Narrative Intervention 2.0Updates for Early Intervention

Sue Grogan-Johnson, Ph.D., CCC/SLPsgrogan1@kent.edu

• Financial Disclosure: I received a complimentary conference registration for this presentation

• Non-Financial Disclosure: None

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• Brief Review

• How do you provide narrative intervention?

• What’s new?

• Narrative intervention with special populations

• Resources& Tips

AGENDA

REVIEW: OUTLINE FOR TEACHING NARRATIVES

Teach Scripts

Teach Personal

Narratives

Teach Story Retell &

Generation

REVIEW: TEACHING SCRIPTS• Stories

http://pbskids.org/sesame/games/elmo-goes-doctor/

Act out scriptsTalk about scriptswww.thelisteningroom.com Older vs. newer experiencesAdding complexityCollecting dataExtension to emergent literacy

simple

complex

REVIEW: TEACHING PERSONAL NARRATIVES

Beginning-Most Interesting Part-EndingComponents of personal narrativeModel personal narrativeVisual support (puzzle)How to collect dataClassroom/GeneralizationExtension to emergent literacy activities

Beginning

Get Attention “One day”

“Do you know” “Guess what happened”

Most Interesting Part

One Main Idea

When Funny Scary Who

Ending

Feeling

Ask a question Let listener know you

are done

REVIEW: TEACHING PERSONAL NARRATIVES

Using 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 Maintenance

• Completeness/Informativeness

• Event Sequencing

• Referencing

• Conjunctive cohesion

• Fluency

Rubric for Scoring Personal Narratives Adapted from Bliss, L., & McCabe, A., (2012). Personal narratives: Assessment and intervention. Perspectives on Language Learning and Education, 19(4), 130-138. Student: Date: SLP: TOPIC MAINTENANCE (student includes only relevant, non-tangential narrative related information)

YES NO Partial (Give Examples)

COMPLETENESS/INFORMATIVENESS Includes essential facts

Includes optional details for elaboration

Includes description

Includes personal evaluation (“he should not have

done that” “he was a bad dog” “I like to fish”)

YES YES YES YES

NO NO NO NO

Partial (Give Examples) N/A N/A

EVENT SEQUENCING (Student tells story in chronological or logical sequence)

YES

NO

Partial (Give Examples)

REFERENCING Provides identification of individuals

Provides identification of locations

Provides identification of events

Uses pronouns with correct referents

YES YES YES YES

NO NO NO NO

PARTIAL (Give Examples)

CONJUNCTIVE COHESION Uses coordinating conjunctions (and,or,but,so)*

Uses subordinating conjunctions (i.e. before, after,

because, when, that, which)*

Uses a clear beginning (i.e. Guess what?” “Do you know…”)

Uses a clear ending (i.e. “I liked our vacation”)

Signal a change in discourse (i.e. “I wanna tell you something.” “I don’t know about cats but my dog…..”)

YES YES YES YES YES

NO NO NO NO NO

EXAMPLES N/A N/A

FLUENCY (Story is easy to follow. Student does not evidence multiple language related false starts, corrections, repetitions, fillers and other mazing behaviors)

YES NO PARTIAL(Give Examples)

POSSIBLE THERAPY TARGETS (Describe the area(s) to focus on during intervention Topic Maintenance: Completeness: Sequence: Reference: Cohesion: Fluency: Sue Grogan-Johnson, 2015 OSSPEAC Conference

REVIEW: NARRATIVE INTERVENTION Story Retell & Generation (Prek- 3rd grade)

Whole-Part-Whole Whole

Story grammarPre-story instructionScaffolded comprehension questions

PartSpecific skill drill

WholeIncorporating learned skillsRetell/Parallel story

ROOM ON THE BROOM EXAMPLE• Whole (repeated re-reading)

• Pre-story instruction

• Reading and retell with story grammar markers

• Scaffolded comprehension questions

• Part (story grammar can always be a part activity) http://www.roomonthebroomlive.co.uk/FUN/Activities/c42/p76

