Promoting active engagement. Ettrick Riverside Business Centre, Selkirk

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1 PAMIS Multi-sensory Storytelling Training Promoting active engagement Ettrick Riverside Business Centre, Selkirk 26 th April 2010 Jenny Whinnett PAMIS Grampian Co-ordinator ordinator Tracey Bell PAMIS Project Worker

2 Communication Most people with PMLD have no speech - communication is usually non-verbal A minority will use a few single words Some are able to use a few signs and/or symbols - eg Makaton, Boardmaker or SignAlong

3 Why Storytelling? Worldwide tradition of storytelling Storytelling is an age-old tradition that has existed since the dawn of time and in every culture. It is many things to many people. It is entertainment, a way of passing on a culture s history, or a way of teaching to both the young and old. Storytelling is an art. Lambe 2002

4 Storytelling: an age old tradition An Séanachai

5 The Importance of Storytelling One must have a story, it s one of the things humans do. Not just have a story, but tell a story Chinua Achebe 2000 Storytelling is a vital ingredient of human experiences Keith Park 1999.for most of human history literature, both fiction and poetry has been narrated, not written, heard, not read Angela Carter 1991

6 Multi-sensory Storytelling Principles The Book The Pages 7 or less Colour is neutral Reading card is laminated (matte)

7 Multi-sensory Storytelling Principles The Book The Sentences On reading card One or two per page Short and rounded No word overload

8 Multi-sensory Storytelling Principles The Book The Stimuli One per page Speech (word sounds relate to the concrete object/material) Age appropriate

9 Multi-sensory Storytelling Principles The Book The Book Cover The Box is the cover Tactile symbol & title (1 or 2 words) Recognition & choice-making

10 Principles The Storyteller Uses voice expressively intonation, inflection, tone pitch, volume speaks slowly and use pauses implies atmosphere allows time for acoustic processing Stick to the storyline no deviation/ad lib but, encourages, prompts the person to interact with the stimulus Objects are always presented in the same way Presents objects within person s personal field of vision, hearing & reach Reading is an active process

11 Example of a Multi-sensory Story page & stimuli complete story The box the book cover & tactile title

12 Real Lives: Real Stories Exploring literacy using multi-sensory stories 5 Regions across Scotland 10 Schools 4 Adult services 50 young people with profound intellectual and multiple disabilities parents, teachers, day service officers Funding: Scottish Executive Special Education Innovations Grants Scheme

13 PAMIS Real Lives: Real Stories Personalised Tactile symbol, (sign) and word(s) Designed and developed by parents, carers & staff Accompanied by a photo storybook Based on real experiences Built-in agreed learning targets Progress evaluated

14 Attainment Outcome: Interaction Strands Accepting & Sharing Feelings Attending & Responding (receptive) Vocal/Gesture Production (expressive)

15 Joshua s s Learning Targets Enjoy the story (e.g. smiling, laughing) Attend to the stimuli Reach for the materials Manipulate the objects Hitting Touching Stroking Pressing

16 Motor responses by Joshua in Session 8 Key to Joshua s responses: 1. Page in Page out 2. I Moving hand towards objects 3. Hit Touch Stroke

17 Response to sound stimuli in 1 st & 8 th presentations by Joshua with mother as storyteller Wilcoxon Signed Ranks Test: z = , p < 0.005

18 Evaluation Parents The story was an activity to share with the family It was tailor made for my daughter s enjoyment and interest My son has an entertaining and educational story that gives him pleasure, and informs him too Her responses are much better than I had expected, it is difficult for me to get things she displays responses to, but with her story she responds to the stimuli most times

19 Evaluation Teachers / Day Centre Staff She has shown lovely positive reactions to the final pages She never tires of hearing it and always responds positively to it - head up and eye contact! They have been great for encouraging all kinds of awareness not only sensory but also social and have become a really valuable tool in the class

20 Exploring Literacy Through multi-sensory stories Focus for setting specific learning targets & new skills Support and information sharing within the development group Interaction Enjoyment Attention Listening Recognition Comprehension Learning Anticipation Sequencing GOOD FUN Collaboration Library of personal sensory storybooks Teaching and training materials

21 Parents comments on the need for accessible material she appears terrified and I don t know where to start, I cannot find any materials that are appropriate or suitable for her developmental level Mother of 9 yr old girl, who had just begun menstruating he constantly tries to open doors in the house looking for him (his dad) he seems puzzled and depressed. I don t know what to do, how to explain that Chris is not coming back Parent whose partner had died very suddenly

22 Story Title Young Person Age Grant s respite visit Grant 17 Jamie s bathtime Jamie 5 Becoming a big girl Ailsa 12 Craig has seizures Craig 18 Lewis Wee Turn Lewis 4 Beth is growing up Beth 12 Going to the dentist Lee 11 Toilet-time! Susie 17 Daniel is growing up Daniel 14 Ashleigh has her periods Ashleigh 19 Missing dad Leah 13

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25 Contact Details Mrs J Whinnett Grampian Co-ordinator Unit 5 Badentoy Business Centre Badentoy Crescent Portlethen Aberdeenshire AB12 4YD jenny.pamis@btconnect.com Tel: 0044 (0)