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Selecting, developing and supporting key word sign vocabularies for children with developmental disabilities
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Instructional strategies used to teach key word sign : engaging with Australian speech pathologists about their decision-making processes and practices
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Abstract:
Background: Key Word Sign is a simplified form of manual sign and simultaneous speech used with children and adults with communication disability as part of a multimodal AAC approach. To date, minimal research has focused on the instructional strategies used by speech pathologists to teach signs. Specifically, the decision-making processes and practices of speech pathologists using KWS within Australia have received no focused research attention. Aim(s): The aim of this exploratory study was to identify and describe the instructional strategies used by speech pathologists in Australia to teach KWS to individuals with communication disability. Method: A web-based survey comprising structured (closed questions) and unstructured (free text) response formats was administered. Quantitative data were analysed descriptively with a focus on frequency and commonality counts. Qualitative data were analysed thematically and interrelationships between themes examined. Result(s): Speech pathologists reported using a range of direct and indirect instructional strategies to teach KWS. Communication partner training and environmental interventions were also common. The relative frequency of strategies used was influenced by variables such as service context, funding models, access to evidence-based resources, client characteristics and clinician characteristics. Facilitators and barriers to the selection and effective use of particular instructional strategies will be discussed in detail. Conclusion: Key Word Sign has been shown to be an effective strategy for supporting the language and communication needs of both children and adults with disability. Understanding speech pathologists’ decision-making processes and practices in regard to selecting instructional strategies to teach KWS will help to inform and shape ongoing implementation of unaided communication modalities within an Australian context, promoting high quality outcomes for clients. Disclosure (financial and non-financial): Leigha Dark is a Key Word Sign Presenter and Trainer however did not receive any financial support for this project. Neither KWS NSW nor KWS Australia stand to benefit financially from this project.
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Keyword:
children with disabilities; communication; people with mental disabilities; sign language; signs and symbols; speech therapists; XXXXXX - Unknown
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URL: https://hdl.handle.net/1959.7/uws:53272
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Communication changes experienced by adults with cerebral palsy as they age
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Prediction and selection of vocabulary for two leisure activities
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