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Dissertations / Theses on the topic 'Aphasia Speech therapy'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Falconer, Horne Carolyn. "Enhancing Aphasia Therapy| Two Studies of TDCS in Chronic Aphasia." Thesis, New York University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813716.

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<p> Aphasia is an acquired impairment of language secondary to neurological brain damage commonly seen in stroke, and is defined by impairment to communication through speech and language which can limit participation in work, family, and social settings. Standard aphasia treatment consists of behavioral therapy to restore or compensate for this impairment. Unfortunately, recovery is often incomplete with long-lasting residual communication deficits. </p><p> Enhancing the effects of behavioral therapy has long been a goal of aphasia researchers. Behavioral therapy takes advantage of neuroplasticity, the brain’s ability to change, and a recent direction has been to use adjuvants to behavioral treatment to enhance these effects, even in the chronic stage of recovery. The two studies reported here use transcranial direct current stimulation (tDCS) for this purpose. tDCS provides low-level current that can hyper- or depolarize cortical neurons, to build on the neuroplastic capacity of the brain. In the studies reported here, the anode was placed over the left primary motor cortex, with the cathode over the right supraorbital region. Study one investigated whether tDCS administered prior to robotic motor therapy (36 sessions over 12 weeks) resulted in improvements in speech/language outcome measures, comparing a group receiving active tDCS with a group receiving sham tDCS. This study revealed some overall differences on selected speech and language measures from pre-test to post-test, although tDCS condition did not affect performance. One important finding this work revealed was a possible cross domain synergy between motor and speech-language therapy, even when no speech therapy was provided. </p><p> Study two examined whether the timing of tDCS relative to a speech/language treatment affects treatment outcomes. This study compared participants receiving tDCS immediately preceding computerized aphasia treatment to participants receiving tDCS and treatment simultaneously. A crossover design was employed so each participant also received sham tDCS for comparison. No interaction was found between stimulation type and timing (preceding or during) of aphasia treatment. Accordingly, the results were somewhat equivocal with respect to the best approach. Further investigation with larger sample sizes, longer times between tDCS conditions or multiple consecutive sessions may help clarify the role of tDCS timing in aphasia treatment.</p><p>

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2

Rhéaume, Agathe. "Bilingual aphasia : efficacy and generalization of bilingual therapy." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61335.

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The present study was conducted in order to investigate the effects of bilingual therapy on the naming skills of a bilingual aphasic patient. The nature of the word-finding difficulties of a French-English bilingual aphasic subject was assessed. Theory-based anomia therapy was administered to the patient first in English and then in French to explore within- and across-language treatment effects. General language skills were also assessed before and after therapy. Results revealed significant improvement in naming of treated words, but very limited generalization to untreated items in only one of the languages. Transfer of therapy effects from treated to untreated language was not observed. Findings are discussed in relation to the efficacy of bilingual therapy; implications for models of bilingual lexical organization are considered.

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3

Snook, Katherine Dorothy Ms. "Telephone-based Script Training and Generalization for Aphasia." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372865259.

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4

Griffith, Julie. "Post-Stroke Language Remediation Through Constraint-Induced Aphasia Therapy." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1415615475.

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5

Deuley, Amanda. "The Psychosocial Effects of Aphasia Across Two Ethnic Groups." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1438303918.

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6

Ranta, Amy Lynn. "An Enhanced Aphasia Awareness Training Program for Emergency Responders." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373473856.

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7

Horan, Jill J. "A Systematic Review of Aphasia Therapy Outcomes Research." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1481814619224774.

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8

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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9

Joma, Adriana. "Aphasia Couples Therapy: A Case Study of Conversational Coaching for a Man with Conduction Aphasia." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3553.

