1666 research outputs found
Sort by
Systematic Evaluation of the Evidence on Aphasia Group Treatments
Get PDFA systematic review is one of the most important contributions to clinical decision-making for evidence-based practice (EBP). Studies focused on aphasia group treatment, published since 1981, were entered into a six-step systematic review (Dollaghan et al, 2007), to evaluate the overall quality and weight of the evidence. This review suggests that there are short-term impairment-level benefits of group aphasia treatments but that there is insufficient evidence to make conclusions about long-term outcomes or outcomes related to activities and life participation. Implications for practice and future research are discussed
Verbal Perseveration in Aphasia during Word-String Repetition: Effects of a Filled versus Silent Interstimulus Interval
No full textVerbal perseveration is experienced to varying degrees by many individuals with aphasia. Perseveration is defined as an inappropriate recurrence or repetition of a previously produced response in place of the target item. Despite numerous studies of factors influencing the occurrence of perseverations and several prominent accounts of their occurrence in aphasia (Cohen & Dehaene, 1998; Martin & Dell, 2004; 2007) there are only a few studies that address the treatment of perseveration in aphasia. The theoretical framework of the present study is Dell, Burger & Švec‟s (1997) account of perseverations: Perseverations are more likely to occur when activation of the target word is weak (reduced connection strength) and residual activation of a retrieved lexical representation is strong enough to be selected in error
The persistent needs of people living with aphasia: Results of a national survey
No full textOur current knowledge about the information needs of people with aphasia comes primarily from small-scale qualitative studies. We distributed an electronic survey to consumers living with aphasia and professionals. There were 428 responses from across the United States. Both consumers and professionals rated information as “somewhat difficult to find”. The highest rated five topics were: how to keep improving; communication strategies; aphasia therapy techniques; coping strategies; and strategies for caregivers. There was an interest in receiving information through digital media such as webinars. The results have implications for national and regional efforts to provide information about living with aphasia
Constraint-induced Language Treatment: Time to Rethink?
No full textConstraint-induced Language Treatment (CILT, CIAT) first emerged into clinical practice in aphasia treatment following publication of the Pulvermüller et al., paper in 2001. Since then CILT has engendered clinical research application (e.g. Kirmess & Maher, 2010) and a systematic review (Cherney et al., 2008, 2010) and in clinical practice has appeared as the featured treatment program in several aphasia treatment programs and garnered attention from third party payors. The history of CILT is relatively well known by now, having derived from Constraint-Induced Movement Therapy which has a rich literature base that includes literature on neuroplasticity and motor skill learning. Equally well known are the treatment principles of CILT: constraining the response format, treating in an intensive schedule, and shaping verbal responses
Early Detection of Cognitive-Communicative Change Associated with Mild Cognitive Impairment
No full textThis study investigated whether performance on a complex discourse production task differentiates individuals with mild cognitive impairment (MCI) from those with normal cognition and to extend the findings of a previous study (Reference Blinded). The study also attempted to identify the role of executive function (EF) in discourse production. MCI is an evolving, intermediate diagnostic category between normal cognitive aging and dementia (Holsinger, Deveau, Boustani, & Williams, 2007; Petersen et al., 2001; Taler & Phillips, 2008). Over time, some individuals with MCI remain stable or return to normal functioning. Conversely, 50% or more of persons with MCI progress to dementia within five years, making MCI a primary risk factor for dementia (Gauthier et al., 2006; Kantarci et al., 2009).Currently, no standardized test of cognitive-communicative function designed specifically for persons with MCI exists. However, it is plausible that similar to dementia, subtle changes in communicative abilities may be the initial symptom of declining neurological status. Presuming that subtle decline may initially appear within the context of relatively complex linguistic behaviors, the ideal task for the detection of slight changes would be one in which the complexity is sufficient enough to tax seemingly intact cognitive-linguistic abilities. A complex discourse production task seems appropriate because the task requires higher-order abilities such as planning, problem solving, cognitive flexibility (References Blinded) which have been found to be impaired in individuals with MCI (Zhang, Han, Verhaeghen, & Nilsson, 2007).
