A longitudinal study of storytelling interventions among children with conductive education experiencing atypical developmental trajectories
DOI:
https://doi.org/10.21030/anyp.2023.4.2Keywords:
storytelling intervention, atypical development, conductive education, measurement lineAbstract
In Hungary, several studies have investigated the effectiveness of processing carefully selected and well-structured stories among typically developing children in kindergarten. However, there are very few studies on the impacts of storytelling interventions on children with atypical developmental trajectories. This study presents a storytelling intervention experiment carried out among children with atypical developmental trajectories for several years, along with the results of the validity and reliability of the measurement tools employed in this intervention. The storytelling intervention experiment has been conducted five times with three children undergoing conductive education and exhibiting atypical developmental trajectories. The children were asked to make true/false statements about five stories rewritten for the purpose of the experiment. Based on the content analysis of protocols and video recordings, the results indicate that the developed measurement tool proves suitable for recording the children′s responses. This study may contribute to the use of the intervention possibilities of evidence-based practice that can be implemented in small-sized groups of children.