Precision teaching to develop key word sign skills in practitioners in intellectual disability services: A proof‐of‐concept study

Background

People with intellectual disabilities frequently communicate through Key Word Signs (KWS). Although various methods have trained practitioners to sign, they have not led to increased use. This study evaluated whether Precision Teaching would lead to improved outcomes.

Method

Practitioners were divided into experimental (n = 4) and control conditions (n = 5) using a multiple baseline across participants design. Experimental participants received Precision Teaching for 60 signs three times a week for 14 weeks. Control participants had completed a one-day training event via Makaton at least 1 year before. Naturalistic observations were conducted for all participants to measure signing while supporting service users.

Results

Experimental participants demonstrated fluency, emergent application, and maintenance of improvements. They also signed more than control participants when supporting clients.

Conclusion

Precision Teaching can lead to increased usage of KWS under naturalistic conditions. However, training in isolation might be inadequate. Additional elements, such as practice leadership, are required.