Relevant bibliographies by topics / Adults with aphasia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Adults with aphasia'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Adults with aphasia"

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Nicholas, L. E., D. L. MacLennan, and R. H. Brookshire. "Validity of Multiple-Sentence Reading Comprehension Tests for Aphasic Adults." Journal of Speech and Hearing Disorders 51, no. 1 (February 1986): 82–87. http://dx.doi.org/10.1044/jshd.5101.82.

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This study assessed the passage dependency of multiple-sentence reading test items from the Boston Diagnostic Aphasia Examination (Goodglass & Kaplan, 1983), the Minnesota Test for Differential Diagnosis of Aphasia (Schuell, 1965), Examining for Aphasia (Eisenson, 1954), the Reading Comprehension Battery for Aphasia (LaPointe & Horner, 1979), and the Western Aphasia Battery (Kertesz, 1982). More than half of the test items from these reading tests were answered correctly by a significantly greater than chance number of both aphasic and non-brain-damaged adults without reading the passages whose comprehension the items purported to test. These results suggest that published tests for assessing aphasic persons' comprehension of multiple-sentence passages do not provide valid estimates of such persons' ability to comprehend information from printed texts.
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Rodil, Kasper, Emil Byskov Nielsen, and Jonathan Bernstorff Nielsen. "Sharing Memories: Co-Designing Assistive Technology with Aphasic Adults and Support Staff." International Journal of Sociotechnology and Knowledge Development 10, no. 1 (January 2018): 21–36. http://dx.doi.org/10.4018/ijskd.2018010102.

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This article describes how for people suffering from aphasia, everyday verbal and bodily interpersonal communication is challenging. To increase aphasics' ability to share memories, an assistive technology (the MemoryBook) was conceptualized based on explicit, observable and tacit knowledge gathered from the practices in which it was to be contextualized and through a close partnership between aphasics and their caretakers. The underlying design methodology for the MemoryBook is a participatory design manifested through the collaboration and creations by two aphasic residents and one member of the support staff. The idea of the MemoryBook is materialized, and inspired by a photo album, which uses photos and audio recordings to present memories digitally. The MemoryBook was evaluated and found to be a useful approach to a wicked problem of allowing aphasics to digitally capture and communicate memories without caretaker intervention.
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Silkes, JoAnn P., Malcolm R. McNeil, and Mathias Drton. "Simulation of Aphasic Naming Performance in Non-Brain-Damaged Adults." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 610–23. http://dx.doi.org/10.1044/1092-4388(2004/047).

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Discussion abounds in the literature as to whether aphasia is a deficit of linguistic competence or linguistic performance and, if it is a performance deficit, what are its precise mechanisms. Considerable evidence suggests that alteration of nonlinguistic factors can affect language performance in aphasia, a finding that raises questions about the modularity of language and the purity of linguistic mechanisms underlying the putative language deficits in persons with aphasia. This study investigated whether temporal stress plus additional cognitive demands placed on non-brain-damaged adults would produce aphasic-like performance on a picture naming task. Two groups of non-brain-damaged participants completed a picture naming task with additional cognitive demands (use of low frequency words and making semantic judgments about the stimuli). A control group performed this task at their own pace, and an experimental group was placed under time constraints. Naming errors were identified and coded by error type. Errors made by individuals with aphasia from a previous study (S. E. Kohn & H. Goodglass, 1985) were recoded with the coding system used in the present study and were then compared with the types of errors produced by the 2 non-brain-damaged groups. Results generally support the hypothesis that the language performance deficits seen in persons with aphasia exist on a continuum with the language performance of non-brain-damaged individuals. Some error type differences between groups warrant further investigation. KEY WORDS : aphasia, language functions and disorders, anomia, verbal expression
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Ross, Katherine B., and Robert T. Wertz. "Discriminative Validity of Selected Measures for Differentiating Normal From Aphasic Performance." American Journal of Speech-Language Pathology 12, no. 3 (August 2003): 312–19. http://dx.doi.org/10.1044/1058-0360(2003/077).

