Attitude and key word signing usage in support staff.

van der Plas et al. (2016) compared two ways to teach key-word-signing to 42 support staff. Half sat in a live workshop with the trainer. The other half learned from a coworker who had attended the same workshop.

For four weeks the researchers counted how many signs each staff member used with adults who have intellectual disabilities. They also gave staff a quick computer test to see how they felt, deep down, about using signs.

Staff who learned directly from the trainer used twice as many signs as those who learned second-hand. Attitude mattered too: staff with more positive hidden feelings about signing used more signs.

In numbers, first-hand group averaged 42 signs per shift. Second-hand group averaged 21. The attitude test predicted about a large share of that difference.

Suhrheinrich (2015) showed a train-the-trainer model worked for teaching PRT to teachers. Ellen’s team found the opposite for key-word-sign. The clash is simple: PRT trainers got extra coach-backs and checklists; the second-hand KWS group got none. Extra coaching keeps quality high.

Slane et al. (2021) reviewed 20 staff-training studies and found behavioral skills training almost always works when it includes live practice and feedback. Ellen’s live KWS workshop followed that recipe, so the strong result lines up with the review.

Perez et al. (2015) showed staff training can improve emotional intelligence. Ellen adds a new angle: attitude predicts real tool use, not just feelings.

If you want staff to use signs, send them to the expert, not to a coworker who once met the expert. One live workshop doubled sign output without extra cost. Also, check attitude early; a five-minute computer task flags who may need extra support or modeling.