Evaluating the Feasibility and Preliminary Effectiveness of a Multi-Tiered Multimodal Narrative Intervention Program for Preschool Children

Abstract

Purpose: The present study aims to evaluate the feasibility and preliminary effectiveness of a novel multi-tiered narrative intervention program—the multimodal narrative (MMN) program—in Catalan that was co-created to boost preschool children's narrative and pragmatic skills. Method: First, we describe here in detail the novel program, which consisted of a set of interventions oriented around the retelling of a narrative in a multimodal fashion, that is, with an abundant use of appropriate gesture and facial expression and careful attention to the pragmatic aspects of communication. We then describe the results of a self-reported feasibility study (Study 1) after this program was trial-implemented by 31 preschool teachers and speech-language therapists in their respective professional contexts. A pre- and post-intervention pilot study (Study 2) was conducted in which the researchers measured the effect of the MMN intervention on the 51 children who participated in the trial implementation. Results: Results from Study 1 revealed that most professionals adhered to the intervention protocol, that they found it enjoyable and easy to implement, and that it fostered active participation on the part of children. Results from Study 2 revealed that after the intervention, the narrative and pragmatic skills of all the children had improved. Conclusion: These results suggest that a full-fledged implementation of the MMN intervention program is feasible and has the potential to improve children's narrative and pragmatic skills in both clinical and educational contexts.