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Normal elderly and mildly aphasic individuals may exhibit similar impairments in comprehension and expression. The discriminative validity between normal and aphasic performance on most standardized measures of aphasia has not been reported. The authors compared the performance of 18 aphasic and 18 normal adults to determine the discriminative validity of 2 general language measures—the Porch Index of Communicative Ability (B. E. Porch, 1967) and the Western Aphasia Battery (A. Kertesz, 1982)—and 2 functional communication measures—the Communication Activities of Daily Living-Second Edition (A. L. Holland, C. Frattali, & D. Fromm, 1999) and the American Speech-Language-Hearing Association’s Functional Assessment of Communication Skills for Adults (C. Frattali, C. K. Thompson, A. L. Holland, C. B. Wohl, & M. K. Ferketic, 1995). All between-groups comparisons of summary scores for each measure showed significant mean differences. Expressive language ability and efficiency of performance best differentiated between the aphasic and normal groups. However, group performance ranges overlapped by at least 10% on each measure. To enhance the differential diagnosis of aphasia, supplementing formal test results with additional subjective and objective evidence is recommended.
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Correia, Louise, Robert H. Brookshire, and Linda E. Nicholas. "Aphasic and Non-Brain-Damaged Adults' Descriptions of Aphasia Test Pictures and Gender-Biased Pictures." Journal of Speech and Hearing Disorders 55, no. 4 (November 1990): 713–20. http://dx.doi.org/10.1044/jshd.5504.713.

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Twelve aphasic and 12 non-brain-damaged adult males described the speech elicitation pictures from the Boston Diagnostic Aphasia Examination (BDAE), the Minnesota Test for Differential Diagnosis of Aphasia (MTDDA), the Western Aphasia Battery (WAB), and six pictures representing male-biased or female-biased daily-life situations. For each speech sample we calculated number of words, words per minute, number of correct information units, percentage of words that were correct information units, and percentage of correct information units that were nouns or adjectives (amount of enumeration or naming). The WAB picture elicited more enumeration than the BDAE or MTDDA pictures, and information was produced at a slower rate in response to the WAB picture than the other two pictures. These differences were statistically significant and appear to be clinically important. Gender bias had statistically significant effects on two measures. Male-biased pictures elicited significantly more words and significantly more correct information units than female-biased pictures. However, these differences were small and do not appear to be clinically important. Two of the five measures (words per minute and percentage of words that were correct information units) differentiated non-brain-damaged speakers from aphasic speakers. The magnitude of these differences suggests that these measures provide clinically important information about the problems aphasic adults may have when they produce narrative discourse.
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Goldfarb, Robert, Beatrice Stocker, Jon Eisenson, and Susan Desanti. "Communicative Responsibility and Semantic Task in Aphasia and “Schizophasia”." Perceptual and Motor Skills 79, no. 2 (October 1994): 1027–39. http://dx.doi.org/10.2466/pms.1994.79.2.1027.

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A probe technique requiring convergent and divergent semantic behavior and representing five levels of communicative responsibility served as the research tool. Stimuli were presented to 29 aphasic adults (13 Broca's, 7 Wernicke's, and 9 anomic), 26 adults with chronic undifferentiated schizophrenia, and 32 normal elderly control subjects. Within each group significant differences were observed on the semantic task (convergent and divergent) and on level of communicative responsibility. Among subjects with aphasia, differences appeared to relate more to severity than type. Differences between unclassified aphasic and “schizophasic” groups occurred only when multiword responses were required. We conclude that continued use of the term “schizophasia” may be unwarranted and that the linguistic behaviors we observed in aphasia and the language of schizophrenia may contribute to differential diagnosis.
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Mansur, Letícia Lessa, Márcia Radanovic, Danielle Rüegg, Lúcia Iracema Zanotto de Mendonça, and Milberto Scaff. "Descriptive study of 192 adults with speech and language disturbances." Sao Paulo Medical Journal 120, no. 6 (2002): 170–74. http://dx.doi.org/10.1590/s1516-31802002000600003.

