Using storytelling to improve communication skills of children with intellectual disability

Russu C.S., Corina Florina and Carroll, Valeria (2017) Using storytelling to improve communication skills of children with intellectual disability. In: 26th International Congress on Educational Sciences (ICES/UEBK - 2017), 20 - 23 April 2017, Antalya, Turkey.

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Item Type:Conference or Workshop contribution (Paper)
Item Status:Live Archive

Abstract

The aim of the research is to show the impact of the intervention programme based on storytelling, which facilitates development of the communication skills of children with intellectual disabilities. The main principle is devoted to understanding of communication as continuous process and the use of methods and techniques is directed not only to develop the ability to speak, but also to develop understanding of language, and improvement of facial expression. All these aspects lead to an optimal communicational cycle
The research carried out demonstrated the importance of fostering communication for children with mental disability, and the need to develop programs perfectly tailored to the potential and speciffic needs of each individual child.
The main method used for the research was the experiment and the the main objectives of the research were to develop the capacity of intellectually disabled children to understand an oral message, and subsequently to improve their capacity of expressing that received message.
In the first stage of research, it was determined the level of disability and depending on IQ and language development the participants were included in the two groups: experimental and control groups .
In the second stage of the research, the therapeutic intervention for developing the capacity to perceive speech and express a subsequent oral message was conducted , the subjects were instructed that will be read a story, which was the message , and that afterwards they will have to tell the story they heard in their own words .
After training, the story was read , and then subjects were asked to tell the story
After recording the answers, given by subjects who were now separeted took the in the two groups, subjects in the experimental group received black and white drawings containing the images, describing the story read and they were asked to look at the images and tell the story , whereas subjects in the control group received black and white drawings containing images unrelated to the story and were asked to tell the story action.
In the next stage of the research subjects in the experimental group were asked to colour the images, describing the story read and then they were asked to look at the coloured images and tell the story , whereas subjects in the control group were asked to colour the drawings containing images unrelated to the story and then tell the story.
In the last stage of the research after the end of the therapeutic intervention the subjects did not receive pictures, and in turn, the experimental group first, then the control, were asked to tell the action of the story read to them by sequences

The therapeutic program proved the importance of stimulation of the abilities to communicate of intellectually disabled children, and it was designed according to the type of disability using as the main activity play, and storytelling which we consider the most appropriate way to get close to children, and try to stimulate them, so that they show real signs of improvement in their communication skills.
During the therapeutic program for improving communication skills we have used various exercises, namely: exercises for development of auditory attention which include the exercise to differentiate the number of strikes of an object , exercise of sound source localization in space
For auditory memory development exercises – the participants were asked to repeat series of numbers, series of syllables , and series of not related words .
The responses given by subjects during the research were listed with points from 0 points for a wrong answer to 3 points a correct answer expressed without the grammatical mistakes in order to be able to represent the data in graphic way and obtain valuable statistical information
At the end of the therapeutic program to test its effectiveness the method of dispersion analysis with one variable factor and independent measurements was applied .It must be mentioned that to motivate subjects, a reward system was used
After conducting exercises for the development of auditory attention, the location of the sound source and the development of auditory verbal memory results have been significantly better in the experimental group compared to the control group.
After applying the therapeutic program can be seen that if the level of perception and expression of oral messages without an image associated subjects in the experimental group showed lower scores compared with subjects in the control group 3 points recorded against 8 points.
With a black and white image subjects in the control group showed lower scores compared with subjects in the experimental group having 5 points recorded, compared with 10 points for the experimental group while when using color images the same trend was visible, with only a total of 6 points recorded by subjects in the control group, compared with 10 points for the experimental group.
The carried out research demonstrated the importance of fostering communication for children with intellectual disability, and the need to develop programs perfectly tailored to the potential and speciffic needs of each individual child. Play was identified as one of the most appropriate methods, which in conjunction with the use of intuitively suitable material lead to real progress in terms of communication skills of children with intellectual disabilities.
After applying the therapeutic intervention program to develop communication skills of children with intellectual disability, some significantly improved communication behaviors were visible.

Keywords:intellectual disability, communication skills, story telling
Subjects:X Education > X161 Training Teachers - Special Needs
L Social studies > L340 Disability in Society
C Biological Sciences > C810 Applied Psychology
Divisions:College of Social Science > School of Health & Social Care
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ID Code:30398
Deposited On:12 Mar 2018 13:51

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