Pub Date : 2023-11-16DOI: 10.1080/02687038.2023.2272962
Natacha Cordonier, Maud Champagne-Lavau, Marion Fossard
Following a traumatic brain injury (TBI), people frequently have difficulty understanding nonliteral language, including irony and indirect requests. Despite the handicap that these disorders can r...
{"title":"Improved comprehension of irony and indirect requests following a severe traumatic brain injury: two case studies","authors":"Natacha Cordonier, Maud Champagne-Lavau, Marion Fossard","doi":"10.1080/02687038.2023.2272962","DOIUrl":"https://doi.org/10.1080/02687038.2023.2272962","url":null,"abstract":"Following a traumatic brain injury (TBI), people frequently have difficulty understanding nonliteral language, including irony and indirect requests. Despite the handicap that these disorders can r...","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"6 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1080/02687038.2023.2279180
Dallin J. Bailey, Lisa Bunker, Julie L. Wambaugh
ABSTRACTPurpose Verb production impairments in aphasia have important implications for sentence production and communication in general. Verbs with low concreteness may be especially important for certain functional uses, and yet limited data regarding their response to treatment are available. This study was designed to examine a novel behavioral treatment approach to improve low concreteness verb naming in persons with aphasia.Method Three persons with nonfluent aphasia participated in a single-subject experimental design research study examining the feasibility of the novel treatment. The treatment was based on approaches that target the verb as the central node of meaning during sentence construction. The primary outcome measure was a sentence completion probe. Effects on untreated stimuli and on general language and naming assessments were also examined.Results Results indicated some limited changes associated with the treatment for two of the participants. Treatment performance data suggested possible improvements in verb processing that were not reflected in the primary outcome measure. Modest decreases in aphasia severity were noted for two of the participants.Conclusions The findings provide further support for targeting verbal production of verbs with low concreteness in aphasia. Several lessons learned may benefit future researchers examining areas related to the topic.KEYWORDS: Aphasiatreatmentabstractconcretenessverbs AcknowledgementSpecial thanks to Lisa Johnson and Heather Bailey for their assistance with this project. Portions of this research were presented at the 2017 Clinical Aphasiology Conference in Park City, UT. This research represents part of the first author’s dissertation work.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplemental dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/02687038.2023.2279180Notes1The sentence frame has a slot for the agent (a person), the target verb, and the object (a person or thing)2These are functional clinician-selected corpus-informed collocates, as well as items from the client-informed list prepared before treatment. Vary these between sessions as much as is reasonable, depending on the verb’s possibilities and the patient’s preferences.Additional informationFundingThis research was supported by SPiRE Award RX-RX001356-01 and VA RR&D Research Career Scientist Award IK6RX002706, both awarded to Julie Wambaugh.