• Regular & Irregular past tense verbs

• Nouns, Verbs, Describing words

• Conjunction “and”

• Tier 2 Vocabulary words (grinned, fluttered, terrible, wailed)

• Phonemic awareness

• Social Skills- friends help each other

• Whole https://www.youtube.com/user/roomonthebroomfilm/featured

REVIEW: NARRATIVE INTERVENTION

• Story Retell & Generation ( PreK – grade 3)

• Book Selection• Electronic Resources

• Ipad interactive stories• http://www.youtube.com/watch?v=sPhJH4qtGq8• Web sites • www.storylineonline.net • http://www.wegivebooks.org/

REVIEW: NARRATIVE INTERVENTION

Transition to Story Generation (Prek- 3rd grade)Scaffolding transition

iPad appshttps://itunes.apple.com/hk/app/my-scene/id4218380

43?mt=8

http://www.topappreviews101.com/my-scene-ipad-app-9509.html

https://itunes.apple.com/us/app/toontastic/id404693282?mt=8

HOW DO YOU PROVIDE NARRATIVE INTERVENTION?

DEBRIEF

WHAT’S NEW

Narrative Research with Children with LI (1)

• Narrative Impairment Persists

• How we assess narrative production and comprehension matters

Research on Early Narrative Development (1)• Opportunities for children to recount events is important to narrative

development

• Parental style of interaction predicts narrative performance

• Storybook reading supports the development of narrative structure• Previewing the story & making predictions

• Discussing ideas related to the story as they arise during reading

• Follow-up activities such as retelling, reenactments and reconstructing the story with pictures

• Narrative assessment and intervention must be considered with young children

RESEARCH ON NARRATIVE ASSESSMENT (1)

• Student performance on narrative tasks are influenced by the types of tasks used to assess narrative production and comprehension

• Spinillo & Pinto (1994)

• 4,6 &8 year old TD English and Italian speaking children

• 4 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 later

• Stories told without picture cues included greater narrative structure

• Picture 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 load

• Suggested assessment using oral only and picture only conditions to assess the child’s ability to retell a story and child’s 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 only

• Both K and Grade 2 students performed worst in the picture only condition

• K students had most story grammar elements in oral + pictures condition

• Grade 2 students had more story grammar elements in both the oral only and the oral + pictures vs. picture only

• NSD for K students on oral only vs. picture only

• NSD for K students on oral only vs. oral + picture

WHAT DOES THAT MEAN FOR US?(1)• Compare Apples to Apples

• Story generation and story retelling from a wordless picture book are the assessment tasks that are most likely to provide a valid picture of the child’s narrative skills

• Retelling is easier than generation. For Prek students retell is an appropriate assessment task.

• Remove visual supports during child’s narrative production. Facilitates more complex narrative structure- best performance for the child

What Does That Mean For Us?

• http://www.languagedynamicsgroup.com/assessments.html

• PreK and School Age Narrative Criterion Referenced Assessment Tools

• PreK

Benchmark and Progress Monitoring Test of Narrative Retell

Test of Personal Story Generation

Test of Story Comprehension

Additional 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 gist

• Inability to use information from multiple sources

• Difficulty allocating mental resources

• Difficulty answering inference ?s that require integration of information

Is Narrative Intervention Effective and Evidence Based? (3)• Majority of available research suggests intervention is effective for

narrative macrostructure and microstructure

• CAUTION! CAUTION! CAUTION!

• Limited number of participants, limited experimental control, considerable variation in procedures and materials

• Impact of narrative intervention on academic skills is not widely investigated

• Emerging stage of evidence

NARRATIVE INTERVENTION WITH SPECIAL POPULATIONSAAC users, ELLs, Students with SSDs

Encouraging Narrative Skills in Children who use AAC

• Limited research

• Single case studies and small group projects

• Soto(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 listener

• Three phases • Story retelling using a story map

• Tell a personal narrative using Stories About Me (Richman, L. 1989) Fill in the blank scaffolds

• Generate a story by selecting cards for each of the primary story grammar elements

