Alonso-Campuzano Cristina, Iandolo Giuseppe, Filosofi Fabio, Tardivo Angela, Sosa-González Noelia, Pasqualotto Angela, Venuti Paola
Department of Psychology, School of Biomedical Sciences, European University of Madrid, Madrid, Spain.
Department of Psychology and Cognitive Science, University of Trento, Trento, Italy.
J Appl Res Intellect Disabil. 2024 Jan;37(1):e13159. doi: 10.1111/jar.13159. Epub 2023 Sep 26.
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.
协作式讲故事可以成为促进患有神经发育障碍的青少年认知和社交技能的有用工具。
本研究旨在探讨使用传统（TST）、数字（DST）和实体数字（TDST）方法进行协作式讲故事的益处。
14名患有轻度至中度智力障碍及其他神经发育合并症的西班牙学生参与了课堂上的协作式讲故事环节，采用实验性、混合性和横断面设计。该研究包括对叙事技巧的三次个体评估以及使用不同讲故事方法的八次协作式讲故事环节。个体故事和协作故事均被录像、逐字转录，并对形式和内容特征进行分析。对每个小组和环节中协作式讲故事期间的行为和互动进行分析。
结果表明，与个体表现相比，协作对学生的故事有积极影响，无论使用何种方法。
协作、技术设备操作和共享讲故事对参与者而言并非障碍。
