Video Feedback in Key Word Signing Training for Preservice Direct Support Staff

Rombouts, Ellen; Meuris, Kristien; Maes, Beatrijs; Meyer, Anne-Marie De; Zink, Inge

doi:10.1044/2015_jslhr-l-14-0266

Cited by 5 publications

(5 citation statements)

References 33 publications

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“…( 2017)foundthatcollegestudentswhoreceived videofeedbackregardingtheirerrorsorcorrectuseofASLhadgreatersigningimprovementandthat studentspreferredtime-synchronizedfeedbackwithgreaterbenefitfromsignsvisuallyillustrated. Likewise, Rombouts et al (2016) found that college students learning ASL achieved higher key wordsigningaccuracywithvideofeedbackwhencomparedtostudentswhoreceivedmodellingand verbalfeedback.WhileallofthesestudiesusedvideotolearnorimproveASL,nonefeaturedthe usevideoonmobiledevices.…”

Section: American Sign Language and Videomentioning

confidence: 88%

Student Perceptions of Mobile Video Recording to Learn American Sign Language

Kung

2019

International Journal of Mobile and Blended Learning

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This article reports an exploratory study of teacher candidate perception of learning, using video recording in an American Sign Language (ASL) class. Video recording for practice and reflection is relevant to learning ASL, a visual language. One advantage of recording video for learning ASL with mobile devices instead of computers is the larger physical space that can be captured. Thirteen teacher candidates in a graduate program participated, by completing three surveys regarding their experiences with mobile app assignments designed for practicing expressive skills using specific ASL grammatical features. Results showed that 10 out of 12 teacher candidates found app assignments helpful in assessing their own sign skills, and 11 out of 12 found them helpful in clarifying ASL concepts. Nine out of 12 teacher candidates reported increased interest in learning ASL, and 11 out of 13 teacher candidates indicated that their ASL improved due to use of the app.

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Section: American Sign Language and Videomentioning

confidence: 88%

Student Perceptions of Mobile Video Recording to Learn American Sign Language

Kung

2019

International Journal of Mobile and Blended Learning

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“…Their rationale was that it is necessary to embed AAC in the community. However, Rombouts, Meuris, Maes, De Meyer, and Zink () used video feedback and a photograph reminder card with participants in their KWS training. Our training consisted of a one‐day workshop with a fixed vocabulary and a de facto follow‐up due to the data collection of the study, which reinforced the need to practise and remember the signs for each round of testing.…”

Section: Discussionmentioning

confidence: 99%

“…() and Rombouts et al. () indicate that maintenance of sign knowledge after training is problematic. Therefore, it is important to consider alternate ways of ensuring that both sign knowledge at Kirkpatrick level 2 (the number of signs that the person is able to recognise or use) and implementation of sign at Kirkpatrick level 3 (using it successfully with the person who needs it) are considered.…”

Section: Discussionmentioning

confidence: 99%

Retention of signs following a one‐day key word sign training

Smidt

Markoulli

Wine

et al. 2018

Brit J Learn Disabil

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Accessible summary We taught teachers sign language to use with children with a disability We asked teachers if they liked the training and learning signs We tested their memory of signs after training and 6 and 12 weeks later We found that teachers can learn signs in a one‐day workshop and remember them later Teachers forgot some of the signs by 6 weeks later Teachers want follow‐up sessions to practise the signs to help them remember the signs. Abstract BackgroundChildren and adults with developmental disability frequently require either aided or unaided alternative and augmentative communication (AAC). Key word sign (KWS) involves using natural gesture and sign language to support the key words in spoken utterances. The purpose of this study was to determine whether communication partners of children and adults with developmental disabilities can learn and retain a basic KWS vocabulary. Materials and MethodsCommunication partners attended a one‐day training workshop where they were taught 100 signs. Measures of sign recognition and production were taken prior to the training, immediately after the training on the day and at 6 and 12 weeks later. ResultsParticipants were able to learn signs during the workshop and demonstrate receptive and expressive knowledge of KWS. However, sign knowledge decreased after 6 and 12 weeks. Participants noted that having to be tested again after several weeks, motivated them to practise and served as a follow‐up. ConclusionThis paper provides evidence that KWS training enables participants to learn and retain signs, but that there is a need for ongoing training and support even for communication partners who use sign regularly.

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“…Aunque muchos docentes, gestores y padres son conscientes de la necesidad de cambiar ciertos aspectos de la organización de las aulas y del rol que ejerce el docente, con el fin de promover el desarrollo de la comunicación y el lenguaje de los alumnos, este aspecto continúa constituyendo un reto debido a su complejidad (Fernández y Malvar, 1999;Vega et al, 2018). Conseguir que un aula llegue a ser un entorno favorable para el desarrollo de la comunicación y el lenguaje no es tarea fácil, si no se fomenta que los docentes inicien procesos reflexivos sobre su propia práctica, mediante programas de asesoramiento colaborativo (Neuman y Cunningham, 2009;Rudd, Lambert, Satterwhite y Smith, 2009). Los resultados parecen indicar que el programa de asesoramiento diseñado e implementado en esta investigaciónacción colaborativa es una herramienta útil para ayudar a los docentes a construir un entorno apropiado para promover el desarrollo de la competencia comunicativa de sus alumnos, dando lugar a cambios en la organización del aula, en el diseño instruccional y en las características del estilo interactivo con sus alumnos.…”

Section: Conclusiones Y Futuras Líneas De Investigaciónunclassified

Programa de asesoramiento colaborativo a docentes en el área de la comunicación y el lenguaje

Llobera

Gràcia

Riba

2021

Revista de Logopedia, Foniatría y Audiología

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RLFA-212; No. of Pages 11 2 F. Vega et al.Collaborative counselling; Teachers theoretical perspectives. The main objective is to promote processes of reflection and criticism regarding strategies, tools and guidelines that teachers can progressively incorporate in the classroom to optimise the way they approach communication and language work, with the ultimate goal of improving the communicative and linguistic competence of students with disabilities. The counselling takes place over nine meetings, eight counselling meetings and one closing meeting, through which teachers are taught, mainly to: a) optimize the organization of the classroom, b) follow to a greater extent the students' lead, c) use strategies to promote interaction and lengthen conversational turns, and d) use language modelling strategies. The effectiveness of the counselling programme has been proved in a collaborative Action-Research with three special schoolteachers, providing different results both in relation to the professional development of the teachers and in the development of the communicative and linguistic competence of the students. The results indicate that the collaborative counselling model is a useful tool to help teachers to build a more appropriate environment for the development of students' communicative and social competence.

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Video Feedback in Key Word Signing Training for Preservice Direct Support Staff

Abstract: 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.

Cited by 5 publications

References 33 publications

Student Perceptions of Mobile Video Recording to Learn American Sign Language

Student Perceptions of Mobile Video Recording to Learn American Sign Language

Retention of signs following a one‐day key word sign training

Programa de asesoramiento colaborativo a docentes en el área de la comunicación y el lenguaje

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