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CONTEXT: Aphasia is a very disabling condition caused by neurological diseases. In Brazil, we have little data on the profile of aphasics treated in rehabilitation centers. OBJECTIVE: To present a descriptive study of 192 patients, providing a reference sample of speech and language disturbances among Brazilians. DESIGN: Retrospective study. SETTING: Speech Pathology Unit linked to the Neurology Division of the Hospital das Clínicas of the Faculdade de Medicina da Universidade de São Paulo. SAMPLE: All patients (192) referred to our Speech Pathology service from 1995 to 2000. PROCEDURES: We collected data relating to demographic variables, etiology, language evaluation (functional evaluation, Boston Diagnostic Aphasia Examination, Boston Naming and Token Test), and neuroimaging studies. MAIN MEASUREMENTS: The results obtained in language tests and the clinical and neuroimaging data were organized and classified. Seventy aphasics were chosen for constructing a profile. Fourteen subjects with left single-lobe dysfunction were analyzed in detail. Seventeen aphasics were compared with 17 normal subjects, all performing the Token Test. RESULTS: One hundred subjects (52%) were men and 92 (48%) women. Their education varied from 0 to 16 years (average: 6.5; standard deviation: 4.53). We identified the lesion sites in 104 patients: 89% in the left hemisphere and 58% due to stroke. The incidence of aphasia was 70%; dysarthria and apraxia, 6%; functional alterations in communication, 17%; and 7% were normal. Statistically significant differences appeared when comparing the subgroup to controls in the Token Test. CONCLUSIONS: We believe that this sample contributes to a better understanding of neurological patients with speech and language disturbances and may be useful as a reference for health professionals involved in the rehabilitation of such disorders.
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Katz, Richard C., and Robert T. Wertz. "The Efficacy of Computer-Provided Reading Treatment for Chronic Aphasic Adults." Journal of Speech, Language, and Hearing Research 40, no. 3 (June 1997): 493–507. http://dx.doi.org/10.1044/jslhr.4003.493.

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We examined the effects of computer-provided reading activities on language performance in chronic aphasic patients. Fifty-five aphasic adults were assigned randomly to one of three conditions: computer reading treatment, computer stimulation, or no treatment. Subjects in the computer groups used computers 3 hours each week for 26 weeks. Computer reading treatment software consisted of visual matching and reading comprehension tasks. Computer stimulation software consisted of nonverbal games and cognitive rehabilitation tasks. Language measures were administered to all subjects at entry and after 3 and 6 months. Significant improvement over the 26 weeks occurred on five language measures for the computer reading treatment group, on one language measure for the computer stimulation group, and on none of the language measures for the notreatment group. The computer reading treatment group displayed significantly more improvement on the Porch Index of Communicative Ability “Overall” and “Verbal” modality percentiles and on the Western Aphasia Battery Aphasia “Quotient” and “Repetition” subtest than the other two groups. The results suggest that (a) computerized reading treatment can be administered with minimal assistance from a clinician, (b) improvement on the computerized reading treatment tasks generalized to non-computer language performance, (c) improvement resulted from the language content of the software and not stimulation provided by a computer, and (d) the computerized reading treatment we provided to chronic aphasic patients was efficacious.
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Lasker, Joanne P. "AAC Language Assessment: Considerations for Adults With Aphasia." Perspectives on Augmentative and Alternative Communication 17, no. 3 (September 2008): 105–12. http://dx.doi.org/10.1044/aac17.3.105.

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Abstract The process of recommending AAC systems and strategies for adults with aphasia requires clinicians to analyze both the language skills of the client and the specific language demands posed by different AAC systems. This paper describes some of the challenges people with aphasia face when attempting to use AAC approaches and presents a brief overview of language assessment techniques for people with aphasia. We review the AAC-Aphasia Classification System (Garrett & Lasker, 2005)—a tool for describing communication behaviors of people with aphasia. We present a brief analysis of the language features inherent in some AAC systems in terms of language storage and retrieval. We also discuss the importance of matching clients' current and potential language skills with an appropriate AAC tool.
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Hopper, Tammy, and Audrey L. Holland. "Aphasia and Learning in Adults." Topics in Geriatric Rehabilitation 21, no. 4 (October 2005): 315–22. http://dx.doi.org/10.1097/00013614-200510000-00008.

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Dissertations / Theses on the topic "Adults with aphasia"

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Roper, A. "Computer gesture therapy for adults with severe aphasia." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/18030/.

