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Making a difference? A comparison between multi-sensory and regular storytelling for persons with profound
A Ten Brug1, A A J Van der Putten2, A Penne3
1Department of Special Needs Education and Youth Care, University of Groningen, Groningen, The Netherlands. a.ten.brug@rug.nl.
Journal of Intellectual Disability Research : JIDR
|April 3, 2016
Summary
Multi-sensory storytelling (MSST) enhances attention for individuals with profound intellectual and multiple disabilities (PIMD). MSST books, using sensory stimuli, significantly increased engagement compared to regular stories, fostering inclusion in storytelling.
Area of Science:
- Disability Studies
- Education Technology
- Communication Sciences
Background:
- Multi-sensory storytelling (MSST) was developed to include individuals with profound intellectual and multiple disabilities (PIMD) in storytelling.
- MSST utilizes individualized stories with multiple sensory stimuli to support verbal text and increase listener attention.
- This study investigated the efficacy of MSST in enhancing engagement for PIMD.
Purpose of the Study:
- To compare listener attention between MSST books and regular stories for individuals with PIMD.
- To determine the value of MSST in improving engagement and inclusion in storytelling culture.
- To assess the impact of repeated readings on attention levels in both conditions.
Main Methods:
- A non-randomized control study involved 45 participants in the MSST group and 31 in the comparison group (regular stories).
- Storytelling sessions were conducted 10 times over 5 weeks, with the 1st, 5th, and 10th sessions video-recorded.
- Trained raters scored attention directed to the book/stimuli and the storyteller using repeated measure analyses.
Main Results:
- Attention directed to the book and/or stimuli was significantly higher in the MSST group compared to the regular story group.
- No significant difference in attention directed to the storyteller was found between the two groups.
- For MSST stories, attention peaked during the fifth reading session, whereas regular stories saw the least attention during this session.
Conclusions:
- Individuals with PIMD demonstrated greater attention towards books and stimuli when using the MSST approach.
- Increased attentiveness to books and stimuli may enable individuals with PIMD to better comprehend stories and participate in storytelling.
- MSST offers a promising method for enhancing the inclusion and engagement of individuals with PIMD in cultural activities like storytelling.
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