{"title":"Feasibility of an abstract verb naming treatment for aphasia","authors":"Dallin J. Bailey, Lisa Bunker, Julie L. Wambaugh","doi":"10.1080/02687038.2023.2279180","DOIUrl":"https://doi.org/10.1080/02687038.2023.2279180","url":null,"abstract":"ABSTRACTPurpose Verb production impairments in aphasia have important implications for sentence production and communication in general. Verbs with low concreteness may be especially important for certain functional uses, and yet limited data regarding their response to treatment are available. This study was designed to examine a novel behavioral treatment approach to improve low concreteness verb naming in persons with aphasia.Method Three persons with nonfluent aphasia participated in a single-subject experimental design research study examining the feasibility of the novel treatment. The treatment was based on approaches that target the verb as the central node of meaning during sentence construction. The primary outcome measure was a sentence completion probe. Effects on untreated stimuli and on general language and naming assessments were also examined.Results Results indicated some limited changes associated with the treatment for two of the participants. Treatment performance data suggested possible improvements in verb processing that were not reflected in the primary outcome measure. Modest decreases in aphasia severity were noted for two of the participants.Conclusions The findings provide further support for targeting verbal production of verbs with low concreteness in aphasia. Several lessons learned may benefit future researchers examining areas related to the topic.KEYWORDS: Aphasiatreatmentabstractconcretenessverbs AcknowledgementSpecial thanks to Lisa Johnson and Heather Bailey for their assistance with this project. Portions of this research were presented at the 2017 Clinical Aphasiology Conference in Park City, UT. This research represents part of the first author’s dissertation work.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplemental dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/02687038.2023.2279180Notes1The sentence frame has a slot for the agent (a person), the target verb, and the object (a person or thing)2These are functional clinician-selected corpus-informed collocates, as well as items from the client-informed list prepared before treatment. Vary these between sessions as much as is reasonable, depending on the verb’s possibilities and the patient’s preferences.Additional informationFundingThis research was supported by SPiRE Award RX-RX001356-01 and VA RR&D Research Career Scientist Award IK6RX002706, both awarded to Julie Wambaugh.","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"84 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136346646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/02687038.2023.2274621
Berzan Cetinkaya, Katherine Twomey, Bria Bullard, Sabrina EL Kouaissi, Paul Conroy
Background/Aims This review aims to describe the rapidly developing field of telerehabilitation of post-stroke aphasia. In doing so, it considered the impact of telerehabilitation on the treatment literature for aphasia from different perspectives: Treatment classification and description; outcome measurement; feasibility; acceptability; efficacy and quality assessment.
{"title":"Telerehabilitation of aphasia: A systematic review of the literature","authors":"Berzan Cetinkaya, Katherine Twomey, Bria Bullard, Sabrina EL Kouaissi, Paul Conroy","doi":"10.1080/02687038.2023.2274621","DOIUrl":"https://doi.org/10.1080/02687038.2023.2274621","url":null,"abstract":"Background/Aims This review aims to describe the rapidly developing field of telerehabilitation of post-stroke aphasia. In doing so, it considered the impact of telerehabilitation on the treatment literature for aphasia from different perspectives: Treatment classification and description; outcome measurement; feasibility; acceptability; efficacy and quality assessment.","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"24 40","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1080/02687038.2023.2272956
Erin L. O’Bryan, Harold R. Regier, Katie A. Strong
