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Effects of storytelling intervention using AAC on narrative skills of young adults with intellectual disability

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This poster will present findings of a study designed to investigate the effects of storytelling intervention using AAC on the narrative skills of young adults with intellectual disability. The narrative skills included topic maintenance, explicitness, referencing, conjunctive cohesion, and fluency. The participants of this study were three young adults with intellectual disability (24 to 30 years old) working in the workplace for people with disabilities. The research design of this study was the multiple probe design across the subjects and the intervention program consisted with eight storytelling activities including ‘listening story and telling again it’, ‘telling the story based on order of the illustration’, ‘answering about question after listening the story’, ‘telling using conjunctions’, ‘telling the story based on the main theme’, ‘telling based on five W’s and one H’, ‘imagine and telling the story connected before story’, and ‘telling their experiences and feelings’. For the intervention, nine story books and AAC communication board were used. Results indicated the storytelling intervention program effected on the change of topic maintenance, explicitness, referencing, conjunctive cohesion, and fluency of participants. Implications with regards to importance of narrative skills of AAC users and the storytelling intervention will be discussed.

Author(s):

Kyung-Im Han    
Changwon National University
Korea (Republic of)

Da-Eun Ha    
Changwon Vocational Rehabilitation Center
Korea (Republic of)

 

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