649
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Maintenance of key word signing in adults with intellectual disabilities: novel signed turns facilitated by partners’ consistent input and sign imitation

, &
Pages 121-130 | Received 03 Nov 2016, Accepted 27 Apr 2017, Published online: 18 May 2017

References

  • American Speech-Language-Hearing Association (ASHA). (n.d.). Augmentative and alternative communication decisions. Retrieved from http://www.asha.org/public/speech/disorders/CommunicationDecisions/
  • Beukelman, D.R., & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting children and adults with complex communication needs. Baltimore, MD: Paul H. Brookes.
  • Binger, C., Berens, J., Kent-Walsh, J., & Taylor, S. (2008). The effects of aided AAC interventions on AAC use, speech, and symbolic gestures. Seminars in Speech and Language, 29, 101–111. doi:10.1055/s-2008-1079124
  • Broberg, M., Ferm, U., & Thunberg, G. (2012). Measuring responsive style in parents who use AAC with their children: Development and evaluation of a new instrument. Augmentative and Alternative Communication, 28, 243–253. doi:10.3109/07434618.2012.740686
  • Carter, M., & Hotchkis, G.D. (2002). A conceptual analysis of communicative spontaneity. Journal of Intellectual and Developmental Disability, 27, 168–190. doi:10.1080/1366825021000008602
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, MI: Erlbaum.
  • Cook, J.L., & Bird, G. (2012). Atypical social modulation of imitation in autism spectrum conditions. Journal of Autism and Developmental Disorders, 42, 1045–1051. doi:10.1007/s10803-011-1341-7
  • Dodd, J.L., & Gorey, M. (2014). AAC Intervention as an Immersion Model. Communication Disorders Quarterly, 35, 103–107.doi: 10.1177/1525740113504242
  • Dunn, L.M., & Dunn, L.M. (2005). Peabody Picture Vocabulary Test-III-NL (L. Schlichting, Dutch version). Amsterdam, The Netherlands: Pearson.
  • Faw, G., Reid, D., Schepis, M., Fitzgerald, J.R., & Welty, P.A. (1981). Involving institutional staff in the development and maintenance of sign language skills with profoundly retarded persons. Journal of Applied Behavior Analysis, 4, 411–423.doi: 10.1901/jaba.1981.14-411
  • Hayne, H. (2002). Thoughts from the Crib: Meltzoff and Moore (1994) alter our views of mental representation during infancy. Infant Behavior and Development, 25, 62–64.doi: 10.1016/S0163-6383(02)00104-2
  • Kaiser, A., & Wright, C. (2013). Enhanced milieu teaching: Incorporating AAC into naturalistic teaching with young children and their partners. Perspectives on Augmentative and Alternative Communication, 22, 37–50. doi:10.1044/aac22.1.37
  • Kendon, A. (2005). Gesture: Visible action as utterance. Cambridge, UK: Cambridge University Press.
  • Kent-Walsh, J., Binger, C., & Malani, M. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT Program. Early Childhood Services, 4, 155–170.
  • Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195–204. doi:10.1080/07434610400006646
  • Kent-Walsh, J., Murza, K.A., Malani, M.D., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Augmentative and Alternative Communication, 31, 271–284.doi: 10.3109/07434618.2015.1052153
  • Loncke, F.T., Campbell, J., England, A.M., & Haley, T. (2006). Multimodality: A basis for augmentative and alternative communication - psycholinguistic, cognitive, and clinical/educational aspects. Disability and Rehabilitation, 28, 169–174. doi:10.1080/09638280500384168
  • Loncke, F.T., Nijs, M., & Smet, L. (2012). SMOG: Spreken Met Ondersteuning van Gebaren: Het handboek [Speaking With Support of Signs: The Manual]. Leuven, Belgium: Garant.
  • Lund, S.K., & Light, J. (2007). Long-term outcomes for individuals who use augmentative and alternative communication: Part II-communicative interaction. Augmentative and Alternative Communication, 23, 1–15. doi:10.1080/07434610600720442