ABSTRACTBackground Sharing stories is a way that people make meaning out of life and connect with others socially. For couples in which one person has aphasia, the ability to have conversations and share stories may be disrupted. Many people with aphasia benefit from support in constructing and sharing stories with others. To share experiences with his wife, the spouse of a person with aphasia developed an intervention approach called Aphasia-Friendly Reading that supports oral storytelling and sharing stories with others.Aim The current study explored the experiences of care partners in a pilot study using the Aphasia-Friendly Reading approach.Methods & Procedures Three people with aphasia and their care partners participated in the Aphasia-Friendly Reading pilot study one hour per week for 9 to 14 weeks. Following the pilot program, each care partner was interviewed about their experience participating in the study. Interview data was analysed using reflexive thematic analysis.Outcome & Results Three major themes were identified: (1) Care partner empowerment, (2) Collaboration, and (3) Different therapy experience. Care partners expressed that they were “totally involved” in all stages of the intervention and that they highly valued being involved. Further, care partners reported specific ways that they started taking initiative in supporting their partner with aphasia outside of the sessions. Care partners described the project as collaborative, noting the role of all participants in story co-construction and mentioning how they both taught and learned from graduate student clinicians. The care partners reported that the project was distinctly different from their previous therapy experiences, noting that they appreciated the person-centeredness of the stories, the fun of working together in sessions, and the opportunity to share their stories with the aphasia group.Conclusion The results indicated that the care partners experienced benefits of being actively included in the Aphasia-Friendly Reading approach. The approach appears to be harmonious with core values of the Life Participation Approach to Aphasia and research on the value of considering aphasia to be a family issue rather than an individual issue.KEYWORDS: care partnersnarrativescript trainingoral readingaphasia AcknowledgmentsThe authors thank the participants and families and the members of the Wichita Adult Language Lab, Taylor Brandenberger, Sydney Brown, Ellasyn Heuer, Addison Powell, and Madison Zwanziger for serving as graduate clinicians and Sabrina Gooch, Logan Patterson, Emily Ray, and Madeline Rondeau for transcription support, and the audience of the Aphasia Access Leadership Summit 2021 Brag and Steal session for encouragement in the early phase of this project.CRediT Author StatementErin O’Bryan: conceptualisation, writing–original draft, review and editing, visualisation, investigation, supervision, analysis. Harold Regier: conceptualisation of therapy approach, writ
【摘要】背景分享故事是人们从生活中获得意义并与他人建立社会联系的一种方式。如果夫妻中有一方患有失语症，那么交谈和分享故事的能力可能会受到干扰。许多失语症患者在与他人构建和分享故事方面得到了帮助。为了与妻子分享经验，失语症患者的配偶开发了一种名为“失语症友好阅读”的干预方法，支持口头讲故事和与他人分享故事。目的:本研究采用失语症友好阅读方法，在一项试点研究中探讨护理伙伴的经验。方法与步骤3名失语症患者及其护理伙伴参加了为期9至14周的失语症友好阅读先导研究，每周1小时。在试点项目之后，每个护理伙伴都接受了关于他们参与研究的经历的采访。访谈数据采用反身性主题分析进行分析。结果和结果确定了三个主要主题:(1)护理伙伴授权，(2)协作，(3)不同的治疗体验。护理伙伴表示，他们“完全参与”了干预的所有阶段，他们非常重视参与。此外，护理伙伴报告了他们在治疗之外开始主动支持失语症伙伴的具体方式。护理合作伙伴将该项目描述为协作，注意到所有参与者在故事共同构建中的作用，并提到他们如何教授和向研究生临床医生学习。护理伙伴报告说，这个项目与他们以前的治疗经历明显不同，他们注意到他们欣赏以人为中心的故事，在会议中一起工作的乐趣，以及与失语症组分享他们的故事的机会。结论:失语友好性阅读方法对护理伙伴有积极的影响。该方法似乎与失语症生活参与方法的核心价值观以及将失语症视为家庭问题而不是个人问题的价值研究相协调。关键词:作者感谢参与者和家庭以及威奇托成人语言实验室的成员，Taylor Brandenberger, Sydney Brown, Ellasyn Heuer, Addison Powell和Madison Zwanziger作为研究生临床医生，以及Sabrina Gooch, Logan Patterson, Emily Ray和Madeline Rondeau的转录支持。以及2021年失语症访问领导力峰会吹牛和偷窃会议的听众，以鼓励该项目的早期阶段。作者声明enterin O 'Bryan:构思、写作——原稿、审查和编辑、可视化、调查、监督、分析。哈罗德·雷吉尔:治疗方法的概念化，原稿。凯蒂·斯特朗:概念化，写作-原稿，审查和编辑，可视化，分析。披露声明harold Regier从他在文章中提到的自己出版的书的销售中获得一小部分版税。艾琳·奥布莱恩受雇于威奇托州立大学。凯蒂·斯特朗受雇于中密歇根大学。这个项目没有资金。数据可用性声明本研究的参与者没有书面同意公开分享他们的数据，因此由于研究的敏感性，无法获得支持数据。本文的补充数据可以在线访问https://doi.org/10.1080/02687038.2023.2272956。
{"title":"“I Wasn’t Just Sitting There”: Empowering Care Partners through the Aphasia-Friendly Reading Approach","authors":"Erin L. O’Bryan, Harold R. Regier, Katie A. Strong","doi":"10.1080/02687038.2023.2272956","DOIUrl":"https://doi.org/10.1080/02687038.2023.2272956","url":null,"abstract":"ABSTRACTBackground Sharing stories is a way that people make meaning out of life and connect with others socially. For couples in which one person has aphasia, the ability to have conversations and share stories may be disrupted. Many people with aphasia benefit from support in constructing and sharing stories with others. To share experiences with his wife, the spouse of a person with aphasia developed an intervention approach called Aphasia-Friendly Reading that supports oral storytelling and sharing stories with others.Aim The current study explored the experiences of care partners in a pilot study using the Aphasia-Friendly Reading approach.Methods & Procedures Three people with aphasia and their care partners participated in the Aphasia-Friendly Reading pilot study one hour per week for 9 to 14 weeks. Following the pilot program, each care partner was interviewed about their experience participating in the study. Interview data was analysed using reflexive thematic analysis.Outcome & Results Three major themes were identified: (1) Care partner empowerment, (2) Collaboration, and (3) Different therapy experience. Care partners expressed that they were “totally involved” in all stages of the intervention and that they highly valued being involved. Further, care partners reported specific ways that they started taking initiative in supporting their partner with aphasia outside of the sessions. Care partners described the project as collaborative, noting the role of all participants in story co-construction and mentioning how they both taught and learned from graduate student clinicians. The care partners reported that the project was distinctly different from their previous therapy experiences, noting that they appreciated the person-centeredness of the stories, the fun of working together in sessions, and the opportunity to share their stories with the aphasia group.Conclusion The results indicated that the care partners experienced benefits of being actively included in the Aphasia-Friendly Reading approach. The approach appears to be harmonious with core values of the Life Participation Approach to Aphasia and research on the value of considering aphasia to be a family issue rather than an individual issue.KEYWORDS: care partnersnarrativescript trainingoral readingaphasia AcknowledgmentsThe authors thank the participants and families and the members of the Wichita Adult Language Lab, Taylor Brandenberger, Sydney Brown, Ellasyn Heuer, Addison Powell, and Madison Zwanziger for serving as graduate clinicians and Sabrina Gooch, Logan Patterson, Emily Ray, and Madeline Rondeau for transcription support, and the audience of the Aphasia Access Leadership Summit 2021 Brag and Steal session for encouragement in the early phase of this project.CRediT Author StatementErin O’Bryan: conceptualisation, writing–original draft, review and editing, visualisation, investigation, supervision, analysis. Harold Regier: conceptualisation of therapy approach, writ","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"24 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/02687038.2023.2257354
Tammar Truzman, Michal Biran, Nachum Soroker, Tamar Levy, Tali Bitan
Background Previous studies have demonstrated that naming treatments can improve language abilities in people with aphasia (PWA). However, there is currently a lack of protocols for evidence-based naming treatment in Hebrew.
{"title":"A Novel Morphology-Based Naming Therapy for People with Aphasia","authors":"Tammar Truzman, Michal Biran, Nachum Soroker, Tamar Levy, Tali Bitan","doi":"10.1080/02687038.2023.2257354","DOIUrl":"https://doi.org/10.1080/02687038.2023.2257354","url":null,"abstract":"Background Previous studies have demonstrated that naming treatments can improve language abilities in people with aphasia (PWA). However, there is currently a lack of protocols for evidence-based naming treatment in Hebrew.","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/02687038.2023.2267780
Kristen Nunn, Yael Arbel, Sofia Vallila-Rohter
ABSTRACTIntroduction Feedback is a fundamental aspect of aphasia treatments. However, learning from feedback is a cognitively demanding process. At the most basic level, individuals must detect feedback and extract outcome-related information (i.e., feedback processing). Neuroanatomical and neuropsychological differences associated with post-stroke aphasia may influence feedback processing and potentially how people with aphasia (PWA) respond to feedback-based treatments. To better understand how post-stroke aphasia affects feedback-based learning, the current study leverages event-related potentials (ERPs) to (1) characterize the relationship between feedback processing and learning, (2) identify cognitive skills that are associated with feedback processing, and (3) identify behavioural correlates of feedback-based learning in PWA.Methods Seventeen PWA completed a feedback-based novel word learning task. Feedback processing was measured using the feedback-related negativity (FRN), an ERP hypothesized to reflect the detection and evaluation of outcomes communicated via feedback. Individuals also completed neuropsychological assessments of language (phonological processing, verbal short-term memory) and executive functioning.Results PWA elicited an FRN that was sensitive to feedback valence. The magnitude of the FRN was not associated with novel word learning but was strongly correlated with performance on another feedback-based task, the Berg Card Sort. Cognitive variables (information updating, selective attention) but not language variables were associated with novel word learning.Discussion & Conclusion For PWA, feedback processing may be associated with learning in some but not all feedback-based contexts. These findings may inform future research in determining which variables moderate the relationship between feedback processing and learning with the long-term goal of identifying how feedback can be modified to support successful learning during aphasia rehabilitation.KEYWORDS: Aphasiafeedbacklearningevent-related potentialsfeedback-related negativity AcknowledgmentsThank you, Asiya Gul, for your support with EEG data processing; Kesi Cania, for assistance with behavioural data processing and double scoring; and Victoria Tilton-Bolowsky for your feedback on this manuscript. Thank you to the individuals with aphasia who participated in this research.