Multi‐sensory Storytelling for Persons with Profound Intellectual and Multiple Disabilities: An Analysis of the Development, Content and Application in Practice

Abstract

Although most books were properly constructed, guidelines were barely followed during reading which may negatively influence the effectiveness.

Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: What is the potential of Storysharing®?

“…The idea is to support social engagement by presenting selected stimuli that may be accessed and appreciated by the individual, although variations in the use of such books have been reported (Ten Brug et al . ). Young et al .…”

Speech and language therapists’ approaches to communication intervention with children and adults with profound and multiple learning disability

“…, Ten Brug et al . ). The evidence base is small but developing, typically comprising small‐scale studies (e.g., Ali and Frederickson , Mitchell and van der Gaag , Young et al .…”

“…, Ten Brug et al . , ) identify process challenges in the implementation of multisensory storytelling.…”

Teachers and students with severe learning difficulties working together to co‐construct personal narratives using Storysharing®: the teacher perspective

“…Post‐intervention interviews reported increased engagement and improved professional perceptions. However, potential issues around intervention fidelity have been noted, with report of discrepancies in staff adherence to the MSST protocol (Ten Brug et al, ) and a lack of positive change in staff sensitivity and effectiveness (Penne et al ., ). Preece and Zhao (2016) concluded that MSST made valuable contributions to curriculum access as well as facilitating the learning and socialisation process amongst students with a range of special educational needs and disabilities (SEND)…”