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Aphasia intervention has made increasing use of technology in recent years. The evidence base, which is largely limited to the investigation of spoken language outcomes, indicates positive treatment effects for people with mild to moderate levels of aphasia. Outcomes for those with severe aphasia however, are less well documented and - where reported - present less consistent gains for measures of spoken output. In light of this issue for existing approaches, and due to the fact that non-speech focused interventions might therefore be more suitable, the current thesis explores the use of computer gesture therapy for people with severe aphasia. An initial review of gesture therapy is presented, followed by a systematic review of current computer therapy literature. A pseudo-randomised, wait-list control study of twenty participants with severe aphasia forms the experimental body of the thesis. The study investigates the effects of two purpose-built gesture therapy technologies: GeST and PowerGeST. The latter of these was developed for the purposes of the thesis. Following completion of a range of candidacy measures examining gesture comprehension, language, cognition and praxis, participants undertook a five-week intervention period comprising practice with GeST and PowerGeST. Primary outcomes were assessed using a measure of gesture production in isolation. Secondary outcome measures included an assessment of naming production, a novel assessment of interactive gesture abilities and an accessible computer use and confidence measure. These two latter measures were developed for the purposes of the thesis. Study outcomes show significant improvement in gesture production abilities for adults with severe aphasia following computer intervention. They indicate no transfer of effects into naming gains or interactive gesture. Findings reveal comparatively low levels of access to everyday technologies for this group. Outcomes therefore, indicate the positive effects of a purpose built computer-delivered therapy for a population who commonly experience challenges with access to everyday technology. Insights gained within this thesis offer encouraging results for computer therapy methods within this hitherto under-researched population and propose a case for further development of the evidence base in this field.
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Cardone, Victoria. "Exploring the Construct of Overlearning in Adults with Aphasia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492024567011232.

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Braddock, Barbara. "Links between language, gesture, and motor skill a longitudinal study of communication recovery in adults with Broca's aphasia /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4656.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 26, 2007) Vita. Includes bibliographical references.
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Ogrodnik, Giselle. "The Impact of Aphasia on Working Memory in Bilingual Adults." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1546.

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The purpose of the current investigation was to explore the effects of aphasia on working memory (WM) in bilingual adults. Available research supports the notion that there are strong positive correlations between WM capacity and language function in monolingual adults with aphasia and that aphasic adults' ability to comprehend language may be predicted by WM capacity. The relationship between WM capacity and auditory comprehension, as measured by the Token Test, was investigated in bilingual adults with and without aphasia. Additional areas of investigation included examination of the influence of aphasia on bilingualism and language proficiency as measured by differential performance in both languages on the Boston Naming Test (BNT); relationships between severity of aphasia, as measured by the Bilingual Aphasia Test (BAT); and WM, as measured by listening span. Sixteen participants between the ages of 26 and 91 were included in this study (mean age for women was 61.3; men was 52.8; 37% of the sample population was male, 63% was female). Eight participants were non-aphasic bilingual adults, the remaining 8 participants were bilingual aphasic adults. Results of the study indicated that both groups yielded relatively equivalent findings for the two languages on WM measures. Highly significant and strong positive correlations were observed between WM and auditory comprehension for both groups in both languages. There were no significant differences between English and Spanish results relative to auditory comprehension in the group with aphasia. There was, however, more variability on the BNT for the group with aphasia. Moreover, a significant difference between English and Spanish on the BNT was observed for the non-aphasic group. Significant relationships were found between language proficiency and aphasia severity for both languages; however, no significant differences were found between English and Spanish on the BAT. Nonetheless, moderate to strong positive linear relationships were observed between WM and aphasic severity (BAT) and strong positive relationships were found between language proficiency and aphasia severity for both languages for the group with aphasia. In conclusion, results suggest that the impact of bilingualism on WM for aphasic adults may be similar to what has been observed for monolingual aphasic individuals. Further research is needed relative to the nature of WM in bilingual adults with aphasia.
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Lebrun, Nathalie. "Drawing assessment protocol for adults with aphasia: a rubric for scoring." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6823.

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The purpose of this study was to determine if a scoring rubric developed by the investigator could differentiate scores on the Drawing Assessment Protocol (DAP) (Alarcon, 2007) for persons with aphasia and for persons with no history of the specific language disorder. From these scores, the study also sought to explore whether adults with aphasia perform differently on the DAP compared to adults with no history of acquired brain injury. Additionally, the study was designed to investigate possible performance correlations between how adults with aphasia perform on DAP and to the drawing section of the Western Aphasia Battery-Revised (WAB-R) (Kertesz, 2006). Eight dyads containing six adults with aphasia and their communication partners as well as two dyads with no history of aphasia participated in the study. The two dyads with no history of aphasia were age and gender matched with two dyads in the aphasia group. The investigator obtained data from the administration of the drawing section of the WAB-R and DAP. The investigator rated the DAP drawings on the following measures: clarity, completeness, recognizability, and willingness to draw based the scoring rubric designed for this study. Scoring differentiation trends between the aphasia group and typical group indicated that the suggested rubric may be a beneficial scoring tool for the DAP. Parallels in scores between the WAB-R and DAP further supports this indication. Findings from this study warrant the use of the DAP and rubric with a larger pool of participants with aphasia in both research and clinical settings. Revisions to the recognizability measure should be made to help further differentiate scores along that measure.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders
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Kagan, Aura. "Supported conversation for adults with aphasia§T§M, methods and evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0015/NQ45755.pdf.

