‘Lámh Signs Combined’ – Investigating a Whole School Approach to Augmentative and Alternative Communication (AAC) Intervention Through Research in Practice
Keywords:
Augmentative and Alternative Communication, Intervention, AAC, Key Word Signing, Lámh, Special School, Communication PartnersAbstract
This study aims to investigate the effectiveness of a whole school AAC intervention approach, focusing on the development of knowledge of Lámh signs among communication partners (CPs) in a special school setting. Acquisition and use of single signs as well as ability to combine signs for spontaneous novel utterance generation (SNUG) was evaluated. Intervention took place in a school for children with physical and multiple disabilities, aged 0 – 18. Participants included all staff i.e. communication partners (CP) across each of the nine classrooms within the school. Over the course of a school year, five signs were modelled on a fortnightly basis to each of the classroom groups, at a time when both CPs and students were present. In week one, signs were modelled singularly. In week two, signs were modelled in different combinations. Results show an average increase of 39% in acquisition and ability to use single signs and 61% in acquisition and ability to use sign combinations taught. Additionally participants demonstrated a 400% increase in number of spontaneously signed words, moving from one signed word per utterance to four signed words per utterance on average. Results indicate that a whole school AAC intervention approach, as described above, is effective in enhancing knowledge and use of Lámh among CPs.
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