The impact of staff training in Augmentative/Alternative Communication (AAC) on the communication abilities of adults with developmental disabilities

Torrison, Christina; Jung, Elaina; Baker, Kristin; Beliveau, Christine; Cook, Albert M.

doi:10.7939/r33775v5j

2007

DOI: 10.7939/r33775v5j

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The impact of staff training in Augmentative/Alternative Communication (AAC) on the communication abilities of adults with developmental disabilities

Christina Torrison¹,

Elaina Jung²,

Kristin Baker³

et al.

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Cited by 2 publications

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

Rombouts

Maes

Zink

2017

Augmentative and Alternative Communication

View full text Add to dashboard Cite

show abstract

Aided augmentative and alternative communication intervention for adults with developmental disabilities: a scoping review

Boster,

Sonntag,

Evans

et al. 2024

International Journal of Developmental Disabilities

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The impact of staff training in Augmentative/Alternative Communication (AAC) on the communication abilities of adults with developmental disabilities

Cited by 2 publications

References 8 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

Aided augmentative and alternative communication intervention for adults with developmental disabilities: a scoping review

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