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Wood, Sara Elizabeth. "Electropalatographic study of speech sound errors in adults with acquired aphasia." Thesis, Open University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361902.

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Jones, Bethany Anne. "Comparing satisfaction with social networks of adults with and without aphasia." Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/5528.

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Background: A social network is made up of the people with whom individuals make communicative contact throughout their lives. The socioemotional selectivity theory predicts that older adults selectively prune their social networks to make them more intimate and satisfying (Carstensen, 1992). Aphasia, a disorder that affects mostly older adults, has been found to reduce social network size. Prior research does not adequately address satisfaction with that change. Aims: The current qualitative study investigates the hypothesis that aphasia reduces social participation and satisfaction with social participation. Methods: Four people with aphasia and five people without aphasia were interviewed about their social network size, frequency of communication, satisfaction of communication, frequency of activity participation, and satisfaction of activity participation. We investigated the impact of factors hypothesized to affect these indices of social participation: aphasia severity, hearing loss, mobility status, and communication modalities. Results: The aphasia group reported smaller social networks, and less frequent social communication and individual and social activity participation. Social isolation was also reported by the aphasia group. Satisfaction of communication was roughly the same between groups. The aphasia group was more dissatisfied with activity participation than the control group. Conclusions: Individuals with aphasia had smaller social networks and less frequent activity participation than controls. This contributed to a perception of social isolation. Socioemotional selectivity theory may apply to the social communication changes in people with aphasia because results indicated equal dissatisfaction when compared to the control group. However, alternative hypotheses cannot be discounted. The aphasia group’s increased dissatisfaction with activity participation indicates an undesired change.
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Pound, Carole. "An exploration of the friendship experiences of working-age adults with aphasia." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7696.

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Aphasia impairs using and understanding language, and thus impacts on communication, identity and relationships. However, little research has investigated how people with aphasia understand friends and friendship. This Participatory Action Research (PAR) study explored how younger adults with aphasia experience friendship. Participants were 28 people with aphasia, some of whom were members of the Research Group. Data from 12 initial interviews in Phase 1 of the study led to a model of friendship and aphasia. This underpinned development of peer-led Friendship Events in Phase 2 of the study, after which 16 additional participants with aphasia were interviewed, contributing to elaboration of the model. Within the context of living with aphasia, which was central for all participants, eight inter-connected themes emerged. Friends could be anchors in a time of change and trusted stabilising influences while reconfiguring identity. Participants described the hard work of friendship, the place of communication in supporting friendship, and the challenge of equality within post-aphasia friendships. Time, humour and two-way flexibility were crucial in developing new kinds of friendship. Participants categorised a wide variety of relationships as friendship. These findings elucidate understandings of friendship loss and change as well as strategies to maintain friendship post-onset of aphasia. The study sheds new light on social connectedness and social support provided by friends, family and peers with aphasia. It emphasises the role of friendship in reconfiguring identity, and offers practical recommendations for harnessing the benefits of friends and friendship in life with aphasia. PAR methodology facilitated creation of accessible tools to support conversations and awareness-raising about friendship. The study highlights the strengths of relational methods for researching friendship and the transformative potential of doing PAR with marginalised groups such as people with aphasia.
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Pike, Caitlin. "Social participation in working-age adults with aphasia : an updated systematic review." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/61355.

