Shanks B. (2003)
Once upon a time, a fairy godmother (in her day job as a speech and language therapist) weaved her magic on children in Stockport schools. From that day (actually, eight weeks) on, the children were never short of a story again, and they all lived more happily ever after. The eight week intervention took place in schools in areas of considerable social deprivation, and was supported by four hours of learning support assistant time per week for the eight weeks. A pilot study of 30 children demonstrated striking improvements in narrative ability when the children were retested following a three month intervention using the Renfrew Action Picture test and the Bus Story. Following the success of the pilot study, the local authority agreed to fund two further sessions as long as schools funded the learning support assistant. A further three schools have received intervention, and two schools have decided to use the narrative approach across the whole of key stage 1. The proven links between oral narrative ability and future academic success support the view that therapy is best delivered as part of the curriculum with teachers and therapists working together to meet the needs of language impaired children.
Shanks B. (2003)
Once upon a time, a fairy godmother (in her day job as a speech and language therapist) weaved her magic on children in Stockport schools. From that day (actually, eight weeks) on, the children were never short of a story again, and they all lived more happily ever after. The eight week intervention took place in schools in areas of considerable social deprivation, and was supported by four hours of learning support assistant time per week for the eight weeks. A pilot study of 30 children demonstrated striking improvements in narrative ability when the children were retested following a three month intervention using the Renfrew Action Picture test and the Bus Story. Following the success of the pilot study, the local authority agreed to fund two further sessions as long as schools funded the learning support assistant. A further three schools have received intervention, and two schools have decided to use the narrative approach across the whole of key stage 1. The proven links between oral narrative ability and future academic success support the view that therapy is best delivered as part of the curriculum with teachers and therapists working together to meet the needs of language impaired children.
Shanks B. (2003)
Once upon a time, a fairy godmother (in her day job as a speech and language therapist) weaved her magic on children in Stockport schools. From that day (actually, eight weeks) on, the children were never short of a story again, and they all lived more happily ever after. The eight week intervention took place in schools in areas of considerable social deprivation, and was supported by four hours of learning support assistant time per week for the eight weeks. A pilot study of 30 children demonstrated striking improvements in narrative ability when the children were retested following a three month intervention using the Renfrew Action Picture test and the Bus Story. Following the success of the pilot study, the local authority agreed to fund two further sessions as long as schools funded the learning support assistant. A further three schools have received intervention, and two schools have decided to use the narrative approach across the whole of key stage 1. The proven links between oral narrative ability and future academic success support the view that therapy is best delivered as part of the curriculum with teachers and therapists working together to meet the needs of language impaired children.
SPEECH & LANGUAGE THERAPY IN PRACTICE SPRING 2003 +o
THE PLOT Narrative has been described as the way in which we as human beings render actions and events meaningful (Lyle, 2000). Whether we are at home, at work, in the shops or at play, the events of everyday life are woven together by the stories we tell each other. It is therefore an essential skill that children need to master to be able to under- stand and talk about their world. At the same time, speech and language therapists are increasingly being encouraged to link therapy targets to the educational curriculum. With a steady move towards inclusion, the classroom is more commonly the place where therapy is deliv- ered and reinforced. This means that therapists are having to become more flexible in adapting therapy ideas to fit in with methods of classroom teaching and working together with teachers to meet the needs of language impaired children in the classroom. Narrative therapy is gaining in popularity with speech and language therapists, who are keen to find out more about the impact it could have on our daily practice and the provi- sion of speech and language therapy to children in mainstream schools. THE SCENE There is now a great deal of information about the way in which young, normally developing children acquire narrative skills (Bamberg & Damrad-Frye, 1991; Botting, 2002). This shows us that even reception aged children, given the right context, are able to convey adequate informa- tion, taking into account the listeners knowledge and organising the content of what they say to demonstrate that they have some knowledge of story structure. There is also widespread agree- ment on the emergence of childrens narrative skills according to agreed developmental stages (figure 1). One of the benefits of having this nor- mative data is that it has enabled us, as clinicians, to compare the narratives of normally developing children to