Using Lámh signs in mainstream primary schools: an application of the COM-B model

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dc.contributor.advisorFrizelle, Pauline
dc.contributor.advisorO'Toole, Ciara
dc.contributor.authorSheehan, Michaelaen
dc.date.accessioned2024-09-23T08:28:06Z
dc.date.available2024-09-23T08:28:06Z
dc.date.issued2024en
dc.date.submitted2020
dc.description.abstractBackground: Children with speech, language and communication needs (SLCN) attending mainstream primary schools often rely on key word sign systems (KWS) such as Lámh to support their communication. However, the success of KWS systems will depend on the consistency in which communication partners use signs and the potential for changing their behaviour in a positive light. In this case, communication partners include teachers and special needs assistants (SNAs) as they most frequently interact with children in school. One model developed to change people’s behaviour is the Capability, Opportunity, Motivation and Behaviour (COM-B) model. In this study we apply the COM-B model, to explore how we can potentially increase the use of signing by teachers and SNAs in mainstream school by ascertaining what factors influence use of Lámh. This study will also examine what similarities and differences are evident in how these factors of capability, opportunity and motivation influence teachers’ compared to SNAs’ use of Lámh in the classroom setting. Method: Teachers (n= 55) and SNAs (n=36) who currently has or previously had a child who uses Lámh in their class in mainstream primary school participated in this study by completing an online questionnaire that targeted each of the components of the COM-B model. Four focus groups (n=16) were also held to explore the findings in further detail, 2 groups of teachers and 2 groups of SNAs. Data was collected in the latter half of the academic year and subsequently analysed using descriptive statistics and qualitative content analysis, employing a deductive approach based on the theoretical framework of the COM-B model. Results: There are numerous factors within the components of the COM-B model that impact teachers and SNAs use of Lámh in the school environment. Overall, teachers and SNAs indicated that they would need increased psychological capability, specifically 65% stated they would need to know how to integrate Lámh, 62% would need increased knowledge of the importance and benefits of Lamh and 59% would need a supportive environment. Eighty five percent of teachers and SNAs noted that they required the materials to support their use of Lámh and 78% of participants felt triggers and reminders would be a relevant component of physical opportunity. Social opportunity in the form of support from others and use of Lámh by others were central to the establishment of a whole school approach to using Lámh. Both reflexive and automatic components of motivation were important factors, specifically developing the habit of signing (87%) having to feel the desire to (84%). Finally, there were numerous barriers encountered by staff, including time and training which can be classified within physical opportunity and psychological capability. Overall, teachers and SNAs demonstrated similar levels of responses across the subcomponents of the COM-B model. Some differences were evident in social opportunity, reflexive motivation and psychological capability specifically. Conclusion: The application of the COM-B model has identified what components require attention when considering effective behaviour change relating to teachers and SNAs use of Lámh in the mainstream environment. To increase signing in a mainstream school environment and alter the behaviour of teachers and SNAs, the components outlined need to be addressed. The findings of this study will help inform the content of a school specific Lámh training course and resources for teachers and SNAs working with Lámh users in a mainstream environment.en
dc.description.statusNot peer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationSheehan, M. 2024. Using Lámh signs in mainstream primary schools: an application of the COM-B model. MRes Thesis, University College Cork.
dc.identifier.endpage197
dc.identifier.urihttps://hdl.handle.net/10468/16414
dc.language.isoenen
dc.publisherUniversity College Corken
dc.rights© 2024, Michaela Sheehan.
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectLámh
dc.subjectCommunication
dc.subjectKWS
dc.subjectMainstream school
dc.subjectAutism
dc.subjectDown syndrome
dc.subjectIntellectual disability
dc.subjectCOM-B
dc.subjectBehaviour change
dc.titleUsing Lámh signs in mainstream primary schools: an application of the COM-B model
dc.typeMasters thesis (Research)en
dc.type.qualificationlevelMastersen
dc.type.qualificationnameMRes - Master of Researchen
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