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of interest statementThe authors have no relevant financial or nonfinancial conflicts of interest to disclose.Notes1 To verify that this participant did not have a response preference, we calculated the percent of responses that were for the target on the left and the right. The participant chose the item on the left 48% of the time and the item on the right 52% of the time indicating no response bias secondary to a history of visual inattention.2 To ensure that latency correction did not impact findin
{"title":"An electrophysiological and behavioral investigation of feedback-based learning in aphasia","authors":"Kristen Nunn, Yael Arbel, Sofia Vallila-Rohter","doi":"10.1080/02687038.2023.2267780","DOIUrl":"https://doi.org/10.1080/02687038.2023.2267780","url":null,"abstract":"ABSTRACTIntroduction Feedback is a fundamental aspect of aphasia treatments. However, learning from feedback is a cognitively demanding process. At the most basic level, individuals must detect feedback and extract outcome-related information (i.e., feedback processing). Neuroanatomical and neuropsychological differences associated with post-stroke aphasia may influence feedback processing and potentially how people with aphasia (PWA) respond to feedback-based treatments. To better understand how post-stroke aphasia affects feedback-based learning, the current study leverages event-related potentials (ERPs) to (1) characterize the relationship between feedback processing and learning, (2) identify cognitive skills that are associated with feedback processing, and (3) identify behavioural correlates of feedback-based learning in PWA.Methods Seventeen PWA completed a feedback-based novel word learning task. Feedback processing was measured using the feedback-related negativity (FRN), an ERP hypothesized to reflect the detection and evaluation of outcomes communicated via feedback. Individuals also completed neuropsychological assessments of language (phonological processing, verbal short-term memory) and executive functioning.Results PWA elicited an FRN that was sensitive to feedback valence. The magnitude of the FRN was not associated with novel word learning but was strongly correlated with performance on another feedback-based task, the Berg Card Sort. Cognitive variables (information updating, selective attention) but not language variables were associated with novel word learning.Discussion & Conclusion For PWA, feedback processing may be associated with learning in some but not all feedback-based contexts. These findings may inform future research in determining which variables moderate the relationship between feedback processing and learning with the long-term goal of identifying how feedback can be modified to support successful learning during aphasia rehabilitation.KEYWORDS: Aphasiafeedbacklearningevent-related potentialsfeedback-related negativity AcknowledgmentsThank you, Asiya Gul, for your support with EEG data processing; Kesi Cania, for assistance with behavioural data processing and double scoring; and Victoria Tilton-Bolowsky for your feedback on this manuscript. Thank you to the individuals with aphasia who participated in this research.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of interest statementThe authors have no relevant financial or nonfinancial conflicts of interest to disclose.Notes1 To verify that this participant did not have a response preference, we calculated the percent of responses that were for the target on the left and the right. The participant chose the item on the left 48% of the time and the item on the right 52% of the time indicating no response bias secondary to a history of visual inattention.2 To ensure that latency correction did not impact findin","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"20 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/02687038.2023.2257356
Anna Volkmer, Jade Cartwright, Leanne Ruggero, Maria Loizidou, Chris JD Hardy, Deborah Hersh
Background Primary Progressive Aphasia describes a language-led dementia and its variants. There is little research exploring the experiences of living with this disease. Metaphor, words that represent something else, have been studied extensively in health-related narratives to gain a more intimate insight into health experiences.