their language impaired counterparts. We know that the narratives of language impaired children are shorter, include fewer causal and temporal relationships to tie events in the story together, and lack the same degree of structure (Roth & Spekman, 1986). This information becomes important to speech and language therapists and teachers when we consider the close links between narrative ability and later academic success. Botting (2002) sug- gests that, oral narratives may serve to inform clinicians about the risk of literacy problems and Reynolds (1998) reports that childrens narrative ability is of vital importance in determining later academic and social outcomes. Therefore, the answer to the question, Why is narrative so important?, is that it could offer clinicians a way to work with language impaired children to build on their narrative skills and, in so doing, offer them an increased chance of participation in class- room learning. There is a growing amount of information in the Only a story? Note: In this article, the educational stages referred to roughly cover children of the following ages: Foundation level includes Nursery (3-4 years) and Reception (4-5 years) Key Stage 1 includes Year 1 (5-6 years) and Year 2 (6-7 years) you woud be ost wthout stores, taes, yarns, gossp, ttte-tatte, news and anecdotes want more structure to your therapy beeve everyone has stores n them Read ths Once upon a time, a fairy godmother (in her day job as a speech and language therapist called Becky Shanks) weaved her magic on children in Stockport schools. From that day (actually, eight weeks) on, the children were never short of a story again, and they all lived more happily ever after. So is this the end, or just the beginning? Dear reader, you decide... SPEECH & LANGUAGE THERAPY IN PRACTICE SPRING 2003 ++ narratve literature that highlights the different ways that narrative can be assessed and then analysed. Many studies focus on the story grammar approach developed by Stein & Glenn (1979) (Dimino et al, 1995; Hayward & Schneider, 2000; Botting, 2002). This approach provides the overall thematic organisation of a story in terms of causal and temporal relationships (figure 2). Children from the age of four years can be seen to demonstrate some understanding and use of the structures in figure 2. Between the ages of five and six, childrens stories typically consist of abbreviated episodes (an initiating event, attempt and consequence); and by eight years of age children are beginning to produce complete episodes including internal goals, motivations and reactions that are largely absent in stories pro- duced by younger children. Hughes et al (1997) report that 16 per cent of four year olds stories consist of complete episodes compared to 60 per cent of stories typically told by eight year olds. Research based around using the story grammar approach as an effective intervention has tended to focus on older children (seven and above) with the main aim being to improve their written nar- ratives (Dimino et al, 1995). Fewer studies have targeted their intervention at improving the oral narratives of younger children with the exception of Hayward & Schneider (2000) who reported that the language impaired children included in their study clearly benefited from narrative interven- tion using the story grammar approach. THE CHARACTERS Speech and language therapists in Stockport have been piloting the use of narrative therapy in pri- mary schools as a way of developing childrens oral language skills within the classroom (Shanks, 2000). In collaboration with the local education authority, six schools took part in the original pilot between September 1999 and July 2001. The intervention was primarily aimed at schools situated in areas of considerable social depriva- tion. Teachers in these schools were becoming increasingly concerned regarding the numbers of children both in the foundation stage and key stage 1 who were experiencing receptive and expressive language difficulties, but who were not receiving speech and language therapy. Typical comments from teachers were, She just rolls around on the floor at carpet time; He can never tell me what he did at the weekend; She rarely contributes to class discussions. Teachers concerns varied widely from poor attention and listening, restricted vocabulary and inability to follow instructions to limited skills in recount- ing/describing. The task for the speech and lan- guage therapist was to devise an approach that encompassed all of the teachers concerns whilst, at the same time, complementing activities already taking place in the classroom as part of the speaking and listening curriculum. Each school was offered an eight week block of intervention from the speech and language ther- Figure 1 Developmental sequence for storytelling (adapted from Hughes et al, 1997) Level Type/Age Description 1 heap Unconnected components. 2 years 2 sequence Action sequences are described, sometimes following the order in which 2-3 years they occur. Events are centred around a particular character, topic or setting. 3 primitive Cause and effect emerges and sequences of events are causally linked. narrative Individual components are related to a central character or theme in a 3-4 years way that indicates why events occur in a particular way. 4 focused Include a central character and true sequence of events but lack a true plot chain due to limited understanding of character motivation and goal. As a narrative result the ending of the story may be unrelated to events set up at the 4-5 years beginning of the story. Story structures emerge - an initiation event, attempts, consequences, although episodic structure may be incomplete. 