Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: what is the potential of Storysharing®?

Background: Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing® intervention.

Materials and Methods: The study involved eleven pupil-educational supporter dyads at a special school. Storysharing® was implemented over a fifteen-week period. Personal narratives were captured on video pre- and post-intervention. The data were analysed for discourse and narrative.

Results: Significant differences revealed a decline in ‘query-answer’ sequences and an increase in supporter use of ‘prompts’. Post-intervention there were fewer story episodes. Narrative structure showed gains in action sequences leading to climax, and in closing elements, indicating a more complete narrative.

Conclusions: The Storysharing® intervention appears to be associated with changes to the dyadic, personal narratives illustrating its potential.