{"title":"Muddles and puzzles: Metaphor use associated with disease progression in Primary Progressive Aphasia","authors":"Anna Volkmer, Jade Cartwright, Leanne Ruggero, Maria Loizidou, Chris JD Hardy, Deborah Hersh","doi":"10.1080/02687038.2023.2257356","DOIUrl":"https://doi.org/10.1080/02687038.2023.2257356","url":null,"abstract":"Background Primary Progressive Aphasia describes a language-led dementia and its variants. There is little research exploring the experiences of living with this disease. Metaphor, words that represent something else, have been studied extensively in health-related narratives to gain a more intimate insight into health experiences.","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/02687038.2023.2262687
Giuditta Smith, Charlotte Kershaw, Valentina Brunetto, Maria Garraffa
Background Agrammatic aphasia has been widely associated with impairments with functional words and complex sentences. Speech errors of people with aphasia (PWA) have been reported to be selective, with patterns of omissions in functional words, most notably in the domain of tense inflection on verbs compared to agreement in morphologically rich languages.
{"title":"‘To be’ or not ‘to be’: an analysis of copula production and omission in people with non-fluent aphasia","authors":"Giuditta Smith, Charlotte Kershaw, Valentina Brunetto, Maria Garraffa","doi":"10.1080/02687038.2023.2262687","DOIUrl":"https://doi.org/10.1080/02687038.2023.2262687","url":null,"abstract":"Background Agrammatic aphasia has been widely associated with impairments with functional words and complex sentences. Speech errors of people with aphasia (PWA) have been reported to be selective, with patterns of omissions in functional words, most notably in the domain of tense inflection on verbs compared to agreement in morphologically rich languages.","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/02687038.2023.2265101
Catherine Torrington Eaton, Sarah Thomas
ABSTRACTBackground Language sample analysis is a common tool for inventorying an individual’s linguistic strengths and weaknesses. Although most research has focused on quantifying propositional or novel language production, studies suggest that individuals with aphasia, specifically nonfluent aphasia, produce high percentages of formulaic language relative to healthy controls. To date, little is known about how individuals with fluent aphasia subtypes use formulaic language and how the elicitation task influences their production.Aims The purpose of this research was to comprehensively describe patterns of formulaic language use in various discourse tasks in language samples of individuals with fluent aphasia.Methods & Procedures The retrospective analysis included discourse samples from Aphasiabank from 142 individuals with anomic, conduction, and Wernicke’s aphasia across four monologic discourse tasks. After identifying and classifying formulaic items into nine types, percentages of formulaic language were calculated for each participant and discourse task. Non-parametric statistics and Pearson’s correlations were used to compare production patterns and explore relationships between language severity and formulaic item types.Outcomes & Results Unique patterns of formulaic language were observed across groups including lower proportions of fillers in individuals with Wernicke’s aphasia and higher proportions of yes/no variants and speech formulas in individuals with conduction aphasia. Production patterns were most influenced by discourse task in individuals with anomic aphasia. Formulaic language use did not correlate with aphasia severity as measured by aphasia quotient.Conclusions Findings add to the evidence base describing formulaic language usage in individuals with post-stroke aphasia, which serves as a necessary foundation for eventual clinical application.KEYWORDS: Formulaic languageaphasiaspontaneous speech AcknowledgementsWe wish to thank Melanie Smith, Emily Lafitte, and the members of the San Antonio Network for Aphasia (SANA) Lab for their endless hours spent coding transcripts. Thanks also to Brian MacWhinney, Davida Fromm, contributing researchers, and willing participants for their invaluable support and contributions to Aphasiabank.Disclosure statementThe authors report there are no competing interests to declare.
