JCPSLP Vol 14 No 2 2012

Post-pilot study questionnaire results When asked to list observable changes in the child’s communication since the beginning of the project, one third of the parents reported that their child now used KWS&G to express themselves. Moreover, half of the teachers’ responses indicated that they noticed improvement in their students’ expressive communication using signs and speech. Some teachers also reported that they were better able to understand their students, suggesting fewer instances of communication breakdowns. More than half of the parents indicated that they felt KWS&G was useful, particularly in helping them and their child to communicate, as well as fostering a better relationship between the parent and child. The parents also reported positive feelings (e.g., confidence, being happy, and proud of oneself being able to use KWS&G). Similarly, teachers’ reported views about using KWS&G after the training were positive. In particular, the teachers: • felt that KWS&G was useful as it offered an alternative way for communication with their students; • felt that using KWS&G was effective in communicating with their students; • reported being confident in using KWS&G after the training. In contrast, some teachers reported of instances where they confused KWS&G with other types of signing (due to previous exposure/learning) or forgot to use KWS&G in their interactions with their students. Summary and conclusion The questionnaire findings indicated a general positive attitude and perception of parents and teachers towards the use of KWS&G as a communication approach. After receiving a series of training sessions, both parents and teacher groups appeared to use KWS&G more confidently when communicating with their child/students, and found the approach to be a useful AAC. The findings from the pilot study and concurrent initiatives taking place at the school suggest that a supportive signing environment is important in helping colleagues and the clients we work with to value and believe in the significance of the KWS&G as a communication approach. Such supportive measures may include introducing signs at assembly for clients and staff, having a sign of the week (Spragale & Micucci, 1990) within the workplace and, perhaps, through use of various mediums including posters, multimedia, and various visual reminders. Indeed, receiving training for a start is also essential in order for staff (as communication partners) to be acquainted with the appropriate knowledge and skills to be able to use KWS&G effectively with clients. Unfortunately, the methodology employed in the current study does not allow for any firm conclusions to be drawn from the findings. It is also not clear if the positive attitude of the staff at the school that was involved in this pilot project reflects those of personnel in the other three schools within MINDS, and/or of other special education schools in Singapore. Despite its obvious limitations, the findings from this pilot project have been encouraging. Currently, the KWS&G Project Team is looking into the next steps of realising the implementation of KWS&G as a common signing approach across the MINDS organisation. The project team looks forward to KWS&G being embraced as a total communication approach/practice to be used among all staff, clients, and their families/caregivers. While it is an interim measure, the team truly believes and advocates

that KWS&G (Australia) can give our clients a “voice”, empowering them and their significant communication partners and, thus, opening many doors of communication. Indeed, the team also looks forward to the possibility of developing KWS&G (Singapore) in the near future to better meet the diverse culture of our local context. References Bloomberg, K., West, D., Johnson, H., & Iacono. (2009). The Triple C: Checklist of communication competencies . Box Hill, Vic.: SCOPE. Bondy, A. S., & Frost, L. A. (1994). The Picture Exchange Communication System. Focus on Autism and Other Developmental Disabilities , 9 (3), 1–19. Bradshaw, J. (2001). Complexity of staff communication and reported level of understanding skills in adults with intellectual disabilities. Journal of Intellectual Disabilities , 45 , 233–243. Cress, C., & Marvin, C. (2003). Common questions about AAC services in early intervention. AAC: Augmentative & Alternative Communication , 19 (4), 254–272. Johnson, H., Douglas, J., Bigby, C., & Iacono, T. (2009). Maximizing community inclusion through mainstream communication for adults with severe disabilities. International Journal of Speech-Language Pathology , 11 (3), 180–190. Lodge-Miller, K. A., & Elfenbein, J. L. (1994). Beginning signer’s self-assessment of sign language skills. Journal of Communication Disorders , 27 , 281–292. Loh, E.W-L., & Singh, R. (2011, June). Sharing of a journey towards developing and implementing a common signing approach within an organisation for persons with intellectual disabilities in Singapore . Paper presented at the Diversity and Development 2011 Speech Pathology Australia National Conference, Darwin. The Makaton Charity. (2012). Makaton: The Makaton Charity website. Retrieved from http://www.makaton.org/ international/international.htm Morton-Cooper, A. (2000). Action research in health care . Oxford: Blackwell Science. Powell, G., & Clibbens, J. (1994). Actions speak louder than words: Signing and speech intelligibility in adults with Down’s syndrome. Down syndrome: Research & Practice , 2 (3), 127–129. Scope. (2010). Singapore signs on. Horizon Newsletter , Issue 100, 26. Spragale, D. M., & Micucci, D. (1990). Signs of the week: A functional approach to manual sign training. AAC: Augmentative & Alternative Communication , 6 (1), 29–37. Eva Loh has been working as a speech therapist in the disability sector in Singapore since she first graduated from The University of Queensland, Australia, in 2003. She was recognised to be Singapore’s first qualified Key Word Sign and Gesture Presenter in 2009, and was the Principal Investigator for the MINDS Key Word Sign and Gesture Project Pilot Study from 2010–2011. Eva also runs her own private practice.

Correspondence to: Eva Wei-Lyn Loh Speech-language therapist Movement for the Intellectually Disabled of Singapore MINDSville@Napiri 7 Lorong Napiri, Singapore 547533 phone: +65 6387 7662 email: evaloh.mv@minds.org.sg

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JCPSLP Volume 14, Number 2 2012

Journal of Clinical Practice in Speech-Language Pathology