5 true Emergence of true plot and events connected around central character and narrative theme. Understanding of the need to provide explanations for events and 5-7 years behaviour and so the plot results from the motivations and goals of the main characters. Consequently the end of the story is related to its beginning. Episodic structure develops to include intentions and internal responses of the characters. Figure 2 Story grammar components (derived from Stein & Glenn, 1979) Setting Introduces the main character and describes the context of the story (Who, Where, When). Initiating Event The beginning of a goal based episode in the story that causes the main (Problem) character to respond. Internal Response Describes the main characters thoughts, intentions or emotional responses to the initiating events. Internal Plan Statements referring to the main characters strategy for reaching a the goal. Attempts The main characters overt action towards resolving the situation or (To solve problem) achieving the goal. Consequences Represents the outcome of the attempts and indicates the attainment (Outcome) or non-attainment of the characters goal. Reactions Descriptions of how the character feels about the attainment or non- attainment of the goal. apist and the local education authority funded four hours of learning support assistant time per school. The school selected six children from either reception, year 1 or year 2 (in some cases a split year 1 / 2 group), whom they felt were strug- gling to access the curriculum as a result of poor receptive and expressive language skills. The speech and language therapist met with the special educational needs co-ordinator and the class teacher(s) before the intervention began, to agree on the appropriacy of the children selected, the form that the intervention would take and the level of collaboration required from both par- ties for the children and school to gain maximum benefit. The time taken to plan at this stage was later found to be crucial to the success of the intervention as it allowed both school and the speech and language therapist to agree on time needed for liaison between the learning support assistant, class teacher and speech and language therapist, and for the class teacher to plan an observation of at least one of the therapy sessions. Parental consent had to be gained for most of the children taking part as in the majority of cases the children were not already receiving speech and language therapy. Parents were also invited to meet the therapist to discuss their child and to allow the therapist to share ideas and activities that could be reinforced at home should the par- ents be interested. THE ACTION Baseline measurements were taken by the speech and language therapist using the Renfrew Action Picture Test and The Renfrew Bus Story. The chil- dren were then reassessed post-intervention and the information shared with school and parents. Having four hours learning support assistant time per week for the eight weeks meant that the children could receive an intensive block of therapy: narratve SPEECH & LANGUAGE THERAPY IN PRACTICE SPRING 2003 + the therapist carrying out one session a week and then the learning support assistant reinforcing the therapy ideas and activities at two other times in the week. With each group session lasting for approximately 45 minutes, it left ample time for the learning support assistant and speech and lan- guage therapist to plan the further two sessions in the week and ensure that the school had all the necessary resources with which to do this. Narrative therapy offers an approach that is highly structured yet easily adaptable for differ- ing levels of ability. Based on meaningful activities that are commonplace in every classroom, the narrative approach addresses receptive and expressive language difficulties in a way that com- plements literacy hour activities. More detailed information regarding therapy ideas, sample ses- sion plans and carryover ideas for the classroom are available in a published resource pack (Shanks & Rippon, 2003). Children are taught first to understand and then to use a story framework through the use of colour coding, symbol and sign. Coloured cue cards and symbols are used to represent each element of the story. Corresponding signs are also used to reinforce the multisensory approach: orange red green yellow blue The focus of the therapy changes each week, working on the story components individually at first, then gradually developing the childrens skills at retelling familiar stories and eventually giving them the confidence to generate ideas for stories of their own. The first few weeks aim to develop active listening skills as well as the childrens under- standing of the concepts of who, where and when. Games include identifying deliberate errors in familiar stories, identifying who, where and when in books, quiz games, and sorting pictures according to who, where and when. As the weeks progress, the children are encouraged to think about why events happen in stories and make their own predictions about what they think might happen next. Familiar classroom texts, nursery rhymes and tales are used to see if the children can devise their own endings. Puppets, the tape recorder and role-play are important in developing childrens confidence at retelling and, together with the cue cards, act as prompts to enable children to use the narrative framework for themselves. The children are able to use their position of being the