EFFECTS OF VISUAL PROMPTS ON STORY RETELLING BEHAVIORS

ANA CAROLINA SELLA (University of Kansas), Daniela M. Ribeiro (Universidade Federal de So Carlos), Carmen S. M. Bandini (Universidade Estadual de Cincias da Sade de Alagoas), Heloisa H. M. Bandini (Universidade Estadual de Cincias da Sade de Alagoas), Hilton C. Vieira (Universidade Federal da Grande Dourados).

Overview Deficits in story retelling skills might result in school failure (Boudreau, 2008). Successful story retelling: needs to encompass story categories (Mandler & Johnson, 1977). Categories: characters, place, time, problem, events, and solution. Categories: considered oral or written stimuli linked to the identification or (re)production of story content (Ribeiro et al., 2009). Researchers and practitioners: visual prompts are enough to yield good performance in story retelling tasks (Gazella & Stockman, 2003). PURPOSE: Assess if the presence of pictures illustrating story categories would facilitate the insertion of these categories in retelling tasks.

Dependent Variables Dependent Variables

(a) number of retold words in relation to the total number of words in each story. (b) number of story categories inserted in the retelling tasks.
Independent Variables Independent Variables

Visual prompts presented during story retelling tasks. Results

There was no significant increase in performance.
Table 1 Story category inclusion in retelling tasks

Method
Participants Participants

2
Cici Categories Stories H0 Characters Setting Time Problem Events Solution I N N N I N H1 I I N I I N H2 C N N I I N H3 N N N I N N H4 C C N N I N H5 C I N C I C H6 I I N N I N H7 N N N N I N Figure 1. Number of words retold in each retelling task

(age range 7 to 10).

Experimental Design Experimental Design

Multiple probe design logic.

Story 0 no visual prompt Story 1 visual prompt for 1 category Story 2 visual prompt for 2 categories

Discussion The sheer presence of pictures did not increase performance in retelling tasks. Additional teaching procedures, such as teaching to criterion, observation responses, and/or accuracy feedback are probably necessary for change in performance. References
Boudreau, D. (2008). Narrative abilities: Advances in research and implications for clinical practice. Topics in Language Disorders, 28 (2), 99114. Gazella, J., & Stockman, I. J. (2003). Childrens story retelling under different modality and task conditions: Implications for standardizing language sampling procedures. American Journal of Speech-Language Pathology, 12 (2), 6172. Mandler, J.M., & Johnson, N.S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151. Ribeiro, D. M., Pascualon, J. F., Sella, A. C., Bandini, C. S. M., & de Souza, D. G. (2009). Avaliao de um procedimento para ensinar categorias estruturais de histrias. Revista Psicologia Escolar e Educacional, 13(2), 303-314.

Dodo Categories H0 Characters I N N N I N H1 I I N N I I H2 C N N N N N H3 N N N N N N Stories H4 H5 I N N N N N C C N I I N H6 C N N C I N H7 C C N N N N

Story 3 visual prompt for 3 categories Story 4 visual prompt for 4 categories Story 5 visual prompt for 5 categories Story 6 visual prompt for 6 categories Story 07 no visual prompt

Setting Time Problem Events Solution

Note. Dashes represent missing data. Shaded cells indicate that the respective visual prompts for a story category were presented. N = category not inserted in the retelling task. I = Incomplete category in the retelling task. C = complete category inserted in the retelling task.

We thank all the students from the Universidade Federal da Grande Dourados that helped us with this project.