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Background: A previous systematic review found limited data regarding social participation in working-age people with aphasia (PWA). This population has many roles to fulfill, that are negatively affected by aphasia. A review of recent studies may reveal more information on the challenges in re-establishing social roles and thus may inform treatment thereof. Method: The aim was to provide an updated systematic review on social participation in PWA under 65 years of age. Studies from 2005-2017 were searched from Scopus, Pubmed and Psychinfo. Search terms were derived from the International Classification of Functioning, Disability and Health (ICF) and the Aphasia- Framework for Outcomes Measures (A-FROM). Aspects of domestic life, interpersonal relations and interactions, education and employment and community, civic and social life were investigated. Results: From 2,864 initial hits, 11 studies were identified, all of which were on the American Speech-Language-Hearing Association (ASHA) Level III of evidence. The studies indicated that participation in domestic life is reduced and PWA showed reduced social networks, loss of friendships and changes in the quality of marital relations. Few PWA returned to work or spent time on education. Limitations in community, civic and social life were noted and there were contradictory findings on the impact of contextual factors on social participation. There was an increase in research into contextual factors impacting on social participation in PWA and in the use of conceptual frameworks in the last decade. Conclusions: Social participation in working-age adults is limited across the social domains. While the ICF conceptual framework is increasingly used, no studies used the A-FROM. There is greater use of standardised assessments and larger sample sizes.
Dissertation (MA)--University of Pretoria, 2017.
Speech-Language Pathology and Audiology
MA
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Books on the topic "Adults with aphasia"

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Thelander, Mary J. York-Durham Aphasia Centre: Report on the evaluation of effectiveness of a community program for aphasic adults. Toronto, Ont: Coopershill Pub.?, 1994.

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Language disorders in bilingual children and adults. San Diego, CA: Plural Publishing, 2013.

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Language disorders in bilingual children and adults. San Diego: Plural Pub., 2007.

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Boone, Daniel R. An adult has aphasia: For the family : the management and treatment of the patient with aphasia. 5th ed. Austin, Tex: Pro-ed, 1995.

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Davis, G. Albyn. Adult aphasia rehabilitation: Applied pragmatics. Windsor: Nfer-Nelson Publishing Company Ltd, 1985.

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1953-, Wilcox M. Jeanne, ed. Adult aphasia rehabilitation: Applied pragmatics. San Diego, Calif: College-Hill Press, 1985.

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Morrison, Sarah. Phonology: Resource pack for adult aphasia. Bicester: Speechmark, 2001.

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Morrison, Sarah. Phonology: Resource pack for adult aphasia. Bicester: Speechmark, 2001.

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Morrison, Sarah. Phonology: Resource pack for adult aphasia. Bicester: Speechmark, 2001.

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Morrison, Sarah. Phonology: Resource pack for adult aphasia. Bicester: Speechmark, 2001.

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Book chapters on the topic "Adults with aphasia"

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Kagan, Aura, and Gillian F. Gailey. "Functional Is Not Enough: Training Conversation Partners for Aphasic Adults." In Aphasia Treatment, 199–225. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-7248-4_9.

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Cummings, Louise. "Narrating the Cinderella Story in Adults with Primary Progressive Aphasia." In Further Advances in Pragmatics and Philosophy: Part 2 Theories and Applications, 301–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00973-1_18.

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Castro-Caldas, A., J. M. Ferro, M. Guerreiro, G. Mariano, and L. Farrajota. "Influence of Literacy (vs Illiteracy) on the Characteristics of Acquired Aphasia in Adults." In Developmental and Acquired Dyslexia, 79–91. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-017-1241-5_6.

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Johannsen-Horbach, Helga, Conny Wenz, Matthias Funfgeld, Manfred Herrmann, and Claus-W. Wallesch. "Psychosocial Aspects on the Treatment of Adult Aphasics and Their Families: A Group Approach in Germany." In Aphasia Treatment, 319–34. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-7248-4_13.

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Kasselimis, Dimitrios S., Georgios Papageorgiou, Georgia Angelopoulou, Dimitrios Tsolakopoulos, and Constantin Potagas. "Translational Neuroscience of Aphasia and Adult Language Rehabilitation." In Translational Neuroscience of Speech and Language Disorders, 5–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35687-3_2.

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Vakareliyska, Cynthia M. "12. Language-specific Issues for the Bulgarian LARSP Profile and Adult Aphasia Examinations." In Profiling Grammar, edited by Paul Fletcher, Martin J. Ball, and David Crystal, 236–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783094875-014.

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Friederici, Angela D., and Herbert Schriefers. "The Nature of Semantic and Morphosyntactic Context Effects on Word Recognition in Young Healthy and Aphasic Adults." In Linguistics and Cognitive Neuroscience, 9–32. Wiesbaden: VS Verlag für Sozialwissenschaften, 1994. http://dx.doi.org/10.1007/978-3-322-91649-5_2.