special children chosen to attend the weekly group to show the other children from their class the colours and signs associated with the story framework and in doing so increase their confi- dence in their own abilities. This also aids the transfer of the approach from the small group to the whole class. THE DENOUEMENT Thirty children took part in the pilot study and the results were striking (see case example in figure 3). When re-tested following a three month period of intervention, the changes recorded using the Renfrew Action Picture Test and the Bus Story proved to be highly statistically significant. A detailed account of the measures used and the specific methods of analysis can be found in Davies et al (2002). Qualitatively, teachers observed marked improvements in the childrens confidence and ability to participate in classroom activities. The therapy session that the class teach- ers observed provided the opportunity for them to see how the children functioned in a different environment and how the therapy ideas could carry over into the classroom. The fact that the teachers were able to see the therapy in practice increased their chances of incorporating the therapy ideas into their teaching. The learning support assistants and teachers involved in the pilot reported that they had a greater understanding of the role of a speech and language therapist and felt more confident in using the structured narrative approach in the classroom to support other children with speech and language difficulties. As well as the benefit to the six children involved, each school had a learning support assistant trained in using the narrative approach with other children. Two of the schools were so impressed they decided to use the narrative approach across the whole of key stage 1. Following the success of the pilot study, the local education authority agreed to fund two sessions a week for the speech and language therapist to continue the narrative approach as long as schools were prepared to fund the four hours learning support assistant time from their own budgets. Far from putting people off, schools have been volunteering readily and there is now a waiting list for interested schools. A further three schools have received the intervention over the past year with similar results. The main- stream support service is now bidding for further sessions to allow the approach to become part of the speech and language therapy service offered to mainstream pri- mary schools in Stockport. Further funding from the local education authority targeting early years has enabled another speech and language therapist from the department to adapt the current narrative pack for use with children at the foun- dation stage (Broughton et al, 2002), and early analysis of that data suggests equally good results. THE SEQUEL Narrative therapy has proved itself to be an effective intervention, with far-reaching benefits not only WHAT WHO WHERE WHEN HAPPENED THE END therapists are having to become more flexible in adapting therapy ideas to fit in with methods of classroom teaching Figure 3 Case example This boy in year 2 had recently moved to the school and had English as an additional language. His class teacher felt that he was an able child but very lacking in confidence and reluctant to contribute verbally within the classroom. These are the two narratives he generated unsupported using the text- less book Two Friends by L. Miller. Pre-intervention (chronological age 6;8y) Once upon a time there were two friends. They played along together. Then they thought theyd have a race. The cat won. Then he was running on another race but then the dog get lost so he was thinking where was the cat so he ran away. He thought he was....it was that way in the hills. In the hills he saw a dragon and then he ran the other way and there was a dinosaur. Then he got up and from the roof then above him was a lot of water so he went over it. He swam down. The water was going after him. Then he ranned and ranned really far away. Then he ranned. He saw his best friend. Analysis Linking ideas sequentially through time. Providing setting information and initiating event but not developing a goal based episode. Lots of action based sequences without causal links. Probably at primitive narrative stage. Post-intervention (chronological age 6;11y) Once upon a time there was a cat and a dog and they were talking each other. The cat said I will scare you away with my meow and the dog said I will scare you away with my woof. So they both made funny noises, woof woof, meow meow. But the cat stopped meowing cos he was too tired so they decided to have a race. The cat was winning because he was forwards but the dog lost him on the hills. He said woof woof. So he thought it was down the hills, quickly speeded down the hills and under the hills he met a dragon and he said to him Have you seen the cat? I want to play with him. But he didnt know where he was. Then he met a dinosaur Have you seen the cat? I want to play with him. No I havent seen him anywhere. When he got up he saw a river going really fast. He went following the river. When he got onto the end of it, he saw a tail and he saw the cat and when he met the cat he at last got back into the finishing line and then they had another race down the hill and they did that again and again. Analysis Linking ideas temporally and causally. Goal based episode consisting of setting, initiation events, attempts and consequences. Ending relates to initial problem in the story. Uses dialogue and more formal story language. Good example of a true narrative.