The research questions for the study were: 1) What are the quantitative and qualitative characteristics of spoken discourse in cognitively normal individuals and individuals with MCI? 2) What is the relation between the spoken discourse production and the higher-order cognitive skills in cognitively normal individuals and individuals with MCI
Knowledge Translation of Communication & Cognitive Strategies for Persons with Traumatic Brain Injury
No full textThis project focused on knowledge translation of evidence-based communication and cognitive
strategies for persons with acquired brain injury (ABI). Research demonstrates effective
strategies, but the implementation of recommendations does not necessarily come to fruition
in everyday care contexts. Caregivers are often left to deal with the long-term consequences of ABI with limited support or understanding of ABI. This project aimed to develop a resource toolkit for caregivers of people with ABI (family, staff, or health care professionals). Potential users of the toolkit (e.g., caregivers, clinicians) reviewed the toolkit and provided feedback. Results of the feedback and implications are discussed
Non-linguistic learning in aphasia: Effects of training method and stimulus characteristics
Get PDFWhile we have some understanding of how individuals with post-stroke aphasia relearn language, why some patients respond to treatment while others do not remains a looming question in the field of aphasia rehabilitation (Best & Nickels, 2000; Kelly & Armstrong, 2009). While research has demonstrated that patients with aphasia are capable of new verbal learning (Kelly & Armstrong, 2009; Tuomiranta et al., 2011), we suggest that learning in general presents an underexplored avenue through which individual variability following treatments might be better understood and explained
Naming treatment in semantic and logopenic variant PPA
No full textPrimary progressive aphasia (PPA) is an acquired impairment of language caused by neurodegenerative disease affecting language regions in the brain. Unlike aphasia caused by stroke, the language impairments in PPA gradually worsen over time as atrophy spreads. Current consensus criteria for diagnosis identify three clinical variants, each of which is associated with a different pathological entity: a semantic variant, with verbal and nonverbal semantic deficits; a logopenic variant, with anomia and phonological working memory problems; and a nonfluent variant, with agrammatism and/or apraxia of speech (Gorno-Tempini et al., 2011; Gorno-Tempini et al., 2004)
The Aphasia Communication Outcome Measure: Item Reduction, Scaling, and Concurrent Validity of Self-Reported Communicative Functioning in Aphasia
Get PDFWhile there have been many advances over the past 40 years, barriers to effective measurement of functional communication skills in adults with aphasia remain. First, the ability range targeted by current assessments frequently falls below the ability level of many community-dwelling stroke survivors (Frattali, 1992). Second, the burden of assessment associated with most functional communication assessments is high, limiting their use in the current healthcare environment (Worrall, 2001)
Cybersafety: Educating individuals with aphasia or cognitive-communication disorders
No full textThe Internet poses risks, also known as cyberthreats. Everyone is vulnerable to cyberthreats, including individuals with aphasia (IwA) or cognitive-communication disorders (IwCCD). When speech-language pathologists introduce Internet into treatment plans for IwA or IwCCD the ASHA Code of Ethics dictates they “shall fully inform the persons they serve of the nature and possible effects of services rendered and products dispensed”. Yet safe-use products and protocols designed to inform or educate IwA and IwCCD about cybersafety are not reported in the literature. In this project we examine cyberthreats and cybersafety as they affect IwA and IwCCD by1) reviewing literature on cyberthreats; 2) reporting anecdotes from IwA and IwCCD who are Internet users; and 3) proposing strategies to support safer Internet use. We examine information and knowledge needed to create adaptations and scaffolds supporting safer Internet-use for people with language/cognitive-communication disabilities, and propose strategies for teaching cybersafety concepts. Issues drawn from the human-computer interaction (HCI) literature will facilitate discussion of privacy, accessibility, and universal design (Hochheister & Lazar, 2007)