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<p>This study examines whether an individualized narrative intervention can boost the narrative (macrostructure and perspective-taking) abilities of children with neurodevelopmental disorders (NDD). An experimental group of 16 children with NDD from Catalonia, Spain, received 9 MultiModal Narrative intervention sessions. Children’s narrative skills were measured pre- and post-intervention with a retelling task. Their performance was compared to two control groups not receiving the intervention (17 children with NDD and 17 with typical development). After each session, children in the experimental group underwent two Dynamic Assessment measures (retelling task and graduated prompting comprehension questions about the story), tracking their learning. Results showed an improvement in narrative macrostructure but not perspective-taking. The Dynamic Assessment revealed faster learning of macrostructure, individual differences in the prompts needed for successful responses, and that fewer prompts predicted better macrostructure outcomes post-intervention. These findings underscore the relevance of diverse measures in evaluating continuous learning in interventions.</p>

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An Individualized Multimodal Narrative Intervention for Young Children with Neurodevelopmental Disorders

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月11日

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  • Júlia Florit-Pons,
  • Pilar Prieto,
  • Alfonso Igualada

摘要

This study examines whether an individualized narrative intervention can boost the narrative (macrostructure and perspective-taking) abilities of children with neurodevelopmental disorders (NDD). An experimental group of 16 children with NDD from Catalonia, Spain, received 9 MultiModal Narrative intervention sessions. Children’s narrative skills were measured pre- and post-intervention with a retelling task. Their performance was compared to two control groups not receiving the intervention (17 children with NDD and 17 with typical development). After each session, children in the experimental group underwent two Dynamic Assessment measures (retelling task and graduated prompting comprehension questions about the story), tracking their learning. Results showed an improvement in narrative macrostructure but not perspective-taking. The Dynamic Assessment revealed faster learning of macrostructure, individual differences in the prompts needed for successful responses, and that fewer prompts predicted better macrostructure outcomes post-intervention. These findings underscore the relevance of diverse measures in evaluating continuous learning in interventions.