A look at creative storytelling with people with dementia

Clinicians and carers working with people with dementia would be familiar with approaches such as reminiscence therapy, but may be less au fait with the use of creative storytelling.

The creative storytelling approaches used encourage people with dementia to tell stories based on a picture or photo.  One of the important aspects of this technique, is that there is no “right or wrong”. Indeed this method allows and welcomes storytelling of all types – including made up stories.

The benefits that clinicians using this approach noted included:

• An opportunity for people with dementia to engage in conversation
•  An opportunity for verbal expression not bound by “rules”
•   Individuals were observed to have increased confidence, quality of life and positively altered behavior

The TimeSlips approach by Basting is a more structured format. Researchers from the University of Missouri found that participation in the TimeSlips storytelling programme improved communication between patients with Alzheimer’s Disease and had a generally positive effect on patients.

Working in 20 care homes, researchers studied the effect of storytelling among residents with Alzheimers. Using a method developed by the TimeSlips Creative Storytelling Project, residents were encouraged to tell stories inspired by photographs. Working as a group, patients created a narrative inspired by the picture. The method replaces the pressure to remember with encouragement to imagine.

In examples where it was used in care homes, the whole community was reported to benefit.  Read more about one particular study here https://s3.amazonaws.com/assets.timeslips.org/cms/files/46/files/original/I'm_a_Storyteller!_.pdf

Two of the ColorCards apps lend themselves nicely to this approach – Everyday Objects and What Can You See? Using either or both apps, you can quickly create picture and photo based stimuli to make your own storytelling aids.  Consider using personal photos of the individuals in the care home; images that provoke discussion or images from a particular time in that person’s history.

The iPad apps can be easily projected onto a larger screen using an HDMI cable and connector to the TV; Apple TV  (http://www.apple.com/uk/tv/?afid=p238%7CsB9pCor4O-dc_mtid_187079nc38483_pcrid_85504187533_&cid=aos-uk-kwg-btb-slid-) or via Reflector app (http://www.airsquirrels.com/reflector/).  This makes it a great point of focus for group based activities in care homes or day centres. Clinicians or carers can facilitate the storytelling using the images as the discussion point for the group members. 

Autism and technology in classrooms: what apps can teachers use?

It’s certainly not a new topic. Much has been made of the use of iPads and other devices with students with autism. Both mainstream media and academic journals have looked at the pitfalls and benefits of using apps and computer software for therapy tasks and for alternative and augmentative communication purposes.

Today, we’re exploring the use of some mainstream apps for students in classrooms to help with three aspects that can cause difficulties for older students with autism: organisation, socialisation and accessing the curriculum.

Organisation

Some of the native features on the iPad/iPhone or Android smartphones and tablets can help higher functioning students to meet teachers’ expectation of managing class and homework more independently in preparation of life beyond school.  Using calendars and reminders can help, with alert set either at the time of the deadline or ahead of time to allow for preparation.

Apps such as the cross platform (free, with in-app purchase options) Evernote can be used to aid productivity for higher functioning students. It allows students to write notes; prepare checklists and organise articles from the web.  The uncluttered workspace is helpful for people who benefit from avoiding unnecessary distraction.

A simple app such as Any.do: To-do List is another useful example for task planning, with time and location reminders. It can be accessed by speech recognition if required. Again a clear interface is useful for students with autism.

Socialisation

Sosh app contains over 60 well-designed screens presenting exercises, strategies, and practical information to work through social situations in a step-by-step manner. The paid app offers a journal, a goals area, a to-do list, and a rating scale to rate anything from your school day to an interaction with a peer. You also get a behaviour tracking area, a voice meter, and an interest log.

Another app, Social Navigator allows students with ASD with socialising or behavioural challenges to learn how to interact with others through questions about everyday scenarios. Its focus on skill building rather than discipline helps users resolve issues and quell agitation in a constructive way.

Accessing the curriculum

The ColorCards suite of apps all allow for teachers to customise and personalise content based on the individual’s learning needs and also curriculum content. This is useful across the Sequences Apps (Basic, 4-Step and 6&8 Step) where students can use curriculum-based images that need to be rearranged into the correct order. This might be for science or maths based topics, or for more vocational classes.