Instructional strategies used to teach key word sign : engaging with Australian speech pathologists about their decision-making processes and practices

Background: Key Word Sign is a simplified form of manual sign and simultaneous speech used with children and adults with communication disability as part of a multimodal AAC approach. To date, minimal research has focused on the instructional strategies used by speech pathologists to teach signs. Specifically, the decision-making processes and practices of speech pathologists using KWS within Australia have received no focused research attention. Aim(s): The aim of this exploratory study was to identify and describe the instructional strategies used by speech pathologists in Australia to teach KWS to individuals with communication disability. Method: A web-based survey comprising structured (closed questions) and unstructured (free text) response formats was administered. Quantitative data were analysed descriptively with a focus on frequency and commonality counts. Qualitative data were analysed thematically and interrelationships between themes examined. Result(s): Speech pathologists reported using a range of direct and indirect instructional strategies to teach KWS. Communication partner training and environmental interventions were also common. The relative frequency of strategies used was influenced by variables such as service context, funding models, access to evidence-based resources, client characteristics and clinician characteristics. Facilitators and barriers to the selection and effective use of particular instructional strategies will be discussed in detail. Conclusion: Key Word Sign has been shown to be an effective strategy for supporting the language and communication needs of both children and adults with disability. Understanding speech pathologists’ decision-making processes and practices in regard to selecting instructional strategies to teach KWS will help to inform and shape ongoing implementation of unaided communication modalities within an Australian context, promoting high quality outcomes for clients. Disclosure (financial and non-financial): Leigha Dark is a Key Word Sign Presenter and Trainer however did not receive any financial support for this project. Neither KWS NSW nor KWS Australia stand to benefit financially from this project

Evidence-based practice in speech language pathologist training of early childhood professionals

With more children attending formal child care and limited speech language pathology resources, there is a need to consider alternate service delivery models. One such approach is clinician training of early childhood professionals (ECPs). To be appropriately targeted and efficient, training programs should be based on research evidence. This systematic review focuses on studies into which ECP skills improve child language and literacy. Databases searched were PsychINFO, Scopus, Web of Science, CINAHL, ERIC, LLBA, and Medline from 1990 onwards. Papers were included if they were (a) studies reporting the efficacy of professional development programs in terms of positive outcomes for both child and ECP, or (b) longitudinal or cross-sectional experimental investigations that examined the relation between ECP skills and child language/literacy outcomes. The initial search identified 212 potential studies with 34 studies meeting the inclusion criteria. These 34 studies included 2 longitudinal, 1 descriptive, and 31 cross-sectional experiments (16 randomized controlled trials, RCTs; 15 non-RCTs). The review identified four key skill categories: (a) quality adult–child interactions; (b) explicit literacy instruction; (c) storytelling skills; and (d) supporting peer-to-peer interactions. The inclusion of these skills by clinicians in training of ECPs is supported by research evidence

An initial reliability and validity study of the Interaction, Communication, and Literacy Skills Audit

Early childhood educators (ECEs) have an important role in promoting positive outcomes for children's language and literacy development. This paper reports the development of a new tool, The Interaction Communication and Literacy (ICL) Skills Audit, and pilots its reliability and validity. Intra- and inter-rater reliability was examined by three speech-language pathologists (SLPs). Five skill areas relating to ECE language and literacy practice were rated. The face and content validity of the ICL Skills Audit was examined by expert SLPs (n = 8) and expert ECEs (n = 4) via questionnaire. The overall intra-rater reliability for the ICL Skills Audit was excellent with percentage close agreement (PCA) of 91–94. Inter-rater agreement was PCA 68–80. Expert SLPs and ECEs agreed that the content was comprehensive and practical. Based on this preliminary study, the ICL Skills Audit appears to be a promising tool that can be used by SLPs and ECEs in collaboration to measure the skills of ECEs in the areas of language and literacy support. Future psychometric and outcome research on the revised ICL Skills Audit is warranted