aim of the present study was to examine the relationship between the use of key word signing (KWS) by support staff and by adults with intellectual disabilities (clients) who had experience with using KWS. Specifically, we explored whether these clients were more inclined to use KWS when support staff used KWS or imitated signs. One-to-one conversations between 24 clients and their support staff were filmed and transcribed. Partner turns were coded for communication mode (spoken or signed) and KWS response type (i.e., imitation, repetition, or new), while client turns were coded for communication mode and novelty (novel or non-novel). Using Cramer's V, strength of association was measured between each partner and subsequent client turn. Results indicated a moderate to strong association between partners' and clients' communication mode. In addition, partner turns containing newly introduced signs were associated with non-novel signed client turns, whereas sign imitations and repetitions by partners were more often followed by novel than non-novel signed client turns. These findings suggest that a balanced KWS input that includes new signed lexical items and sign imitations/repetitions may help to facilitate clients' KWS production and maintenance. This study was exploratory, and further research is needed to validate these results.
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Affiliation(s)
- Ellen Rombouts
- a Department of Neurosciences, Research Group Experimental Oto-Rhino-Laryngology , KU Leuven , Leuven , Belgium
| | - Bea Maes
- b Parenting and Special Education Research Group , KU Leuven , Leuven , Belgium
| | - Inge Zink
- a Department of Neurosciences, Research Group Experimental Oto-Rhino-Laryngology , KU Leuven , Leuven , Belgium
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Rombouts E, Maes B, Zink I. Beliefs and habits: staff experiences with key word signing in special schools and group residential homes. Augment Altern Commun 2017; 33:87-96. [PMID: 28325063 DOI: 10.1080/07434618.2017.1301550] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
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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Affiliation(s)
- Ellen Rombouts
- a Department of Neurosciences, Experimental Otorinolaryngology , KU Leuven , Leuven , Belgium
| | - Bea Maes
- b Parenting and Special Education Research Group, KU Leuven , Leuven , Belgium
| | - Inge Zink
- a Department of Neurosciences, Experimental Otorinolaryngology , KU Leuven , Leuven , Belgium
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Grove N, Woll B. Assessing language skills in adult key word signers with intellectual disabilities: Insights from sign linguistics. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 62:174-183. [PMID: 28182997 DOI: 10.1016/j.ridd.2017.01.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 01/18/2017] [Accepted: 01/23/2017] [Indexed: 06/06/2023]
Abstract
Manual signing is one of the most widely used approaches to support the communication and language skills of children and adults who have intellectual or developmental disabilities, and problems with communication in spoken language. A recent series of papers reporting findings from this population raises critical issues for professionals in the assessment of multimodal language skills of key word signers. Approaches to assessment will differ depending on whether key word signing (KWS) is viewed as discrete from, or related to, natural sign languages. Two available assessments from these different perspectives are compared. Procedures appropriate to the assessment of sign language production are recommended as a valuable addition to the clinician's toolkit. Sign and speech need to be viewed as multimodal, complementary communicative endeavours, rather than as polarities. Whilst narrative has been shown to be a fruitful context for eliciting language samples, assessments for adult users should be designed to suit the strengths, needs and values of adult signers with intellectual disabilities, using materials that are compatible with their life course stage rather than those designed for young children.
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Affiliation(s)
- Nicola Grove
- Tizard Centre, University of Kent at Canterbury, Kent CT2 7LR, United Kingdom.
| | - Bencie Woll
- DCAL, 49 Gordon Square, London WC1H 0PD, United Kingdom
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Rombouts E, Maes B, Zink I. Attitude and key word signing usage in support staff. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 55:77-87. [PMID: 27054765 DOI: 10.1016/j.ridd.2016.03.016] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2015] [Revised: 03/25/2016] [Accepted: 03/29/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Support staff may diverge in their use of augmentative and alternative communication (AAC) and key word signing (KWS). AAC use is determined by multiple personal and environmental factors. In this study, the relation between KWS attitudes and usage was examined in support staff. METHOD Twelve adults with an intellectual disability who use KWS were each filmed during a dyadic interaction with two professionals from their service: one had received first-hand (1HT) and the other second-hand KWS training (2HT). Each communication partner participated with only one client. The professionals' sign usage was coded, and their attitude towards KWS was measured using a survey and single-category Implicit Association Test (IAT). RESULTS 1HT produced more signed utterances and distinct signs than 2HT, and this increase had a positive, linear relation to IAT scores. Explicit attitude did not correlate with KWS usage, but did significantly correlate with the discrepancy between intention and KWS usage. CONCLUSION The train-the-trainer system may not reach its full potential as 2HT knew fewer distinct signs and consequently produced fewer signed utterances than 1HT. In contrast to implicit attitude, no relation was found between explicit attitude and KWS usage. Though the survey may provide valuable information, it may not fully capture the complex influences that shape AAC usage.
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Affiliation(s)
- Ellen Rombouts
- KU Leuven, Faculty of Medicine, Department of Neurosciences, Research Group Experimental Oto-Rhino-Laryngology (ORL), Herestraat 49 box 721, BE-3000 Leuven, Belgium.
| | - Bea Maes
- KU Leuven, Faculty of Psychology and Educational Sciences, Parenting and Special Education Research Group, L. Vanderkelenstraat 32 box 3765, BE-3000 Leuven, Belgium
| | - Inge Zink
- KU Leuven, Faculty of Medicine, Department of Neurosciences, Research Group Experimental Oto-Rhino-Laryngology (ORL), Herestraat 49 box 721, BE-3000 Leuven, Belgium; University Hospitals Leuven, Campus St.-Rafaël Department of ENT, Head & Neck Surgery, MUCLA Herestraat 49, BE-3000 Leuven, Belgium
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Rombouts E, Meuris K, Maes B, De Meyer AM, Zink I. Video Feedback in Key Word Signing Training for Preservice Direct Support Staff. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:342-348. [PMID: 27074345 DOI: 10.1044/2015_jslhr-l-14-0266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2014] [Accepted: 08/09/2015] [Indexed: 06/05/2023]
Abstract
PURPOSE Research has demonstrated that formal training is essential for professionals to learn key word signing. Yet, the particular didactic strategies have not been studied. Therefore, this study compared the effectiveness of verbal and video feedback in a key word signing training for future direct support staff. METHOD Forty-nine future direct support staff were randomly assigned to 1 of 3 key word signing training programs: modeling and verbal feedback (classical method [CM]), additional video feedback (+ViF), and additional video feedback and photo reminder (+ViF/R). Signing accuracy and training acceptability were measured 1 week after and 7 months after training. RESULTS Participants from the +ViF/R program achieved significantly higher signing accuracy compared with the CM group. Acceptability ratings did not differ between any of the groups. CONCLUSION Results suggest that at an equal time investment, the programs containing more training components were more effective. Research on the effect of rehearsal on signing maintenance is warranted.
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