Background: Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.Aims: The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.Materials and Methods: Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross‐sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.Results: The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.Conclusion: Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

Digital collaborative storytelling can be supported by an online learning-management system like Moodle, encouraging prosocial behaviors and shared representations. This study investigated children’s storytelling and collaborative behaviors during an online storytelling activity throughout the 2020 SARS-CoV-2 home confinement in Spain. From 1st to 5th grade of primary school, one-hundred-sixteen students conducted weekly activities of online storytelling as an extracurricular project of a school in Madrid. Facilitators registered participants’ platform use and collaboration. Stories were audio-recorded, transcribed verbatim, and analyzed using the Bears Family Story Analysis System. Three categories related to the SARS-CoV-2 pandemic were added to the story content analysis. The results indicate that primary students worked collaboratively in an online environment, with some methodology adaptations to 1st and 2nd grade. Story lengths tended to be reduced with age, while cohesion and story structure showed stable values in all grades. All stories were balanced in positive and negative contents, especially in characters’ behavior and relationships, while story problems remained at positive solution levels. In addition, the pandemic theme emerged directly or indirectly in only 15% of the stories. The findings indicate the potential of the online collaborative storytelling activities as a distance-education tool in promoting collaboration and social interactions.

This study examines the impact of collaborative storytelling methods on group interactions and story quality in primary school students. Participants (97 students, grades 1–3) engaged in tangible digital collaborative storytelling (TDST), collaborative digital storytelling (DST), and traditional storytelling (TST). The research explored three hypotheses: (1) TDST promotes more inclusive and prosocial interactions than DST, (2) collaborative stories show higher formal and content quality than individual stories, and (3) collaboration parameters influence story quality across methodologies. Employing a cross-sectional design, the findings demonstrated significant differences in group interactions and story characteristics In our study, students engaged in tangible digital collaborative storytelling (TDST) demonstrated reduced interruptions and enhanced task focus compared to traditional methods. Collaborative stories, particularly in TDST, were concise, with fewer off-task elements and higher narrative cohesion than individual stories. Notably, a significant correlation between story cohesion and inclusive space was observed. These findings highlight the significance of integrating tangible digital tools, providing valuable insights into enhancing collaborative storytelling for positive group dynamics and improved story quality among young students. This research holds implications for educational environments and therapeutic interventions, emphasizing the role of collaborative storytelling in fostering communication and group cohesion.

Information about the paper titled "TEACHERS' PERCEPTIONS ABOUT COLLABORATION AND INCLUSION USING A TANGIBLE DIGITAL STORYTELLING TOOL (I-THEATRE) IN PRE-SCHOOL AND PRIMARY EDUCATION: THE INCLUDED PROJECT RESEARCH PILOT STUDY" at IATED Digital Library

During childhood, teachers’ perception of students’ behavioral and academic performance, as well as storytelling and verbal fluency are of special relevance for reaching cognitive developmental milestones. However, little is still known about the interplay between these factors for students’ success. This investigation aimed at exploring narrative skills, verbal fluency, and teachers’ perception of behavioral and academic performance in sixty-one students aged between 6 and 12 years old from a Spanish primary school. The NEPSY-II verbal fluency test and the Bears Family Projective test were administered to students and an ad-hoc questionnaire about pupils’ socioemotional and academic progress in the classroom was completed by their teachers. Students’ stories were audio-recorded and transcribed verbatim, coded, and analyzed using the Bears Family Integrated System. The results demonstrated that these teachers perceived girls with more typical behavior than boys in class. In general, students’ narrative skills were globally related to their academic and behavioral performance as perceived by their teachers. Students that used in storytelling the family as a unit were perceived by their teachers as happier. However, wider verbal fluency in students was unrelated to cohesion and structure in the stories, and only significantly related to more episodes and characters. Finally, students perceived by their teachers with lower academic performance and less typical behavior told more unbalanced stories with more characters’ maladaptive behaviors. In conclusion, these results highlight the importance of measuring verbal fluency and storytelling skills by teachers in primary education as potential risk/protective markers for emotional and behavioral self-dysregulation in class.

This study explores the benefits of collaborative storytelling practices on verbal fluency, narrative competence, collaboration, and inclusion in primary school. One hundred and seventy Spanish primary school students participated in storytelling activities using a quasi‐experimental, mixed‐method, and cross‐sectional design. Individual verbal fluency, narrative competence, collaborative story features, and behaviors were analyzed. Results show collaboration positively affects groups' story content balance. Story length increases with social awareness and motivation, although interruptions can prolong narratives without improving quality. The story cohesion increases with social communication and space for everyone. The balance between solved and unsolved story problems improves when groups prioritize task‐oriented collaboration over social interaction. Analogical, tangible, and digital storytelling can support sustained shared thinking in learning, providing students with a space for improving social and narrative skills.