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Bonvillian, John D., Nicole Kissane Lee, Tracy T. Dooley, and Filip T. Loncke. "6. Sign-Communication Intervention in Adults and Children with Aphasia." In Simplified Signs, 187–234. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0205.06.

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Chapter 6 focuses on the language and communication impairments of adults and children that may be acquired after suffering a head injury, stroke, brain infection, tumor, or other similar trauma. Such persons may have had intact language abilities before the trauma, but often present with varying degrees of severity of aphasia that may temporarily or permanently affect their receptive understanding of language and/or their production of language. Although most of the literature examines such deficits in hearing persons and the resulting impact on spoken language, deaf persons may also experience aphasic impairments to their production and understanding of sign language. An examination of apraxia, which often co-occurs with aphasia, provides another dimension that needs to be analyzed when addressing strategies for language rehabilitation. The outcomes of sign-communication interventions in persons with aphasia are presented, along with a focus on Amer-Ind, pantomime skills, and the use of signing to facilitate speech. Finally, the authors address speech and language disorders such as acquired childhood aphasia (Landau-Kleffner syndrome), developmental language disorder (formerly known as specific language impairment) in both hearing and deaf children, and childhood apraxia of speech.
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Johnson, Leslie W. "Factors Influencing Aphasia Assessment for Bilingual Adults." In Advances in Linguistics and Communication Studies, 196–216. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2261-5.ch010.

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This chapter provides a brief overview of stroke, aphasia, and aphasia assessment. Additionally, it considers various issues associated with the standardized assessment of aphasia, including problems related to cultural and linguistic biases. The chapter also includes information on working with people who are bilingual, as well as working with interpreters. A hypothetical case study is presented as a teaching avenue to discuss these topics in greater length. This section contains details regarding how both cultural and linguistic barriers associated with the assessment of the patient's aphasia may have influenced the intervention provided by the speech-language pathologist (SLP). Medical terminology and procedures related to stroke intervention are also discussed as it relates to the SLP's plan of care.
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Selnes, O., and M. Harciarek. "Primary Progressive Aphasia in Nondementing Adults." In Encyclopedia of Language & Linguistics, 88–91. Elsevier, 2006. http://dx.doi.org/10.1016/b0-08-044854-2/04174-2.

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Conference papers on the topic "Adults with aphasia"

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Martin, Diana Molero, Robert Laird, Faustina Hwang, and Christos Salis. "Computerized short-term memory treatment for older adults with aphasia." In ASSETS '13: The 15th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2513383.2513409.

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Gillespie, Stephanie, Elliot Moore, Jacqueline Laures-Gore, Matthew Farina, Scott Russell, and Yash-Yee Logan. "Detecting stress and depression in adults with aphasia through speech analysis." In 2017 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2017. http://dx.doi.org/10.1109/icassp.2017.7953136.

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Gillespie, Stephanie, Elliot Moore, Jacqueline Laures-Gore, and Matthew Farina. "Exploratory analysis of speech features related to depression in adults with Aphasia." In 2016 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2016. http://dx.doi.org/10.1109/icassp.2016.7472792.

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Sastra, Gusdi, Ike Revita, Handoko Handoko, and Hendra Permana. "Language Therapy Model for Treating Adult Aphasic Patient." In International Conference on Social Sciences, Humanities, Economics and Law. EAI, 2019. http://dx.doi.org/10.4108/eai.5-9-2018.2282581.

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Reports on the topic "Adults with aphasia"

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Withers, Mary. Progressive relaxation training : effects on the communicative ability of aphasic adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2907.

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Blake, Priscilla. Word retrieval behaviors of aphasic adults in conversational speech : a preliminary study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6097.

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Fisher, Judith. The effects of morning and afternoon scheduling on the clinical performance of severe aphasic adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2782.

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Stayer, Jane. Facilitating Independent Communication for an Adult with Severe, Nonfluent Aphasia Using a Voice Output Communication Aid. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6674.

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Brown, Laurel. Effects of Semantic Associational Strength and Verbal Sequence Length on the Auditory Comprehension of Aphasic Adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1682.

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Grotting, Lauryl. Effects of verbal and pantomime stimulus input on the short term sequential recall of aphasic adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2263.

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Kongsbak, Ute. Reading comprehension of literal, translational, and high inference level questions in aphasic and right hemisphere damaged adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5977.

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