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82 JCPSLP Volume 14, Number 2 2012 Journal of Clinical Practice in Speech-Language Pathology
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.
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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
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.
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
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: