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Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services: A

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Precision Teaching significantly improved Key Word Signs (KWS) usage among practitioners supporting individuals with intellectual disabilities. This method enhanced signing fluency and maintenance, outperforming traditional training.

Keywords:
AACaugmentative and alternative communicationfluencystandard celeration chart

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Area of Science:

  • Augmentative and Alternative Communication (AAC)
  • Behavioral Interventions
  • Intellectual Disabilities Research

Background:

  • Individuals with intellectual disabilities often use Key Word Signs (KWS) for communication.
  • Existing training methods for KWS have not consistently increased practitioner usage.
  • This study investigated Precision Teaching as a potential solution to improve KWS adoption.

Purpose of the Study:

  • To evaluate the effectiveness of Precision Teaching in enhancing KWS usage by practitioners.
  • To compare the outcomes of Precision Teaching with traditional training methods.
  • To assess the impact of Precision Teaching on the fluency, application, and maintenance of KWS.

Main Methods:

  • A multiple baseline across participants design was employed with experimental (n=4) and control (n=5) groups.
  • Experimental participants underwent 14 weeks of Precision Teaching for 60 signs.
  • Control participants had prior one-day Makaton training; naturalistic observations measured signing during client support.

Main Results:

  • Experimental participants showed significant improvements in KWS fluency, emergent application, and maintenance.
  • Practitioners trained with Precision Teaching demonstrated higher rates of signing when supporting service users compared to controls.
  • The study observed sustained positive outcomes in the experimental group.

Conclusions:

  • Precision Teaching can effectively increase the use of Key Word Signs (KWS) in real-world settings.
  • Training alone may be insufficient; additional support like practice leadership is crucial for sustained KWS use.
  • Further research should explore integrated approaches combining Precision Teaching with ongoing support structures.