{"title":"To make a long story short: A descriptive study of formulaic language use in post-stroke fluent aphasia","authors":"Catherine Torrington Eaton, Sarah Thomas","doi":"10.1080/02687038.2023.2265101","DOIUrl":"https://doi.org/10.1080/02687038.2023.2265101","url":null,"abstract":"ABSTRACTBackground Language sample analysis is a common tool for inventorying an individual’s linguistic strengths and weaknesses. Although most research has focused on quantifying propositional or novel language production, studies suggest that individuals with aphasia, specifically nonfluent aphasia, produce high percentages of formulaic language relative to healthy controls. To date, little is known about how individuals with fluent aphasia subtypes use formulaic language and how the elicitation task influences their production.Aims The purpose of this research was to comprehensively describe patterns of formulaic language use in various discourse tasks in language samples of individuals with fluent aphasia.Methods & Procedures The retrospective analysis included discourse samples from Aphasiabank from 142 individuals with anomic, conduction, and Wernicke’s aphasia across four monologic discourse tasks. After identifying and classifying formulaic items into nine types, percentages of formulaic language were calculated for each participant and discourse task. Non-parametric statistics and Pearson’s correlations were used to compare production patterns and explore relationships between language severity and formulaic item types.Outcomes & Results Unique patterns of formulaic language were observed across groups including lower proportions of fillers in individuals with Wernicke’s aphasia and higher proportions of yes/no variants and speech formulas in individuals with conduction aphasia. Production patterns were most influenced by discourse task in individuals with anomic aphasia. Formulaic language use did not correlate with aphasia severity as measured by aphasia quotient.Conclusions Findings add to the evidence base describing formulaic language usage in individuals with post-stroke aphasia, which serves as a necessary foundation for eventual clinical application.KEYWORDS: Formulaic languageaphasiaspontaneous speech AcknowledgementsWe wish to thank Melanie Smith, Emily Lafitte, and the members of the San Antonio Network for Aphasia (SANA) Lab for their endless hours spent coding transcripts. Thanks also to Brian MacWhinney, Davida Fromm, contributing researchers, and willing participants for their invaluable support and contributions to Aphasiabank.Disclosure statementThe authors report there are no competing interests to declare.","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1080/02687038.2023.2262682
Jerry K. Hoepner, Aspen K. Townsend
ABSTRACTBackground Counseling is a part of the scope of practice for speech-language pathologists (SLPs), however training has been inconsistent across programs. Students, clinical fellows, and practicing SLPs alike report feeling under-prepared to address the counseling needs of clients and their families. Research evidence about counseling training and practices specific to addressing the psychological well-being of individuals with aphasia and their families is even more limited. While practicing SLPs feel confident and prepared to address communication-specific interventions for aphasia, they feel ill prepared to address the counseling needs that arise on a regular basis.Aims The present investigation was part of a two-part investigation that included an online survey to practicing SLPs throughout the United States (US) and follow-up interviews with a subgroup of those participants. This paper addresses the counseling practice interview portion and addresses two research questions: How confident do SLPs feel using counseling with individuals with aphasia? To what extent are SLPs implementing counseling in practice with individuals with aphasia and their family members?Methods & Procedures Eight practicing SLPs who participated in the part 1 counseling practices survey agreed to participate in the part 2 counseling practices intervention. They varied by years of practice, region of practice, and practice setting (acute, subacute, and chronic). Participants engaged in the Counseling Practices Interview (CPI) via the BlueJeans video conferencing application. Interviews were transcribed and coded qualitatively using open and axial coding methods. Multiple rounds of iterative coding were conducted to ensure rigor and coding stability.Outcomes & Results Multiple rounds of coding resulted in the following overarching themes: confidence in aphasia-specific