In this blog, we explore how Key Word Signs (KWS) can be a transformative tool for your child, especially if they are late talkers. As a practicing speech pathologist, I’ve utilised these signs to significantly enhance communication and language development among the families I work with.
I’m here to guide you through understanding what Key Word Signs are, their benefits, how they differ from Auslan, and how you can get started with this strategy. This blog is just for you who may be exploring therapy options for your late talker.
What’s covered in this article:
Key Word Sign (KWS) is a helpful communication method that combines spoken words with hand signs to help those who find speaking challenging. This includes children who are late talkers! In my speech therapy sessions, I often combine KWS with other language strategies such as picture cards or boards to increase their expressive abilities and comprehension.
In KWS, we concentrate on the most important words in each sentence instead of signing ALL the words. For example, if you say, “Time to eat dinner,” the signs for “time” and “eat” would be used. This approach simplifies the communication process, highlighting the key information to ensure they are clearly understood. See examples of Key Word Signing in this Instagram post.
Additionally, KWS isn’t just about signing with your hand. It also involves using your facial expressions and body language to communicate more meaning and emotion. This combination of gestures and speech helps create a more understandable way to communicate in everyday interactions. Check out this Instagram post on how gesturing leads to richer vocabulary.
Key Word Signs (KWS) and Auslan may seem similar because they both use hand signs, but they are actually different. Auslan is a complete sign language used by the deaf community in Australia. It has its own rules for how signs are used to form sentences, which are different from how we speak in English.
KWS, on the other hand, is much simpler. It uses some of the same signs as Auslan but only picks out the key words and signs them along with the spoken words, making it much easier for kids who find chatting a bit tricky. Imagine you’re giving your child clues to the most important words in your sentences — that’s KWS in action.
So, while KWS borrows signs from Auslan, it’s not a full sign language. It’s a helpful tool to support spoken language, making it easier for kids with speech and communication difficulties to learn and communicate.
Absolutely! As a paediatric speech pathologist, I’ve seen firsthand how Key Word Signs (KWS) can be a game-changer for children facing communication challenges, including those who are late talkers. Introducing KWS early is crucial. These signs can provide your child with a way to express their needs and feelings before they can speak fluently.
For instance, one of my 2-year-old client, a late talker, struggled to communicate basic needs like hunger, wanting to play, or even the need for a cuddle. I introduced KWS for words that were meaningful to the child and his family—such as ‘eat’, ‘want’, ‘play’, ‘up’, and ‘finish’. The child quickly learned to use signing to effectively express his needs, which led to a significant reduction in his frustration and crying. It also greatly improved his daily interactions, making communication clearer and more joyful for both him and his family.
As with other speech therapy strategies, the success of KWS often comes down to the involvement from everyone close to your child—yourself, siblings, teachers, and grandparents. It’s essential for you and people in your child’s life to embrace KWS and use it consistently.
KWS are not only helpful for late talkers or individuals with speech delays. They can also aid children with autism, down syndrome, and other neurological or developmental conditions. School-aged children and even adults with communication difficulties can use KWS alongside other forms of Augmentative and Alternative Communication (AAC) such as communication books or electronic communication aids.
Autistic children, in particular, can greatly benefit from using Key Word Signs. Some research highlights that autistic children who use signing can often produce more vocal sounds and words compared to other forms of Augmentative and Alternative Communication (AAC). The visual nature of KWS helps these children connect signs with spoken language, which can encourage more frequent attempts at vocalisation.
Key Word Signs (KWS) offer multiple advantages that can help in the communication development of your child who may be a late talker or have a language delay. Here are the key benefits:
Speech can be overwhelming! It can be fast and sentences contain so much different information. By using Key Word Signs, we naturally slow down our speech and simplify our sentences. Your child can then “digest” language easier and find it more engaging with various hand movements.
Eye contact and gestures are what we call “pre-language” skills. As you use signs, you will be inclined to maintain eye contact and encourage your child to do the same, enhancing their attention and connection during interactions.
Studies have shown that simultaneous use of speech and signs has been associated with increased “mean length of utterance (MLU)”. This is the average length of sentences spoken verbally in children with intellectual disabilities, indicating improved verbal skills.
