Childhood Apraxia of Speech (CAS) is a motor speech disorder impacting the ability to plan the motor movements necessary for speech production. CAS affects 0.1-0.2% of all children and often those with CAS receive intervention consisting of Augmentative and Alternative Communication (AAC). AAC involves the use of speech generating devices or manual signs as a form of alternative communication. Currently, school based programs utilize sign-supported speech as an intervention method for children with CAS, however not much is known about what teachers are actually doing or its efficacy. The purpose of this research was to determine the characteristics of signs produced by teachers using sign-supported speech. We questioned how much teachers were signing, what kinds of signs they were using, and if there were modifications to the signs to increase accessibility for the students. Using video recorded observations of 7 different hearing teachers utilizing sign-supported speech, we analyzed the sign production, iconicity, and modifications of signs produced by all teachers. Results showed that all teachers used signs as a means of communication alongside speech, but there were differences in how they signed. Across teachers there was variability in the number of signs produced and the iconicity of the signs. However, a strong negative correlation between the number of signs and iconicity rating revealed that the fewer signs a teacher produced, the more iconic they tended to be. Furthermore, our findings showed that all teachers used modifications on their signs to promote accessibility of communication. While these results take a necessary first step in explaining what teachers are doing when utilizing sign supported speech, there is still much information to be discovered. We can see there are advantages to using sign-supported speech, however we need to further examine if this is helping children communicate and test whether this is an effective method of intervention. Ultimately, this research further relates to the importance of sign language as a beneficial intervention method for people who need an alternative modality of communication.
Authors: Emily Blackburn, Co-researcher: Katie Kingsbury
Advisor: Aaron Shield, Speech Pathology and Audiology
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