The Use of Self-Study and Matrix Training to Teach Sign Language

Area of Science:

• Behavioral Interventions
• Speech-Language Pathology
• Assistive Technology

Background:

• Augmentative and alternative communication (AAC) supports individuals with speech delays.
• Caregiver training in sign language is crucial for effective AAC implementation.
• Previous research demonstrated the efficacy of self-study training (SST) for sign acquisition.

Purpose of the Study:

• To systematically replicate and evaluate modifications to the SST method for teaching sign-based AAC.
• To assess the acquisition of component and compound signs across different modalities and contexts.
• To examine the impact of SST on performance in role-play scenarios.

Main Methods:

• A multiple probe design across behaviors (submatrices) was used with three adult participants.
• Self-study training (SST) involved participants observing videos paired with text.
• Dependent variables included text-sign intraverbals, sign-vocal tacts, and listener responses, evaluated before and after training, including role-play.

Main Results:

• SST led to the acquisition of numerous untrained compound and component signs across modalities for the first two participants.
• Similar acquisition patterns were observed for the third participant, with a sequential learning effect noted.
• Participants demonstrated improved performance in role-play conditions post-training.

Conclusions:

• Modified SST is an efficacious and efficient method for training implementers in sign-based AAC.
• The findings support the design of accessible training protocols to enhance AAC implementation.
• This research contributes to improving communication outcomes for individuals relying on AAC systems.