Imagine teaching your child the concept of “eat” by using a specific hand sign every time you say the word while having meals together. Each time you use the sign, you say the word “eat.” This visual reinforcement helps your child make the connection between the action and the word much faster than with words alone. By consistently pairing signs with spoken words, KWS helps children understand and remember new words. Over time, as they learn more signs, they can start to put these words together into sentences.
Imagine the relief your child feels when they can finally express their thoughts, feelings, and needs in a way that others understand. This opens up opportunities for more meaningful interactions and reduces the likelihood of withdrawal or behavioural issues that often stem from communication frustrations.
KWS helps children understand social cues and classroom instructions, which are often challenging for those with speech delays. This support is crucial not just for learning but for building relationships and participating actively in school activities.
Some children with severe speech delays or disorders would have difficulties with speaking clearly. Using natural gestures in KWS can help your child to be understood better. For example, your child who is unable to clearly say the word ‘water’ but can use the gesture for ‘drinking’ will get their needs met more effectively.
Absolutely NOT! It may have crossed your mind whether using Key Word Signs (KWS) might prevent your late talking child from speaking. It is a question I get a lot from parents in my speech therapy sessions! Rest assured, KWS does not stop a child from speaking. In fact, both research and my practice experience show that using KWS can accelerate the process of word acquisition and talking. Think of it as a visual aid that reinforces verbal communication.
KWS is designed to enhance, not replace, the natural development of speech abilities. Speech remains the most efficient way of communicating, and we are naturally inclined to use our voice when possible. Studies have consistently demonstrated that children who use KWS or other forms of Augmentative and Alternative Communication (AAC) are more likely to develop speech to the best of their ability.
Teaching Key Word Signs (KWS) to your late talking child can be a rewarding process. Here are some top tips to help you effectively introduce KWS:
Always use spoken words while you sign. This dual input helps reinforce language learning.
When you sign, emphasise the key words in your sentences. These are the important words that communicates the main message.
Avoid using signs that might obstruct your mouth. Seeing your lips move is crucial for your child to understand speech patterns and sounds.
Enhance understanding by using facial expressions, natural gestures, and directional cues alongside your signs. For example, when you say “go,” point in the direction to visually support the word.
When speaking, ensure your sentences are grammatically correct. For instance, if you sign “more,” you should still complete the sentence verbally, “Do you want more banana?”
Place a vocal emphasis on the key words that you are signing to draw attention to them.
Use short and simple sentences that your child can easily grasp. This helps them keep up with the conversation and reduces cognitive overload.
Check out this Instagram video on 3 Best Baby Signs + Demos for Toddlers.
Singing is an excellent method for teaching and using Key Word Signs (KWS). Incorporating signs into songs makes learning them more engaging and memorable for children, enhancing both their signing and language skills through rhythmic repetition and melody.
To see how this can be effectively done, check out this Instagram post where our speech pathologist uses KWS in “Twinkle Twinkle”: See how we use KWS in songs!
Using KWS in your daily routine can significantly benefit your child, but getting it right might require some tailored guidance. I recommend consulting a speech pathologist to develop a personalised plan. A speech pathologist can also provide training for parents to use KWS more effectively in daily interactions.
Our speech pathologist at Online Speechie can help tailor a therapy plan that suits your child’s needs and provide you with the tools to successfully integrate KWS into your daily routines. Put in a referral here to book an in-person consultation or telehealth appointment.
Cologon, K., & Mevawalla, Z. (2018). Increasing inclusion in early childhood: Key word sign as a communication partner intervention. International Journal of Inclusive Education, 22(8), 902-920.
Millar, D.C., Light, J.C., & Schlosser, R.W. (2006). The impact of augmentative and alternative communication intervention on the speech production of the individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research. 49 (2), 248-264. https://doi.org/10.1044/1092-4388(2006/021).
Pattison AE, Robertson RE. Simultaneous presentation of speech and sign prompts to increase MLU in children with intellectual disability. Commun Disord Q. 2016;37(3):141-147. doi:10.1177/1525740115585793