Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders.
adolescence
cooperative learning
intellectual disability
narrative competence
neurodevelopmental disorders
tangible digital storytelling
Journal
Journal of applied research in intellectual disabilities : JARID
ISSN: 1468-3148
Titre abrégé: J Appl Res Intellect Disabil
Pays: England
ID NLM: 9613616
Informations de publication
Date de publication:
26 Sep 2023
26 Sep 2023
Historique:
revised:
14
08
2023
received:
28
02
2023
accepted:
05
09
2023
medline:
27
9
2023
pubmed:
27
9
2023
entrez:
27
9
2023
Statut:
aheadofprint
Résumé
Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders. The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies. Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross-sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session. The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used. Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.
Sections du résumé
BACKGROUND
BACKGROUND
Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.
AIMS
OBJECTIVE
The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.
MATERIALS AND METHODS
METHODS
Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross-sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.
RESULTS
RESULTS
The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.
CONCLUSION
CONCLUSIONS
Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : European Commission
Organisme : Erasmus+
Informations de copyright
© 2023 The Authors. Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd.
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