The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland

Figures & data

Table 1. Participant demographic information.

Participants	Age (years;months)	Sex	Lámh training completed
With Down syndrome
1	5;03	F	N/A
2	5;09	F	–
3	5;10	F	–
4	5;08	F	–
5	6;02	M	–
6	5;03	F	–
Peers
1.1	5;02	M	N/A
1.2	5;05	F	–
1.3	4;09	F	–
2	5;04	F	–
3.1	5;04	F	–
3.2	5;07	F	–
4	5;01	F	–
6.1	4;11	F	–
6.2	4;09	F	–
Teachers
1	N/A	F	Module 1
2	–	F	Module 1
3	–	F	Module 1
4	–	F	Module 1
5	–	F	Module 1
Special needs assistants
1	–	F	Module 1, Module 1 add-on
2.1	–	F	Module 1
2.2	–	F	None
3.1	–	F	None
3.2	–	F	Module 1
3.3	–	F	None
4	–	F	None
5	–	F	None

Note. M: male; F: female. Participants 4 and 5 were in the same class; Peer 4 was their corresponding peer. Peers coded as 1.1, 1.2, 1.3 indicates that they are the peers of Participant 1 with Down syndrome. Similarly, special needs assistants coded as 3.1, 3.2, 3.3 are those working with Participant 3 with Down syndrome.

Figure 1. Distribution of participants across the five schools. Note. SNA: special needs assistant. Rural schools were located in villages/ areas with low population density; urban refers to a school located in a town.

Table 2. Participants with Down syndrome: expressive and receptive language skills, Down syndrome checklist.

Checklist	Participant 1	Participant 2	Participant 3	Participant 4	Participant 5	Participant 6
First 120 words
Understands	112	73	131	125	87	105
Understands and signs	64	61	17	118	49	100
Says word in imitation	12	18	133	121	2	95
Uses word spontaneously	9	7	114	124	1	91
Understood by unfamiliar listener	4	2	91	48	0	92
Second 340 words
Understands	237	50	259	215	76	202
Understands and signs	55	30	4	142	35	44
Says word in imitation	2	3	229	225	2	54
Uses word spontaneously	0	1	143	151	0	46
Understood by unfamiliar listener	0	0	90	19	0	61

Table 3. Extract from a completed observation protocol.

Communication partner	Initiated by	Activity description	Outcome	Lámh sign to enhance communication
Teacher/SNA	Teacher (whole class)	Morning Routine: Hang up coats, take out lunches, put bags in a box	No signs used; Participant guided by SNA to carry out the sequence of actions	COAT, BAG, BOX, LUNCH
SEN Teacher	SEN Teacher	Instruction: “Will you put your books up on the desk?”	No signs used	MORNING, PUT (TO), BOOKS, TABLE
SEN Teacher	SEN Teacher	Doing a jigsaw (reward for lacing work). Looking for corners “where are those pieces, I need more”.	Signs used: SAND, YELLOW, BLUE	JIGSAW, WHERE, MORE, SAND, YELLOW, BLUE

Note. SNA: special needs assistant; SEN: special education needs.

Table 4. Data extraction from teacher interview.

01	Speaker	So even like, I suppose we do know finished but things like y’know get your lunchbox, y’know	FINISH, TO GET, TO YOUR, LUNCHBOX
02
03
04
05	Interviewer	Ya	TIDY UP, TO
06	Teacher	Tidy up, amm I’m trying to think of other ones	COME IN
07	Interviewer	It’s tough to think off the top of your head	WE, GO, TO
08	Teacher	Ya, like you know tidy, like y’know come in we’re going	OUTSIDE
09		outside, line up	LINE UP, TO

Table 5. Recommendations for a core school-based Lámh vocabulary.

Lámh sign	Commonality score	Total frequency	Lámh sign	Commonality score	Total frequency
PLAY, TO	5	82	NEXT	4	12
LOOK, TO	5	81	FRIEND	4	10
SIT, TO	5	71	WHERE?	4	10
GO, TO	5	50	BOY	4	12
YOU	5	46	DIFFERENT	4	10
GOOD	5	41	READY	4	10
WHAT?	5	36	HOUSE	4	10
TIME	5	35	WITH	4	10
THANK YOU	5	32	FATHER	4	10
BOOK	5	31	TEACHER	4	9
HELLO/HOW ARE YOU?	5	27	QUICK	4	9
WANT, TO	5	26	OK	4	8
I/ME	5	25	COME, TO	4	8
GIRL	5	25	DOLL	4	8
BOX	5	25	SILLY	4	8
BLUE	5	23	HAPPY	4	7
SHOW, TO	5	21	THIRSTY	4	7
TABLE	5	19	DOWN	4	7
JIGSAW	5	18	BIRTHDAY	4	6
GAME	5	17	BREAK, TO	4	6
PLEASE	5	15	GOODBYE	4	6
SCHOOL	5	13	IN	4	5
TOY	5	12	BUILD, TO	4	5
MOTHER	5	11	SUN	4	5
MUSIC	5	11	MORE	4	5
NAME	5	11	COLOR	4	5
BALL	5	10	BAG	4	5
LIKE, TO	5	10	AGAIN	3	27
BIG	5	10	YELLOW	3	22
FIND, TO	5	10	GREEN	3	20
FOOD	5	9	DOG	3	17
TODAY	5	9	SAD	3	15
BRICK	5	9	DRINK, TO	3	14
ON	5	8	HAND (BODY PART)	3	12
TREE	5	8	WASH, TO	3	11
SHEEP	5	7	SING, TO	3	10
LUNCH	4	49	SLEEP, TO	3	10
FINISH, TO	4	42	CAT	3	10
NO	4	41	WALK, TO	3	10
WAIT, TO	4	39	DAY	3	9
LISTEN, TO	4	37	SLOW	3	9
WORK, TO	4	35	TEDDY	3	9
STOP, TO	4	30	WHO?	3	9
CATCH, TO	4	29	SAND	3	9
COAT	4	24	PE	3	8
RUN, TO	4	24	READ, TO	3	8
RED	4	24	DRAW, TO	3	8
TOILET	4	23	HIDE, TO	3	7
HOME	4	21	BABY	3	7
JUMP, TO	4	20	GIVE, TO	3	7
EAT, TO	4	19	SAY, TO	3	7
STORY	4	19	WE	3	6
OUT	4	18	FARM	3	6
TIDY UP, TO	4	18	APPLE	3	6
CHAIR	4	17	CLOTHES	3	6
MORNING	4	17	DANCE	3	6
OPEN, TO	4	16	DOOR	3	5
YES	4	16	HUNGRY	3	5
STAND UP, TO/UP	4	16	COW	3	5
SAME	4	16	HAT	3	5
HELP, TO	4	15	MAKE, TO/ DO, TO	3	5
TURN	4	15	ORANGE	3	5
SMALL	4	13	PLAY DOUGH	3	5
FALL, TO	4	13	PUT, TO	3	5
BE CAREFUL	4	12	PINK	3	5
SORRY	4	12	PURPLE	3	5

Table 6. Recommendations for a core school-based Lámh vocabulary: words with no Lámh sign.

Word with no Lámh sign	Provisional Lámh classification	Commonality score	Total frequency
Line up, to	Action	4	20
Outside	Object	4	13
Duck Duck Goose	Object	4	12
Watch, to	Action	4	7
Yard	Object	4	5
Be Able, to (Can)	Action	3	6
Favourite	Modifier	3	5
Well Done	Social	3	5