Tell me a story: Targeting narrative and expository language intervention with

technology

OSSPEAC

Sean J. Sweeney M.S., M.Ed., CCC-SLP SpeechTechie.com,

Ely Center, Newton, MA

Disclosures•Receive royalties for 5 apps developed with Smarty Ears Apps, not any app mentioned in this presentation.

•Contractual relationship with Mindwing Concepts, create blog content related to products such as Story Grammar Marker®, receive honoraria.

•Presented for various local and national organizations on tech integration, including Social Thinking®

•Nonfinancial: creator of blog SpeechTechie, contribute columns for ASHA Leader and SAC Communique

Part 1: What’s the story with stories?

A Few Notes on the Importance of Narrative

•Students with LLD produce oral and written narratives with lower productivity (e.g. total T-units and words), reduced grammatical complexity, with difficulties somewhat amplified in expository contexts (Scott & Windsor, 2000).

•“Today’s public school students often are required to generate or retell stories in the classroom, and they are evaluated on their ability to express themselves using precise vocabulary and grammatically appropriate sentences in this genre” (Sun & Nippold, 2012).

•SLPs can focus on “language underpinnings,” e.g. structure of narrative and expository text within classroom contexts (Ehren, 2009).

•Narrative language also affects children's social competence. Students with narrative language difficulties may be at risk for developing social and behavioral problems related to conversation skills and perspective taking (Peterson et al, 2014).

•Problem-solving and narrative are closely linked through situational awareness and perspective-taking (Westby & Noel, 2014).

Part 2: How do we assess and treat narrative skills?

Narrative Assessment-Elicitation•Test of Narrative Language (Gillam & Pearson, 2004) provides norms for story retell (with and without picture cues) and personal narrative, ages 5-11.

•Hadley’s (1998) “Language Sampling Protocols for Eliciting Text-Level Discourse” provides an excellent map for obtaining language samples, modifiable for all ages.

•Heilmann & Malone (2014)’s “Rules of the Game” provides a protocol AND database for middle and high-school students within an expository task- can be used to assess sequential and causal language.

•Wordless stimuli: Frog books (Mayer), Modern picture books. Strong (1998) suggests naive listener condition for narrative retells.

Narrative Assessment-Analysis

• Record and transcribe into T-Units: dependent clauses with subordinate clauses:1 I went to the store because I needed a shirt 2 And my mother wanted me to buy a nice one

• Look at narrative structure and stage: see http://bit.ly/narrativestages based on Applebee (1978)

• Paul (1981) reports on syntax: # of complex sentences should be above 20% of T-units in elementary years, 5 year olds should have fewer than 6 errors in morphology via error analysis (# of errors/#of contexts for use)

• Leadholm and Miller provide data ages 3-13 on length of utterance, total # of words: see http://bit.ly/lsawisconsin

• Note use of specific/advanced vs. nonspecific vocabulary (stuff, thing). Is vocabulary adequate to convey the detail of the story?

• Dollaghan and Campbell (1992) >8 disruptions in 100 word sample (excluding the mazed words) is a significant issue.

Approaches to Intervention

•StoryChamps®(www.languagedynamicsgroup.com) and Story Grammar Marker® (www.mindwingconcepts.com) are research-based programs using icons for character, setting, initiating event, and other story elements. •For older students, can use acronyms such as SPACE (Westby & Noel, 2014)

S-Setting P-Problem A-Actions C-Consequence E-End

Apps Useful in Assessment and Intervention

•Youtube: Simon’s Cat series or other wordless videos (use naive listener condition).

•Native Voice Memos app for iPhone, Voice Memos for iPad (for recording)

•SGM® App and Kidspiration or Inspiration Maps apps for story grammar mapping

Part 3: Technology Tools adaptable for narrative interventions— Getting the Picture with image-based resources

What is Digital Storytelling?

The practice of using computer-based tools to

create and present stories.

Why Tell Stories via Tech in Intervention?

•Engaging and motivating

•Easy to use

•Can target macro OR micro OR social OR curriculum language

•Visual and auditory feedback

•Share-able!

