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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.
Authors: Vostanis, Athanasios (AUTHOR), Payne, Oliver Douglas (AUTHOR), Cox, Anthony (AUTHOR), Bradshaw, Jill (AUTHOR)
Source: Journal of Applied Research in Intellectual Disabilities. Jan2026, Vol. 39 Issue 1, p1-19. 19p.
Subjects: Motor ability, Research funding, Teaching methods, Educational tests & measurements, Learning, Speech-language pathology, Intellectual disabilities, Surveys, Communication devices for people with disabilities, Accuracy, Professional competence, Sign language
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. Lay Summary: Many people with intellectual disabilities rely on Key Word Signs (KWS), but standard staff training methods often fail to increase their use.This study used Precision Teaching to train four staff members in 60 KWS.Staff showed fluent signing, maintained their skills, and signed more than colleagues who had received standard training when supporting service users.Precision Teaching may improve training outcomes, but additional support, like practice leadership, is needed to enhance sign use in practice. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
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. Lay Summary: Many people with intellectual disabilities rely on Key Word Signs (KWS), but standard staff training methods often fail to increase their use.This study used Precision Teaching to train four staff members in 60 KWS.Staff showed fluent signing, maintained their skills, and signed more than colleagues who had received standard training when supporting service users.Precision Teaching may improve training outcomes, but additional support, like practice leadership, is needed to enhance sign use in practice. [ABSTRACT FROM AUTHOR]
ISSN:13602322
DOI:10.1111/jar.70188