  • Meuris, K., Maes, B., & Zink, I. (2015). Teaching adults with intellectual disability manual signs through their support staff: A key word signing program. American Journal of Speech-Language Pathology, 24, 545–560. doi:10.1044/2015_AJSLP-14-0062
  • Pattison, A.E., & Robertson, R.E. (2016). Simultaneous presentation of speech and sign prompts to increase MLU in children with intellectual disability. Communication Disorders Quarterly, 37, 141–147. doi:10.1177/1525740115583633
  • Powell, G. (1999). Current research findings to suport the use of signs with adults and children who have intellectual and communication difficulties. Retrieved from https://www.makaton.org/Assets/researchPapers/powell1999.pdf
  • Reichle, J. (1997). Communication intervention with persons who have severe disabilities. The Journal of Special Education, 31, 110–134. doi:10.1177/002246699703100110
  • Renfrew, C.E. (1997). The Renfrew Language Scales: Bus Story Test: A test of narrative speech (4th ed.). Bicester, UK: Winslow Press Limited.
  • Rombouts, E., Maes, B., & Zink, I. (2016). Attitude and key word signing usage in support staff. Research in Developmental Disabilities, 55, 77–87. doi:10.1016/j.ridd.2016.03.016
  • Rombouts, E., Maes, B., & Zink, I. (2017a). Beliefs and habits: Staff experiences with key word signing in special schools and group residential homes. Augmentative and Alternative Communication, 33, 87–96. doi:10.1080/07434618.2017.1301550
  • Rombouts, E., Maes, B., & Zink, I. (2017b). The behavioural process underlying AAC usage in direct support staff. Journal of Intellectual and Developmental Disability, 42, 101–113. doi:10.3109/13668250.2016.1219023
  • Rombouts, E., Maes, B., & Zink, I. (in press). Key word signing usage of adults with intellectual disabilities: Influence of communication partners’ sign usage and responsivity. American Journal of Speech-Language Pathology.
  • Schepis, M., Reid, D., Fitzgerald, J.R., Faw, G.D., van den Pol, A., & Welty, P.A. (1982). A program for increasing manual signing by autistic and profoundly retarded youth within the daily environment. Journal of Applied Behavior Analysis, 15, 363–379. doi:10.1901/jaba.1982.15-363
  • Sennott, S.C., Light, J.C., & McNaughton, D. (2016). AAC modeling intervention research review. Research & Practice for Persons with Severe Disabilities, 41, 101–115. doi:10.1177/1540796916638822
  • Sevcik, R.A., Romski, M.A., Watkins, R.V., & Deffebach, K.P. (1995). Adult partner-augmented communication input to youth with mental retardation using the system for augmenting language (SAL). Journal of Speech, Language, & Hearing Research, 38, 902–912.doi: 10.1044/jshr.3804.902
  • Tomasello, M. (1996). Piagetian and Vygotskyan approaches to language acquisition. Human Development, 39, 269–276. doi:10.1159/000278478
  • Vanvuchelen, M., Roeyers, H., & De Weerdt, W. (2011). Do imitation problems reflect a core characteristic in autism?: Evidence from a literature review. Research in Autism Spectrum Disorders, 5,doi: 89–95. 10.1016/j.rasd.2010.07.010
  • Vygotsky, L. (1978). Mind in society: The development of higher mental functioning. Cambridge, MA: Harvard University Press.
  • Windsor, J., & Fristoe, M. (1991). Key word signing: Perceived and acoustic differences between signed and spoken narratives. Journal of Speech, Language, & Hearing Research, 34, 260–268. doi:10.1044/jshr.3402.260
  • Wood, L.A., Lasker, J., Siegel-Causey, E., Beukelman, D.R., & Ball, L. (1998). Input framework for augmentative and alternative communication. Augmentative and Alternative Communication, 14, 261–267. doi:10.1080/07434619812331278436
  • Yoder, P., & Warren, S. (2002). Effects of prelinguistic milieu teaching and parent responsivity education on dyads involving children with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 45, 1158–1174. doi:10.1044/1092-4388(2002/094)

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.