The behavioural process underlying augmentative and alternative communication usage in direct support staff

Rombouts, Ellen; Maes, Beatrijs; Zink, Inge

doi:10.3109/13668250.2016.1219023

Cited by 10 publications

(22 citation statements)

References 29 publications

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“…At this stage, we aimed to focus on particular issues. In keeping with the findings from an earlier study on AAC implementation (Rombouts et al, 2016b), we were interested in the connection between attitudes towards KWS and consistent use of KWS. In addition, we specifically aimed to examine why KWS implementation might be challenging.…”

Section: Discussionmentioning

confidence: 95%

“…Rather, the researchers aimed to analyze the interviews without imposing pre-existing knowledge or theoretical models (Creswell, 2013). In light of previous research findings that environmental barriers (i.e., time constraints and limited AAC proficiency) may hinder implementation of AAC (Johnson et al, 2006;Rombouts, Maes, & Zink, 2016b;Torrison et al, 2007;Trembath, et al, 2014), we included staff from two settings: special education secondary schools and group residential homes for adults with intellectual disabilities.…”

Section: Staff Abstractigning Beliefsmentioning

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: Discussionmentioning

confidence: 95%

Section: Staff Abstractigning Beliefsmentioning

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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“…Clients and support staff who use AAC reported that staff attitudes can facilitate or impede AAC use (Calculator, 1999;Johnson, Inglebret, Jones, & Ray, 2006;Lund & Light, 2007b). The relation between AAC attitudes or beliefs and AAC use is not straightforward as it is shaped by a complex interrelation of various personal and environmental factors (Calculator, 1999;Johnson et al, 2006;Rombouts, Maes, & Zink, 2015;Smith & Connolly, 2008;Trembath, Iacono, Lyon, West, & Johnson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Attitude and key word signing usage in support staff

Rombouts

Maes

Zink

2016

Research in Developmental Disabilities

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“…Training support staff to develop consistent communication strategies is reported as a method of improving the quality of service user -staff interactions (Owen et al, 2008). However, there is limited evidence available to support the notion that training staff improves communication; in general, support staff tend to use AAC when there is an acute need, rather than in a functional interactive way across many contexts (Rombouts et al, 2017).…”

Section: Supporting Staff and Carers To Use Communication Strategiesmentioning

confidence: 99%

Promoting positive communication environments: a service evaluation

Patel¹,

Roche²,

Coward³

et al. 2018

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The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach-Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre-and post-intervention. Findings-In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value-This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments.

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The behavioural process underlying augmentative and alternative communication usage in direct support staff

Cited by 10 publications

References 29 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

Attitude and key word signing usage in support staff

Promoting positive communication environments: a service evaluation

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