SPEECH & LANGUAGE THERAPY IN PRACTICE SPRING 2003 +
narratve Hot o the press! vn Speakng 8 lstenng Through Narratve ( nd ed.) Becky Shanks article appears just as the second edition of her highly acclaimed Speaking & Listening Through Narrative is published. To mark the occasion, Black Sheep Press is offering CD ROM copies to FOUR lucky Speech & Language Therapy in Practice readers - absolutely FREE (normal price 45)! For your chance to win, send your name and address to Speech & Language Therapy in Practice - SLTN offer, Alan Henson, Black Sheep Press, 67 Middleton, Cowling, Keighley, W. Yorks BD22 0DQ by 25th April. The winners will be notified by 1st May, and are asked to let Black Sheep Press know what they think of the resource. Speaking & Listening Through Narrative consists of 125 photocopiable pages including instructions and sample lesson plans, illustrated worksheets, games and exercises and carryover ideas for the classroom. It is available from Black Sheep Press, see www.blacksheep-epress.com, or telephone 01535 631346 for a free catalogue. Other narrative resources are Language Through Listening (14), Nursery Narrative Pack (45) and Reception Narrative Pack (45). for the children involved, but also for the wider school population including teachers and support staff. Future studies would need to focus on collecting more longitudi- nal data to look at the long-term benefits of the intervention and possibly the implica- tions for childrens written narratives. Within our own profession, this study highlights the need for more sensitive assessment tools if narrative therapy is to become part and parcel of speech and lan- guage therapy intervention with language impaired children. The proven links between oral narrative ability and future academic success only go to support the view that speech and language therapy is best delivered as part of the curriculum with teachers and therapists working together to meet the needs of language impaired children. THE END - but only of the beginning. References Bamberg, M. & Damrad-Frye, R. (1991) On the ability to provide evaluative comments: further explorations of childrens narrative competencies. Journal of Child Language 18, 689-710. Botting, N. (2002) Narrative as a tool for the assess- ment of linguistic and pragmatic impairments. Child Language Teaching and Therapy 18 (1) 1-21. Broughton, H., Carey, J., Shanks, B. & Rippon, H. (2002) Nursery Narrative. Black Sheep Press. Yorkshire. Davies, K., Davies, P. & Shanks, B. (2002) Improving narrative skills in young children with delayed language development. Paper presented at The American Educational Research Association Annual Conference. April 2-5, New Orleans (available from Peter Davies at p.i.davies@staffs.ac.uk). Dimino, J., Taylor, R. & Gersten, R. (1995) Synthesis of the research on story grammar as a means to increase comprehension. Reading and Writing Quarterly. 11, 53-72. Hayward, D. & Schneider, P. (2000) Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. Child Language Teaching and Therapy 16 (3) 255-284. Hughes, D., McGillivray, L. & Schmidek, M. (1997) Guide to Narrative Language: Procedures for Assessment. Eau Claire, WI. Lyle, S. (2000) Narrative Understanding: developing a theoretical context for understanding how children make meaning in classroom settings. Journal of Curriculum Studies 32, 45-63. Reynolds, D. (1998) Schooling for Literacy: a review of research on teacher effectiveness and its implica- tions for contemporary educational policies. Educational Review 50, 147-162. Roth, F. & Spekman, N. (1986) Narrative Discourse: Spontaneously generated stories of learning dis- abled and normally achieving students. Journal of Hearing and Speech Disorders 51, 8-23. Shanks, B. (2000) Telling Tales. Bulletin of the Royal College of Speech & Language Therapists 583. Shanks, B. & Rippon, R. (2003) Speaking and Listening through Narrative: a pack of activities and ideas. 