• Implemented by classroom teacher 3x week for 6 weeks 20-40 minutes per day

Encouraging Narrative Skills in Children who use AAC• Story Map

• Strategic Vocabulary Popup

Encouraging Narrative Skills in Children who use AAC

• Results• In narratives

• Student began using complete sentences• Student began marking tense• Increased vocabulary

• In spontaneous conversation• Student 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 ELLs

• ELLs 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;6

• Students with SSD >1.25 SD on GFTA-2 + 3 or more phonological error types + normal oral motor

• Students with SSD +LI met above criteria + scaled scores <8 on two subtests of the TOLD:P2 or CELF-P

• Measures• Fictional story retell + 6 comprehension questions (3 detail + 3 inference)

• Follow up school age testing (ages 8-12) included: Word attack and word identification, reading comprehension and written language ability using subtests of standardized assessments

• Outcomes• Children with SSDs were not different from TYD children on initial narrative assessment

• Differences were noted in answering comprehension questions and story structure but not in ML of t-units, number of words or different words or amount of support from examiners

Narrative Skills of Children with SSDs, SSDs +LI, and TY students (6)• Predictive Ability

• School-age abilities in reading decoding of real words, reading comprehension and written expression were all predicted by the narrative macrostructure factor.

• Reading decoding of nonsense words was predicted by the narrative microstructure factor.

• Clinical Implications

• Young children can be taught the organizational elements of narratives

• Narrative assessment is useful with young children to ID children at risk for difficulty with future academic language skills

• Narratives may assist with generalization and should be incorporated into home programs

Resources & Tips

Suggestions for Writing a Narrative Goal• In what length of time + who + will do what (meaningful activity) +under

what conditions + to what level or degree (mastery & number of times student must demonstrate) + how progress will be measured

• In one academic year, Timmy will retell and create stories that contain 6 main story grammar elements (e.g. setting, initiating event) with the support of a story grammar cue card with 90% accuracy in 3/5 observations.

• In one academic year, Timmy will tell personal narratives that contain an introduction, main point and conclusion during conversations with peers and adults with 90% accuracy in 4/5 observations.

Suggestions for Writing a Narrative Goal

• Given an opportunity to tell a personal stories during natural conversation, ___ will generate a personal story that includes a problem, action and consequence/ending on 3 consecutive daily opportunities, measured using a narrative scoring rubric.

• Given a model of a brief fictional story, _____ will retell the story using a complete episode (problem, action, consequence/ending), and at least 2 subordinate clauses on 3 consecutive daily opportunities, measured using a narrative scoring rubric.

Gilliam, S., Jackson, C., & Peterson, D. (Nov. 2014). State of the art in narrative assessment and intervention. Paper presented at the annual conference of the American Speech Language Hearing Association, Orlando, FL.

Resources for Today’s Presentation

• Pinterest

https://www.pinterest.com/slgphd/ei-narratives/

Max and Ruby

http://www.nickjr.com/max-and-ruby/

http://maxandruby.treehousetv.com/ (fun stuff)

References1. Boudreau, D., (2008). Narrative abilities: Advances in research and implications for clinical practice. Topics

in Language Disorders, 28(2), 99-114.

2. Gillam, S., Jackson, C., & Peterson, D. (Nov. 2014). State of the art in narrative assessment and intervention. Paper presented at the American Speech-Language-Hearing Association Conference, Orlando, FL.

3. Petersen, D. (2011). A systematic review of narrative-based language intervention with children who have language impairment. Communication Disorders Quarterly, 32(4), 207-220.

4. Schneider, P. (1996). Effects of pictures versus orally presented stories on story retellings by children with language impairment. AJSLP, 5, 86-96.

5. Schneider, P., & Dube, R. (2005). Story presentation effects o children’s retell content. AJSLP, 14, 52-60.

6. Wellman, R., Lewis, B., Freebairn, L., Avrich, A., Hansen, A., & Stein, C. (2011). Narrative ability of children with speech sound disorders and the prediction of later literacy skills. LSHSS, 42, 561-579.