Integration of apps is a process

Demonstration- scaffolding a "Future Picture” (Sarah Ward)

Planning and discussion-emphasize the concepts

Creation-working together with the app

Sharing-within group and with parents/staff

PIC COLLAGE FEATURES

• Combine pictures together in "collage"

• Trim picture feature results in gestalt

• Search pics from web within app- lends itself to quick creations

• Save creations to camera roll for sharing (also social features you can turn off, or use Pic Collage Kids app)

• Free

• Clinical use: Make a photo collage that tells or retells a story; apply story grammar structure

BOOK CREATOR FEATURES

• Multimedia Book Creator

• Simple interface for drawing, adding text, images, video, and audio, along with word and thought balloons

• Sharable in multiple formats (sets this app apart)

• Free to try, $4.99 for full features

• Clinical Use: Make a book that tells a story with photos, sketches, audio. Add audio to a Pic Collage

E-BOOKS- FREE OPTIONS

• Epic Books for Kids: App for multiple platforms, a “Netflix for children’s books.” Provides free educator accounts

• Unite for Literacy: free informational books with text and audio narration, web-based (works on any platform)

Part 4: Technology Tools adaptable for narrative interventions- Dynamic

resources

TOONTASTIC FEATURES

• Simple animation creator

• Choose or draw characters and setting.

• Animation created by touchscreen/audio recording

• "Toy Camera" feature allows personalized context

• Sharable to camera roll

• Free

• Clinical Use: Construct story map as pre-activity and create narrative within available or personalized theme. Also useful for social situations, dialogues and scripts.

TELESTORY FEATURES

• Video creator with themes and “digital costumes”

• Suggests “TV Tropes” or narrative formats

• Sharable to camera roll

• Free

• Clinical Use: Use real environments as settings and students/peers as characters after story mapping

ACTION MOVIE FX FEATURES

• Video creator with special effects

• Shoot a short clip of a situation with special effect becoming part of the story

• Sharable to camera roll, import into iMovie to make longer story

• Free, additional effects in-app purchases

• Clinical Use: Story map to make a plan and have an effect serve as an initiating narrative event or conclusion

PLOTAGON FEATURES

• Animation creator with wide selection of characters and settings

• Type a “script” of dialogue and body language between characters

• Sharable to app's website

• Free, some settings (“scenes”) for purchase

• Clinical Use: Focus on dialogue aspect of storytelling, how narrative unfolds from what characters are saying and thinking. Easier to proceed at a slow pace. Also useful for building conversational language

APPS PARTICULARLY ADAPTABLE TO EXPOSITORY LANGUAGE• Explain Everything, Adobe Spark Video, Haiku Deck (and Google

Slides)

Part 5: Q & A

ReferencesApplebee, A. (1978). The child’s concept of a story: Ages 2 to 17. Chicago, IL: University of Chicago Press.

Ehren, B. J. (2009). Looking through an adolescent literacy lens at the narrow view of reading. Language, Speech, & Hearing Services in Schools, 40, 192-195.

Hadley, P. A. (1998). Language sampling protocols for eliciting text-level discourse. Language, Speech & Hearing Services In Schools, 29(3), 132-147.

Heilmann, J., & Malone, T. O. (2014). The Rules of the Game: Properties of a Database of Expository Language Samples. Language, Speech & Hearing Services In Schools, 45(4), 277-290. doi:10.1044/2014_LSHSS-13-0050

Petersen, D. B., Brown, C. L., Ukrainetz, T. A., Wise, C., Spencer, T. D., Zebrea, J., & ... Joffe, V. (2014). Systematic individualized narrative language intervention on the personal narratives of children with autism. Language, Speech & Hearing Services In Schools, 45(1), 67-86. doi:10.1044/2013_LSHSS-12-0099

Scott, C.M., & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language & Hearing Research, 43, 324-339.

Strong, C. J. (1998). The Strong Narrative Assessment Procedure. Eau Claire, WI: Thinking Publications.

Sun, L., & Nippold, M.A. (2012). Narrative writing in children and adolescents: Examining the literate lexicon. Language, Speech, & Hearing Services in Schools, 43, 2-13.

Ward, S., & Jacobsen, K (2014). A clinical model for developing executive function skills. Perspectives on Language Learning and Education, 21, 72-84.

Westby, C., & Noel, K. (2014). Applying Theory of Mind Concepts When Designing Interventions Targeting Social Cognition Among Youth Offenders. Topics in Language Disorders, 34(4) 344-361.

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