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Narrative Intervention 2.0 Updates for Early Intervention

Jan 18, 2016



Narrative Intervention 2.0Updates for Early InterventionSue Grogan-Johnson, Ph.D., CCC/[email protected] Disclosure: I received a complimentary conference registration for this presentationNon-Financial Disclosure: None

Brief ReviewHow do you provide narrative intervention?Whats new?Narrative intervention with special populationsResources& TipsAgenda

REVIEW: Outline for teaching narratives

REVIEW: Teaching ScriptsStories Act out scriptsTalk about Older vs. newer experiencesAdding complexityCollecting dataExtension to emergent literacysimplecomplexReVIEW: Teaching Personal NarrativesBeginning-Most Interesting Part-EndingComponents of personal narrativeModel personal narrativeVisual support (puzzle)How to collect dataClassroom/GeneralizationExtension to emergent literacy activities

ReVIEW: Teaching Personal NarrativesUsing Story Grammar ElementsComponents of personal narrativeCharacter-Problem-Feeling-Action(Attempt)-ResolutionModel personal narrativeVisual supports

SLP Considerations for assessing and scoring Personal Narratives ( Bliss, L., & McCabe, A., (2012). Personal narratives: Assessment and intervention. Perspectives on Language Learning and Education, 19(4), 130-138.

Topic MaintenanceCompleteness/InformativenessEvent SequencingReferencingConjunctive cohesionFluency

Review: Narrative Intervention Story Retell & Generation (Prek- 3rd grade)Whole-Part-WholeWholeStory grammarPre-story instructionScaffolded comprehension questionsPartSpecific skill drillWholeIncorporating learned skillsRetell/Parallel storyROOM ON THE BROOM EXAMPLEWhole (repeated re-reading)Pre-story instructionReading and retell with story grammar markersScaffolded comprehension questionsPart (story grammar can always be a part activity) Regular & Irregular past tense verbsNouns, Verbs, Describing wordsConjunction andTier 2 Vocabulary words (grinned, fluttered, terrible, wailed)Phonemic awarenessSocial Skills- friends help each otherWhole Review: Narrative Intervention

Story Retell & Generation ( PreK grade 3)Book SelectionElectronic ResourcesIpad interactive stories sites

Review: Narrative InterventionTransition to Story Generation (Prek- 3rd grade)Scaffolding transitioniPad apps

how do you provide narrative intervention?DebriefWhats NewNarrative Research with Children with LI (1)Narrative Impairment Persists

How we assess narrative production and comprehension mattersResearch on Early Narrative Development (1)Opportunities for children to recount events is important to narrative developmentParental style of interaction predicts narrative performanceStorybook reading supports the development of narrative structurePreviewing the story & making predictionsDiscussing ideas related to the story as they arise during readingFollow-up activities such as retelling, reenactments and reconstructing the story with picturesNarrative assessment and intervention must be considered with young childrenRESEARCH ON NARRATIVE ASSESSMENT (1)Student performance on narrative tasks are influenced by the types of tasks used to assess narrative production and comprehensionSpinillo & Pinto (1994)4,6 &8 year old TD English and Italian speaking children4 different story elicitation conditions: tell a story from a picture the child drew, tell a story from 3 sequenced picture cards, tell a story with no visual supports, and tell a story that the examiner would write down and would be read to another student laterStories told without picture cues included greater narrative structurePicture supported narratives had more context-dependent utterances (this one, that thing)RESEARCH ON NARRATIVE ASSESSMENT (4)Schneider (1996)Studied story construction and retell with 5 & 9 year old students with LI in 4 conditions: oral (story told with no pictures), oral and pictures were provided for retelling, oral with pictures for telling and retelling, and pictures only (child told the story using pictures with no oral version) Children used most narrative elements when retelling in the oral only condition. Used the least narrative elements and more extraneous information in the pictures only condition. Oral only vs. oral with pictures- mixed result: some significant differences with oral being better and a general statistical pattern favoring oral only.Hypothesized that the use of pictures seemed to distract the students and did not result in reducing the memory loadSuggested assessment using oral only and picture only conditions to assess the childs ability to retell a story and childs ability to create a story.

RESEARCH ON NARRATIVE ASSESSMENT (5)Schneider & Dube (2005)TY K and Grade 2 students retold stories in 3 conditions: oral only, oral with pictures and picture onlyBoth K and Grade 2 students performed worst in the picture only conditionK students had most story grammar elements in oral + pictures conditionGrade 2 students had more story grammar elements in both the oral only and the oral + pictures vs. picture onlyNSD for K students on oral only vs. picture onlyNSD for K students on oral only vs. oral + pictureWHAT DOES THAT MEAN FOR US?(1)Compare Apples to ApplesStory generation and story retelling from a wordless picture book are the assessment tasks that are most likely to provide a valid picture of the childs narrative skillsRetelling is easier than generation. For Prek students retell is an appropriate assessment task. Remove visual supports during childs narrative production. Facilitates more complex narrative structure- best performance for the childWhat Does That Mean For Us? PreK and School Age Narrative Criterion Referenced Assessment ToolsPreKBenchmark and Progress Monitoring Test of Narrative RetellTest of Personal Story GenerationTest of Story ComprehensionAdditional Characteristics of Story Retelling & Generation for Students with SLI and ASD (2)Failure to plan(lack of organization)Hyper focus on details at the expense of the gistInability to use information from multiple sourcesDifficulty allocating mental resourcesDifficulty answering inference ?s that require integration of informationIs Narrative Intervention Effective and Evidence Based? (3)Majority of available research suggests intervention is effective for narrative macrostructure and microstructureCAUTION! CAUTION! CAUTION!Limited number of participants, limited experimental control, considerable variation in procedures and materialsImpact of narrative intervention on academic skills is not widely investigatedEmerging stage of evidenceNARRATIVE INTERVENTION WITH SPECIAL POPULATIONSAAC users, ELLs, Students with SSDsEncouraging Narrative Skills in Children who use AACLimited researchSingle case studies and small group projectsSoto(2006) single case study with 8 yo student with physical and speech-language impairments using a SGD. Baseline narrative consisted of single nouns, disorganized and heavily reliant upon listenerThree phases Story retelling using a story mapTell a personal narrative using Stories About Me (Richman, L. 1989) Fill in the blank scaffoldsGenerate a story by selecting cards for each of the primary story grammar elementsImplemented by classroom teacher 3x week for 6 weeks 20-40 minutes per dayEncouraging Narrative Skills in Children who use AACStory Map Strategic Vocabulary Popup

Encouraging Narrative Skills in Children who use AACResultsIn narrativesStudent began using complete sentencesStudent began marking tenseIncreased vocabularyIn spontaneous conversationStudent began to control conversation by selecting think (for I am thinking) and minute (for give me a minute)

Soto, G. (2006). Supporting the development of narrative skills in children who use AAC. SIG 12 Perspectives on Augmentative and Alternative Communication. Vol. 15(2). 7-11. doi:10.1044/aac15.2.7

Intervention Research with Head Start Students (2)Oral narrative intervention may be a useful tool to select goals and for progress monitoring for young ELLsELLs performance on oral narratives was not related to standard scores on PPVT or Woodcock Johnson Test of Cognitive Abilities

Narrative Skills of Children with SSDs, SSDs +LI, and TY students (6)Participants recruited before formal literacy instruction with age range of 3;3-6;6Students with SSD >1.25 SD on GFTA-2 + 3 or more phonological error types + normal oral motorStudents with SSD +LI met above criteria + scaled scores

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