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

Smidt, A; Markoulli, C; Wine, C; Chang, E; Turnbull, H; Huzmeli, A; Hines, M

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

Smidt, A Markoulli, C Wine, C Chang, E Turnbull, H

Huzmeli, A Hines, M

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Publication Type:: Journal Article
Citation:: British Journal of Learning Disabilities, 2019, 47 (1), pp. 50 - 58
Issue Date:: 2019-03-01

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Field	Value	Language
dc.contributor.author	Smidt, A	en_US
dc.contributor.author	Markoulli, C	en_US
dc.contributor.author	Wine, C	en_US
dc.contributor.author	Chang, E	en_US
dc.contributor.author	Turnbull, H https://orcid.org/0000-0003-2219-8604	en_US
dc.contributor.author	Huzmeli, A	en_US
dc.contributor.author	Hines, M	en_US
dc.date.issued	2019-03-01	en_US
dc.identifier.citation	British Journal of Learning Disabilities, 2019, 47 (1), pp. 50 - 58	en_US
dc.identifier.issn	1354-4187	en_US
dc.identifier.uri	http://hdl.handle.net/10453/136329
dc.description.abstract	© 2018 John Wiley & Sons Ltd 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: Background Children 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 Methods Communication 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. Results Participants 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. Conclusion This 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.	en_US
dc.relation.ispartof	British Journal of Learning Disabilities	en_US
dc.relation.isbasedon	10.1111/bld.12257	en_US
dc.subject.classification	Rehabilitation	en_US
dc.title	Retention of signs following a one-day key word sign training	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	47	en_US
utslib.for	1702 Cognitive Sciences	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	47	en_US

Abstract:

© 2018 John Wiley & Sons Ltd 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: Background Children 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 Methods Communication 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. Results Participants 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. Conclusion This 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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http://hdl.handle.net/10453/136329