skills/techniques, SLPs encounter emotional and psychosocial discussions regularly, confidence with educational counseling, not prepared for psychosocial adjustment counseling, taking the perspective of individuals with aphasia and their family, referrals/interprofessional practices and scope of practice issues, and SLP self-care. SLPs reported a clear difference between knowledge and skills for which they feel prepared and confident, versus addressing psychological well-being of individuals with aphasia and understanding practice boundaries.Conclusions SLPs recognize the importance of counseling skills for working with individuals with aphasia because counseling moments arise regularly. They use a variety of techniques but lack intentionality and specialised training. Academic training was deemed to be inadequate in scope and instructional methods. Post-academic training was identified as hard to access but useful. SLPs reported a lack of clarify on scope of practice, practice boundaries, and referrals.KEYWORDS: counselingeducationscope of practiceaphasia AcknowledgementsThe second author was awar
{"title":"Counseling practices of speech-language pathologists working with aphasia: “I did not have adequate training in actual counseling strategies.”","authors":"Jerry K. Hoepner, Aspen K. Townsend","doi":"10.1080/02687038.2023.2262682","DOIUrl":"https://doi.org/10.1080/02687038.2023.2262682","url":null,"abstract":"ABSTRACTBackground Counseling is a part of the scope of practice for speech-language pathologists (SLPs), however training has been inconsistent across programs. Students, clinical fellows, and practicing SLPs alike report feeling under-prepared to address the counseling needs of clients and their families. Research evidence about counseling training and practices specific to addressing the psychological well-being of individuals with aphasia and their families is even more limited. While practicing SLPs feel confident and prepared to address communication-specific interventions for aphasia, they feel ill prepared to address the counseling needs that arise on a regular basis.Aims The present investigation was part of a two-part investigation that included an online survey to practicing SLPs throughout the United States (US) and follow-up interviews with a subgroup of those participants. This paper addresses the counseling practice interview portion and addresses two research questions: How confident do SLPs feel using counseling with individuals with aphasia? To what extent are SLPs implementing counseling in practice with individuals with aphasia and their family members?Methods & Procedures Eight practicing SLPs who participated in the part 1 counseling practices survey agreed to participate in the part 2 counseling practices intervention. They varied by years of practice, region of practice, and practice setting (acute, subacute, and chronic). Participants engaged in the Counseling Practices Interview (CPI) via the BlueJeans video conferencing application. Interviews were transcribed and coded qualitatively using open and axial coding methods. Multiple rounds of iterative coding were conducted to ensure rigor and coding stability.Outcomes & Results Multiple rounds of coding resulted in the following overarching themes: confidence in aphasia-specific skills/techniques, SLPs encounter emotional and psychosocial discussions regularly, confidence with educational counseling, not prepared for psychosocial adjustment counseling, taking the perspective of individuals with aphasia and their family, referrals/interprofessional practices and scope of practice issues, and SLP self-care. SLPs reported a clear difference between knowledge and skills for which they feel prepared and confident, versus addressing psychological well-being of individuals with aphasia and understanding practice boundaries.Conclusions SLPs recognize the importance of counseling skills for working with individuals with aphasia because counseling moments arise regularly. They use a variety of techniques but lack intentionality and specialised training. Academic training was deemed to be inadequate in scope and instructional methods. Post-academic training was identified as hard to access but useful. SLPs reported a lack of clarify on scope of practice, practice boundaries, and referrals.KEYWORDS: counselingeducationscope of practiceaphasia AcknowledgementsThe second author was awar","PeriodicalId":50744,"journal":{"name":"Aphasiology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135194380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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