Multisensory Storytelling: the effect on positive social responsiveness in children with profound multiple disabilities

Abstract

Introduction: The current research evaluates the effectiveness of Multisensory Storytelling (MSST) in individuals with profound multiple disabilities living in Sizanani Home, South Africa. With Multisensory Storytelling a personal story is told and the child is encouraged with sensory stimulation to explore objects that belong to the story in order to enhance their responses to the story (object) and storyteller. Methods: In order to measure effectiveness of MSST, a new scale has been developed for this study which measures social responsiveness (Social Responsiveness Scale). This scale includes items like facial expressions, vocalizations, attention, exploration of objects, pointing, nodding, waving and clapping hands. The Social Responsiveness Scale (SRS) is a normally distributed, reliable measure of social responsiveness in which two subscales can be distinguished, namely an Attention Scale (AS) and a Motor Scale (MOS). The effectiveness of MSST is therefore measured on the total SRS and the two subscales. A pre-posttest design (N=34) is used, partly with a control group (N=20) of children with a comparable level of disability, and partly with a repeated measures design (N=10). Results: All designs resulted in significant effects of MSST on SRS and the subscales AS and MOS, except for the pretest-posttest matched control group design, in which only a nonsignificant trend was found on the Attention Subscale. The follow-up data suggest that children who received MSST intervention maintained their acquired skills after six weeks without intervention. The capabilities of the children measured with initial levels in terms of Social Responsiveness (SRS prior to the intervention), Motor Skills (Fine and Gross Motor Skills), and cognitive capabilities (initial level of play abilities) did not moderate the effect of MSST on SRS and the two subscales. Also, the effect of another intervention that was given simultaneously, namely Conductive Education (CE) (i.e. achieving the motor skills) did not moderate the effect of MSST on SRS and the two subscales. Conclusion: Results suggest that MSST has a positive effect on social responsiveness and all children improve, irrespective of their capabilities or their effect on another co-occurring intervention. These results indicate that MSST is a promising approach for children en young adults with disabilities in Sizanani Home.