2 nd ed. Black Sheep Press. Yorkshire. Stein, N. & Glenn, C. (1979) An analysis of story comprehension in elementary school children in: Freedle, R. (ed) New Directions in Discourse Processing. Norwood, NJ. Resources The Renfrew Action Picture Test and The Renfrew Bus Story by Catherine Renfrew are available through Speechmark or Taskmaster. Becky Shanks is a speech and language therapist at the Childrens Therapy Centre, St. Thomas Hospital, Shaw Heath, Stockport SK3 8BL, tel. 0161 419 4301, e-mail becky.shanks@stockport-tr.nwest.nhs.uk. The first few weeks aim to develop active listening skills as well as the childrens understanding of the concepts of who, where and when Do we take the tme needed to pan to reach our goa - ke the ox wth the Gngerbread Nan' Do we, ke the od woman wth the Nagc Porrdge Pot, eed n enough to our cents' Do we ensure ndereas get to the ba' Reectons news extra...news extra... Funding for useful technology The government is planning to make more funding available to allied health professionals researching the provision of useful technology for clients. Previous funding has focused on medical staff, and a Department of Health seminar will provide the opportunity for allied health professionals to suggest ways of opening up this support. Fiona MacAulay (author of Communication - an inalienable right in the Winter 2002 issue of Speech & Language Therapy in Practice) is to represent the Royal College of Speech & Language Therapists at the seminar. Fiona is a clinician at Ninewells Hospital, Dundee, and part of a multidisciplinary research team from the department of applied computing at the University of Dundee. The team won a medal from the British Computing Society at their annual IT awards for the development of ICU-Talk, a system designed for intubated patients in an intensive care unit. www.computing.dundee.ac.uk/projects/icutalk www1.bcs.org.uk One solution to recruitment difficulties? When you draw up your equal opportunities policy, do you give thought to the needs of left-handers? The results of a non-scientific study on the left-handers day website suggests left-handers may have to be par- ticularly tenacious when pursuing jobs in education and health, as physical environments are geared to the majority right-handed population. Challenges faced include documentation layout, computer equipment, phone handsets, scissors, rulers and even black and whiteboards. The left-handers club is calling for the perceived link between career choice and left-handedness to be studied more scientifically. Left-handers Day for 2003 is on August 13. www.left-handersday.com For left-handed products see www.anythingleft- handed.co.uk. Cooperation needed The government has been warned that its plans to push through new measures to tackle delayed discharges risk undermining existing care for elderly people. The Community Care (Delayed Discharges) Bill has prompted a joint response from the Local Government Association, the Association of Directors of Social Services and the NHS Confederation. In it, they emphasise their shared commitment to ending the misery caused by delayed discharge from hospital and recognise that more needs to be done to provide integrated health and social care services. However, they feel the governments plan to charge local councils for delayed discharges is likely to introduce adversarial rather than cooperative relationships, and that the timescale of six months for implementation is unrealistic. The group believes that the key to tackling delayed discharges lies in an incentives regime which spans all local agencies, with joint targets and a shared performance management framework that ensures local cooperation and more integrated care, delivering the services that older people need.