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Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services: A Proof-of-Concept Study

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Title: Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services: A Proof-of-Concept Study
Language: English
Authors: Athanasios Vostanis (ORCID 0000-0002-3065-4545), Oliver Douglas Payne (ORCID 0009-0006-8508-5470), Anthony Cox (ORCID 0009-0007-2853-7511), Jill Bradshaw (ORCID 0000-0002-0379-8877)
Source: Journal of Applied Research in Intellectual Disabilities. 2026 39(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Precision Teaching, Sign Language, Skill Development, Teaching Skills, Instructional Effectiveness, Improvement
DOI: 10.1111/jar.70188
ISSN: 1360-2322
1468-3148
Abstract: Background: People with intellectual disabilities frequently communicate through Key Word Signs (KWS). Although various methods have trained practitioners to sign, they have not led to increased use. This study evaluated whether Precision Teaching would lead to improved outcomes. Method: Practitioners were divided into experimental (n = 4) and control conditions (n = 5) using a multiple baseline across participants design. Experimental participants received Precision Teaching for 60 signs three times a week for 14 weeks. Control participants had completed a one-day training event via Makaton at least 1 year before. Naturalistic observations were conducted for all participants to measure signing while supporting service users. Results: Experimental participants demonstrated fluency, emergent application, and maintenance of improvements. They also signed more than control participants when supporting clients. Conclusion: Precision Teaching can lead to increased usage of KWS under naturalistic conditions. However, training in isolation might be inadequate. Additional elements, such as practice leadership, are required.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497717
Database: ERIC
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  Data: Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services: A Proof-of-Concept Study
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  Data: <searchLink fieldCode="AR" term="%22Athanasios+Vostanis%22">Athanasios Vostanis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3065-4545">0000-0002-3065-4545</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oliver+Douglas+Payne%22">Oliver Douglas Payne</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-8508-5470">0009-0006-8508-5470</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anthony+Cox%22">Anthony Cox</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-2853-7511">0009-0007-2853-7511</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jill+Bradshaw%22">Jill Bradshaw</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0379-8877">0000-0002-0379-8877</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Intellectual+Disabilities%22"><i>Journal of Applied Research in Intellectual Disabilities</i></searchLink>. 2026 39(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Precision+Teaching%22">Precision Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+Language%22">Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Improvement%22">Improvement</searchLink>
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  Data: 10.1111/jar.70188
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  Data: 1360-2322<br />1468-3148
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  Data: Background: People with intellectual disabilities frequently communicate through Key Word Signs (KWS). Although various methods have trained practitioners to sign, they have not led to increased use. This study evaluated whether Precision Teaching would lead to improved outcomes. Method: Practitioners were divided into experimental (n = 4) and control conditions (n = 5) using a multiple baseline across participants design. Experimental participants received Precision Teaching for 60 signs three times a week for 14 weeks. Control participants had completed a one-day training event via Makaton at least 1 year before. Naturalistic observations were conducted for all participants to measure signing while supporting service users. Results: Experimental participants demonstrated fluency, emergent application, and maintenance of improvements. They also signed more than control participants when supporting clients. Conclusion: Precision Teaching can lead to increased usage of KWS under naturalistic conditions. However, training in isolation might be inadequate. Additional elements, such as practice leadership, are required.
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      – SubjectFull: Sign Language
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      – SubjectFull: Skill Development
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      – TitleFull: Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services: A Proof-of-Concept Study
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