The effects of incorporating extended conversations into video-based story retelling instruction on oral narrative skills in adolescents with intellectual disability in China

A personal narrative intervention combined with self‐monitoring strategies: Outcomes for Mandarin‐speaking adolescents with Down syndrome

“…In our study, we focused on both narrative macrostructure and microstructure to improve narrative quality. Thus, narrative coherence might be influ- However, the current intervention produced a low to moderate effect on the narrative cohesion, which is consistent with previous studies that found very limited improvements in narrative cohesion compared to other measures of oral narratives in adolescents with mild intellectual disabilities (Barton-Hulsey et al, 2017;Li et al, 2021).…”

“…In contrast, using prescribed or mandatory narrative materials, such as picture books, may not be conducive to their personal narratives (McCabe et al, 2008). Thus, we enhanced the visual support strategies by utilising participants' self-taken photos that they found interesting and meaningful as visual support, as well as employing the Story Hand as visual organisers for personal narratives (Li et al, 2021).…”

“…Due to the influence of the aforementioned factors, children with Down syndrome perform poorly in the personal narrative macrostructure (Van Bysterveldt et al, 2012), such as narrative element complexity (i.e., the integrity of story elements [Li et al, 2021]), narrative cohesion (i.e., the links or conjunctions between sentences [Petersen et al, 2008]), and narrative coherence (i.e., the interconnection and integration of the content of a narrative [Tsai & Chang, 2008]). They also struggle with microstructure measures, such as syntax (mean length of utterance in morphemes, MLU-M) and lexical diversity (the number of different words, NDW) in their personal narratives (Van Bysterveldt et al, 2012).…”

“…Although a growing body of studies have explored oral narrative interventions for children with varying degrees of intellectual disabilities, most studies have focused on interventions for fictional story retelling (Hettiarachchi, 2016;Li et al, 2021;Segal & Pesco, 2015). However, researchers have noted that personal narratives follow a different developmental path from that of fictional story retelling (Allen et al, 1994;Hudson & Shapiro, 1991), and narrative abilities do not transfer from one narrative genre to the other (Shiro, 2003).…”

“…ing dumplings. Photos and videos were selected based on the following inclusion criteria: (a) recording a recent event that the participants found interesting or wanted to share; (b) clearly presenting basic background information, such as the main character, setting, and events; (c) video clips lasting approximately 5 s; and (d) each photo and video clip was used only once.2.5.4 | Story handStory Hand is visual support used to cue narrative elements(Li et al, 2021). Specifically, Story Hand uses one of the user's hands as a tool, with the thumb, index finger, middle finger, ring finger, pinky finger, and wrist representing the macrostructural elements of character, setting, initiating event, internal response, actions/attempts of the main characters, and consequence, respectively.…”