Major focus area

Speech Therapy -> Expressive Language

Short description

Literate Narrative Intervention (LNI) is an interactive approach that targets the patient’s production of story grammars through sequenced steps that gradually withdraw support so that the patient can independently tell a story (Petersen, et al., 2010).

Long description

Literate Narrative Intervention (LNI) is an interactive approach that targets the patient’s production of story grammars through sequenced steps that gradually withdraw support so that the patient can independently tell a story specific.

Method: Pre-intervention narrative:

1. Patient looks at a simple picture that does not depict an obvious initiating event and is asked to tell the best story they can. The story is recorded). SLP models storytelling using pictures in a book (SLP does not read the story; instead SLP tells the story emphasizing macro/microstructure).
2. SLP and patient co-tell the story using pictures in a book and appropriate story grammar icons.
3. Patient re-tells the story with SLP support (focused stimulation, vertical structuring and expansion, repetition, cloze procedures, and inferential/factual questions) as needed. Pictures of a book are present to prompt story retelling, but story grammar icons are not.
4. SLP and patient co-tell a story using a single complex scene picture and story grammar icons.
5. Patient retells the story while SLP uses support (listed in step 3) as needed. A single complex-scene picture is present to prompt story retelling, but story grammar icons are not.
6. SLP and patient look at same picture used to elicit the pre-intervention narrative while listening to the recorded narrative produced by the patient. SLP places icon on table when corresponding story grammar element is produced in the recorded narrative. After listening to the story, SLP and patient identify missing story grammar elements and co-tell the story using the same single simple-scene picture, story grammar icons, and support listed in step 3.
7. Patient retells the story while clinician uses support as needed. A single simple-scene picture is present to prompt story retelling, but story grammar icons are not.
8. Patient makes up a story using story grammar icons with simultaneous picture prompts drawn by the SLP on separate sticky notes as participant tells a story. SLP uses support as needed.
9. Patient retells the story using the pictures on the sticky notes but without story grammar icons. SLP use minimal support.
10. Patient retells the story without using sticky notes or story grammar prompts. SLP uses minimal support (Petersen, et al., 2010).