Video Feedback in Key Word Signing Training for Preservice Direct Support Staff Purpose Research has demonstrated that formal training is essential for professionals to learn key word signing. Yet, the particular didactic strategies have not been studied. Therefore, this study compared the effectiveness of verbal and video feedback in a key word signing training for future direct support staff. Method ... Research Note
Research Note  |   April 01, 2016
Video Feedback in Key Word Signing Training for Preservice Direct Support Staff
 
Author Affiliations & Notes
  • Ellen Rombouts
    Katholieke Universiteit Leuven, Belgium
  • Kristien Meuris
    Katholieke Universiteit Leuven, Belgium
  • Bea Maes
    Katholieke Universiteit Leuven, Belgium
  • Anne-Marie De Meyer
    Katholieke Universiteit Leuven, Belgium
  • Inge Zink
    Katholieke Universiteit Leuven, Belgium
    University Hospitals Leuven, Belgium
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Ellen Rombouts: ellen.rombouts@kuleuven.be
  • Editor: Rhea Paul
    Editor: Rhea Paul×
  • Associate Editor: Aimee Dietz
    Associate Editor: Aimee Dietz×
Article Information
Research Issues, Methods & Evidence-Based Practice / Language / Research Note
Research Note   |   April 01, 2016
Video Feedback in Key Word Signing Training for Preservice Direct Support Staff
Journal of Speech, Language, and Hearing Research, April 2016, Vol. 59, 342-348. doi:10.1044/2015_JSLHR-L-14-0266
History: Received September 26, 2014 , Revised February 13, 2015 , Accepted August 9, 2015
 
Journal of Speech, Language, and Hearing Research, April 2016, Vol. 59, 342-348. doi:10.1044/2015_JSLHR-L-14-0266
History: Received September 26, 2014; Revised February 13, 2015; Accepted August 9, 2015

Purpose Research has demonstrated that formal training is essential for professionals to learn key word signing. Yet, the particular didactic strategies have not been studied. Therefore, this study compared the effectiveness of verbal and video feedback in a key word signing training for future direct support staff.

Method Forty-nine future direct support staff were randomly assigned to 1 of 3 key word signing training programs: modeling and verbal feedback (classical method [CM]), additional video feedback (+ViF), and additional video feedback and photo reminder (+ViF/R). Signing accuracy and training acceptability were measured 1 week after and 7 months after training.

Results Participants from the +ViF/R program achieved significantly higher signing accuracy compared with the CM group. Acceptability ratings did not differ between any of the groups.

Conclusion Results suggest that at an equal time investment, the programs containing more training components were more effective. Research on the effect of rehearsal on signing maintenance is warranted.

Acknowledgments
Preliminary results were presented at the International Conference of the International Association for the Scientific Study of Intellectual and Developmental Disabilities Halifax, Canada, July 9–14, 2012 (Meuris, Maes, & Zink, 2012). Training support workers in key word signing using video feedback. Journal of Intellectual Disability Research, 56, 697. We thank the Foundation Marguerite-Marie Delacroix (Tienen, Belgium), for funding the research project of the first (Ellen Rombouts) and second authors (Kristien Meuris). Special thanks to Martine Nijs and Filip Loncke for their insights. We thank the special education students and their institution for participating and to the graduate students in speech-language pathology who assisted in gathering the data.
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