Storytelling: a tool to improve the cognitive empathy in children with Aserger’s

Besides of being used as a test tool, current views indicate that people with Asperger´s may use storytelling as activity to integrate themselves in society:

Individuals and characters interact in a way to create a connection between each other and transmit important information about their lives. This transfer of information is largely made through the use of stories in different domains. (Sahin,2016).

Focusing on illustrated materials, it is relevant to understand how elements such as characters, narrative, and design may contribute and be adapted, at the same time, according to the Asperger’s syndrome characteristics.

The characters

Getting personally involved with a story requires the ability of empathizing with the characters immersed in it; which implies the recognition and identification of emotions from the other´s point of view. That makes the characters one of the most important elements of Storytelling. They are at the core of the whole business of making things happen. Their actions, way to speak, reactions and motivations are able to determine the plot of the story by establishing a cause-effect between events. ( Dynes, 2014)

Personal space, eye contact, tone of voice, facial expression, and gestures and movements, are aspects of non-verbal communication able to reinforce certain attitudes and implicit messages. Even though all these aspects can be verbally described; according to Belona Greenwood ( 2013) and Casey Clabough ( 2014),“ show” is more relevant than “ say” :

“ Showing” underlines the characters´ motivations subtext, carrying on more significance and weight that the words themselves.

That idea is in connection with the argument made by Olga Bogdashina ( 2004). The illustration of these elements can communicate much more than the words about characters´ personalities, feelings, and behaviours within a group of children categorized as good visual thinkers.

Following Preston Blair (1994) cartoon characters are able to portray in a simple manner all these aspects.

The personal space determines the nature or type of relationships between characters; the eye contact modifies the meaning of non-verbal behaviours; and the tone of voice can indicate unconscious associations and possible prejudices (Clabough ,2014). However, the children with Asperger´s tend to avoid ocular contact; the close distances with their interlocutors can make them feel uncomfortable; and very often they have difficulties with intonation, rhythm, and accent in speech. (Atwood ,2015) Therefore, these three areas could be worked by the use of pictures at first instance, as human contact might become intimidating.