Making a difference? A comparison between multi‐sensory and regular storytelling for persons with profound intellectual and multiple disabilities

Brug, Annet ten; Putten, Annette van der; Penne, Anneleen; Maes, Beatrijs; Vlaskamp, Carla

doi:10.1111/jir.12260

Cited by 19 publications

(15 citation statements)

References 24 publications

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“…The tangible dimension integration, can be beneficial in people with disabilities and special education needs (Alessandrini et al, 2014; Bonillo et al, 2019; Francis et al, 2019; Somma et al, 2021; Somma & Desideri, 2020), supporting processes like concept abstraction, sequencing, experience's memory (Matos et al, 2015; Ten Brug et al, 2012, 2015, 2016; Young et al, 2011), communication or story retelling performance (Hengeveld et al, 2008, 2009; Matos et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Alonso‐Campuzano,

Iandolo,

Filosofi

et al. 2023

Research Intellect Disabil

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BackgroundCollaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.AimsThe current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.Materials and MethodsFourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross‐sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.ResultsThe results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.ConclusionCollaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

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Section: Introductionmentioning

confidence: 99%

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Alonso‐Campuzano,

Iandolo,

Filosofi

et al. 2023

Research Intellect Disabil

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“…These studies provided insight into the quality of the interactive behaviours of people with profound intellectual disabilities and their support staff and into the related issues of reciprocity and attunement. Lessons were learned about what elements in the interactions support reciprocity and assist in eliciting and stimulating high‐quality interactive behaviour in people with profound intellectual disabilities (e.g., Hostyn & Maes, 2013; Ten Brug et al, 2015). However, due to the idiosyncrasy of the interactive signals of people with profound intellectual disabilities, this information is only partly applicable, offering only general guidelines for support staff in establishing a relationship with a person with profound intellectual disabilities.…”

Section: Introductionmentioning

confidence: 99%

Meaningful moments of interaction with people with profound intellectual disabilities: Reflections from direct support staff

Penninga

Nijs

Bakel

et al. 2022

Research Intellect Disabil

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Background High‐quality, affective relationships are built on meaningful moments of interaction, which are challenging for support staff to establish with people with profound intellectual disabilities. Therefore, we explored what makes a moment of interaction meaningful to support staff and what circumstances facilitate meaningful moments of interaction taking place. Method Five direct support staff took part in unstructured, in‐depth interviews. The interviews were analysed using interpretative phenomenological analysis (IPA). Member checks were also conducted. Results Support staff experienced moments of interaction as meaningful because they felt a connection with a person with profound intellectual disabilities and/or they had the feeling of being meaningful for this person. Staff‐related and contextual circumstances facilitating meaningful moments of interaction to take place were described. Conclusions Meaningful moments of interaction are highly valued by support staff, who believe these moments are valued by persons with profound intellectual disabilities as well. Implications for daily practice are described.

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“…This is a storytelling method that provides a variety of sensory experiences using sensual props and delivers stories through emotion and interaction rather than language. Recently, studies on multisensory storytelling have been reported in the field of special education ( Hettiarachchi et al, 2022 ; Ten Brug et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of group-activity intervention with multisensory storytelling on gross motor function and activity participation in children with cerebral palsy

Lee¹,

Kwon²

2022

J Exerc Rehabil

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This study determined the effectiveness of 16 multisensory storytelling sessions on physical function and activity participation in children with cerebral palsy. Twenty-four children aged 7 to 8 who belonged to stage I to III of the Gross Motor Function Classification System were randomly divided into experimental and control groups, with 12 children in each group. The experimental group performed group activities through multisensory storytelling for 60 min, twice a week for 8 weeks, while the control group performed structured physical activities. The motor function, activity participation, and peer relationship skills were measured. The collected data were analyzed using the SPSS 25.0 for windows program, and the significance level (α) for statistical verification was set to 0.05. The Wilcoxon signed-rank test was performed for intragroup changes in motor function and activity participation in the experimental and control groups. The Mann–Whitney U-test was used to compare the difference between the 2 groups. Both groups improved gross motor function (P<0.05) and activity participation (P<0.05). A significant difference between both groups was also measured. Multisensory storytelling resulted in significant improvements in large motor function and activity participation. Therefore, it can be an effective intervention for improving gross motor function and activity participation in children with cerebral palsy.

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Making a difference? A comparison between multi‐sensory and regular storytelling for persons with profound intellectual and multiple disabilities

Cited by 19 publications

References 24 publications

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Meaningful moments of interaction with people with profound intellectual disabilities: Reflections from direct support staff

Effects of group-activity intervention with multisensory storytelling on gross motor function and activity participation in children with cerebral palsy

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