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Augmentative and Alternative Communication Volume 33, 2017 - Issue 2
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Research Article

Beliefs and habits: staff experiences with key word signing in special schools and group residential homes

Ellen RomboutsDepartment of Neurosciences, Experimental Otorinolaryngology, KU Leuven, Leuven, Belgium; Correspondence[email protected]
,
Bea MaesParenting and Special Education Research Group, KU Leuven, Leuven, Belgium
&
Inge ZinkDepartment of Neurosciences, Experimental Otorinolaryngology, KU Leuven, Leuven, Belgium;
Pages 87-96 | Received 29 Jul 2016, Accepted 26 Feb 2017, Published online: 21 Mar 2017

Citations (11)

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Read on this site (3)

Anel McDowell & Juan Bornman. (2022) Using key-word signing to support learners in South African schools: a study of teachers’ perceptions. Augmentative and Alternative Communication 38:2, pages 106-122.
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Pauline Frizelle & Caoimhe Lyons. (2022) 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. Augmentative and Alternative Communication 38:1, pages 53-66.
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Ellen Rombouts, Bea Maes & Inge Zink. (2017) Maintenance of key word signing in adults with intellectual disabilities: novel signed turns facilitated by partners’ consistent input and sign imitation. Augmentative and Alternative Communication 33:3, pages 121-130.
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Articles from other publishers (8)

Pauline Frizelle, Rebecca Allenby, Elizabeth Hassett, Orlaith Holland, Eimear Ryan, Darren Dahly & Ciara O'Toole. (2022) Embedding key word sign prompts in a shared book reading activity: The impact on communication between children with Down syndrome and their parents. International Journal of Language & Communication Disorders 58:4, pages 1029-1045.
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Ingunn Fylkesnes & Borgunn Ytterhus. (2021) Whose Voices Matter? Use, Misuse and Non-Use of Augmentative and Alternative Communication (AAC) Among Severely Disabled Children in Small Group Homes. Scandinavian Journal of Disability Research 23:1, pages 94-103.
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Ellen Rombouts, Babette Maessen, Bea Maes & Inge Zink. (2020) Key Word Signing Has Higher Iconicity Than Sign Language. Journal of Speech, Language, and Hearing Research 63:7, pages 2418-2424.
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John D. Bonvillian, Nicole Kissane Lee, Tracy T. Dooley & Filip T. Loncke. 2020. Simplified Signs. Simplified Signs.
Áine Byrne, Jenna Pyne & Vanessa Sheehan. (2019) Use of key word signing for children and adults with intellectual disability in an Irish context. Tizard Learning Disability Review 24:3, pages 113-120.
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Andy Smidt, Constantina Markoulli, Chloe Wine, Elsie Chang, Harmony Turnbull, Aylin Huzmeli & Monique Hines. (2018) Retention of signs following a one‐day key word sign training. British Journal of Learning Disabilities 47:1, pages 50-58.
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E. Rombouts, B. Maes & I. Zink. (2018) Manual signing throughout the day: Influence from staff's sign use and type of activity. Journal of Intellectual Disability Research 62:9, pages 737-745.
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E. Rombouts, B. Maes & I. Zink. (2018) Use of key word signing by staff in special schools and in day centres for adults with intellectual disabilities. Journal of Intellectual Disability Research 62:1, pages 21-29.
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