title: Making a difference? A comparison between multi-sensory and regular storytelling for persons with profound intellectual and multiple disabilities.
abstract: Multi-sensory storytelling (MSST) was developed to include persons with profound intellectual and multiple disabilities in storytelling culture. In order to increase the listeners' attention, MSST stories are individualised and use multiple sensory stimuli to support the verbal text. In order to determine the value of MSST, this study compared listeners' attention under two conditions: (1) being read MSST books and (2) being read regular stories.
  
  
  
  A non-randomised control study was executed in which the intervention group read MSST books (n = 45) and a comparison group (n = 31) read regular books. Books were read 10 times during a 5-week period. The 1st, 5th and 10th storytelling sessions were recorded on video in both groups, and the percentage of attention directed to the book and/or stimuli and to the storyteller was scored by a trained and independent rater. Two repeated measure analyses (with the storytelling condition as a between-subject factor and the three measurements as factor) were performed to determine the difference between the groups in terms of attention directed to the book/stimuli (first analysis) and storyteller (second analysis). A further analysis established whether the level of attention changed between the reading sessions and whether there was an interaction effect between the repetition of the book and the storytelling condition.
  
  
  
  The attention directed to the book and/or the stimuli was significantly higher in the MSST group than in the comparison group. No significant difference between the two groups was found in the attention directed to the storyteller. For MSST stories, most attention was observed during the fifth reading session, while for regular stories, the fifth session gained least attentiveness from the listener.
  
  
  
  The persons with profound intellectual and multiple disabilities paid more attention to the book and/or stimuli in the MSST condition compared with the regular story telling group. Being more attentive towards the book and stimuli might give persons with PIMD the opportunity to apprehend the story and to be included in storytelling culture.
authors.affiliation: Department of Special Needs Education and Youth Care, University of Groningen, Groningen, The Netherlands. a.ten.brug@rug.nl.
authors.forename: A
authors.initials: A
authors.lastname: Ten Brug
authors.affiliation: Department of Special Needs Education and Youth Care, University of Groningen, Groningen, The Netherlands.
authors.forename: A A J
authors.initials: AA
authors.lastname: Van der Putten
authors.affiliation: Parenting and Special Education Research Group, KU Leuven, Leuven, Belgium.
authors.forename: A
authors.initials: A
authors.lastname: Penne
authors.affiliation: Parenting and Special Education Research Group, KU Leuven, Leuven, Belgium.
authors.forename: B
authors.initials: B
authors.lastname: Maes
authors.affiliation: Department of Special Needs Education and Youth Care, University of Groningen, Groningen, The Netherlands.
authors.forename: C
authors.initials: C
authors.lastname: Vlaskamp
mesh_terms: D000293:Adolescent; D000328:Adult; D001288:Attention / Q000502:physiology*; D006233:Persons with Disabilities / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D033262:Narration; D010043:Outcome and Process Assessment, Health Care; D011613:Psychotherapy / Q000379:methods*; D011932:Reading; D055815:Young Adult
keywords: evidence-based practice; implementation; intervention; multi-sensory storytelling (MSST); reading; stimuli