The Edmonton Narrative Norms Instrument |
Edmonton
Narrative Administration of the Instrument
General administration procedures The stories are
administered in such a way that the child is expected to use language to tell
the story – pointing is not acceptable because the listener cannot see the
pictures. To administer the
stories, the examiner holds the binder up facing the child so that the examiner
cannot see the pictures. The examiner
turns the pages as the child tells the story.
It is important to follow the child’s cues on when to turn the
page. This means judging when the child
appears to be finished telling the story for a particular picture, usually by
nonverbal cues such as looking at the examiner.
Sometimes the child will tell the examiner to turn the page – but do not
routinely wait for the child to do so, as it would interrupt the flow of
storytelling. Allow the child to select
a sticker after telling a set of 3 stories. The stories must be audio-recorded for later transcription. Either set A or set B can be administered first, but within a set, the stories must be administered in order.
Instructions and Allowed Prompts for the
Training Story You say: I have some pictures that tell a story. First I’ll show you all the pictures and
we’ll go back to the beginning of the story, and then I want you to look at the
pictures and tell me the story that you see in the pictures. I won’t be able to see the pictures so you
need to tell me the story really well so I can understand it. Okay? You say:
You’ve told me what’s in the picture - now can you tell me a story about the picture? You say: How would you start your story? You say: Would you
start “One day,” or “Once upon a time”? You say: That’s right, [repeat what child said
and pause]. Repeat what the child started with and add:
...there was a boy who... [pause]. If the child still has
difficulty: Complete the sentence for the child: One day
there was a boy who went shopping. [Note: this prompt is only for the practice
story – don’t use it with the test stories.] If the child has trouble with
later pages: You say: Then what happens in the story?
You say: Now I have some more picture stories. First I’ll show you all the pictures. Then
we’ll go back to the beginning of the story, and then I want you to look at the
pictures and tell me the story that you see in the pictures. I won’t be able to see the pictures so you
need to tell me the story really well so I can understand it. Okay? You say: How would you
start your story? [pause] If that doesn’t work: You say: Would you start “one day”, or “once
upon a time?” If child says “one day/once upon
a time” and stops: You say: “oh”, [repeat what child said]. [pause] You say: What happens in the story? If child says nothing or “don’t
know”: You say: Look at the pictures – what do you
think is happening in the story? If child still can’t get started
or go on: You say: Let’s try the next page. If the child mumbles or says
something you don’t understand: You say: I didn’t hear that – could you repeat
that? [You can also remind the child after s/he repeats to talk in a clear
voice so that the microphone can hear the story.] If child wants you to label
something in the picture: You say: What do YOU think? If child says nothing or “don’t
know”: You say: This is your story – you get to
decide. [pause] If the child is still stuck on a
label: You say: Let’s not worry about that – tell me
the rest of your story. Any time the child gets stuck in
the story: Look at the child expectantly and wait for the child to continue. Be sure and give the child time to respond. Don’t yield to the pressure to fill in the silence. Only give prompts when it appears that the child is not going to say anything. A good strategy is to repeat the last thing the child said rather than giving more explicit help. |
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