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The purpose of this study was to contribute to the understanding of the effects of aphasia couples therapy (ACT) in a person with conduction aphasia. ACT is a social therapeutic approach that involves facilitating conversations between the person with aphasia (PWA) and their spouse, or caregiver. The participants in this study involved one pair. The dependent variables included conveyance of main concepts, use of intentional gestures, reflections and summary statements per conversation. Miscellaneous measures were also counted and analyzed including the PWA’s frequency of paraphasias, fillers (e.g. um, uh), and disfluencies. Baseline sessions involved the PWA watching a video clip, and then providing a verbal summary of the main concept of the clip to his non-aphasic spouse within a 10-minute conversation. Therapy treatment sessions followed the same format as the baseline sessions, however, therapy sessions also included the aide of the researcher to coach the participants to use their pre-selected communication strategies to improve the balance in their conversations. The ability to accurately convey the main concept of a video clip in conversation served as the primary dependent variable in this study. Follow-up sessions were also conducted in similar fashion to baseline and probe sessions to determine maintenance and validity of results by dividing the total number of main concepts by the total number of utterances per conversation. Furthermore, ratings of the PWA’s quality of life and confidence in his ability to communicate were gathered and compared. The results of this study indicated that ACT yielded improved effects for the couple with regards to the communication of main concepts per conversation. A decrease in the use of all included miscellaneous measures were also observed. However, no significant changes were noted with regards to use of intentional gestures, reflections, and summary statements.

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10

Chan, Chung-yan Jenny. "Comparing the effects of semantic cueing and orthographic cueing on naming performance of Cantonese-speaking aphasic adults with naming difficulties." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B3620772X.

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Thesis (B.Sc)--University of Hong Kong, 2001.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences). The University of Hong Kong, May 4, 2001." Also available in print.

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11

Croft, Stephen. "Word-finding Difficulties in Bilingual Aphasia : Implications for Speech Language Therapy." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522909.

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12

Wildermuth, Elizabeth. "Conversational coaching| Facilitating communication between individuals with aphasia and their spouses/caregivers." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076455.

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<p> The purpose of this study was to evaluate the effects of a social participation based aphasia treatment called conversational coaching. Conversational coaching involves teaching individuals with aphasia and their communication partners (e.g., spouses/caregivers) strategies to facilitate more efficient and meaningful conversation. Two dyads participated in a multiple baseline experimental design across subjects. During baseline sessions, the individual with aphasia watched a videotaped story and then attempted to communicate the story’s content to his/her spouse. During treatment sessions, the same general procedure was used, but the investigator coached both participants in the use of selected communicative strategies to facilitate transmission of information and improve the quality of their conversations. The primary dependent variable was the percentage of main concepts successfully co-constructed during conversations. In addition, social outcome measures were used to evaluate the treatment’s impact on communicative confidence and quality of life. Positive outcomes were obtained for both dyads</p>

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13

Churney, Kristen. "Drawing and multimodality communication training as an effective treatment option for individuals with nonfluent aphasia." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591594.

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<p>Many individuals with nonfluent aphasia experience social isolation and depression as a result of their communication impairments. For these individuals, the use of communicative drawing and other communication modalities may potentially overcome barriers to social isolation. This thesis describes a single case, time series design used to evaluate the effectiveness of a drawing treatment program that simultaneously targets drawing recognizability and the use of drawing outside of the structured therapy tasks for an individual with nonfluent aphasia. Results indicated a general improvement in drawing recognizability and an increase in the use of drawing within conversation. Additionally, these results were maintained 8 weeks following the end of therapy. The author discusses these results in relation to the current body of research in the area of aphasia rehabilitation, as well as possible avenues for future research. </p>

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14

Jenkins, Sarah Jane. "Public Awareness of Aphasia." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1345144222.

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15

Whitworth, Anne B. "Thematic role assignment in word retrieval deficits in aphasia." Thesis, University of Newcastle Upon Tyne, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238814.

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16

Van, Fossen Laurel. "The communicative use of iconic face drawings to express emotional and evaluative statements in persons with aphasia." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603546.

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<p> The purpose of this study was to explore (1) if persons with aphasia (PWA) might be able to easily extract emotional meaning from iconic facial drawings, (2) if they are able and willing to use those drawings as a communicative tool to express emotion and evaluative statements with their communication partners, and (3) if their responses differed from individuals with right hemisphere dysfunction (RHD). Ten persons with aphasia and seven persons with RHD participated in the study, along with two control groups of 34 neurotypical adults. The first phase of the study required 24 neurotypical adults to match twelve words describing various emotional states with the facial drawing most closely representing the word. Then, they were asked to copy six of the drawings as a baseline for drawing accuracy. The six drawings which were determined by the control group to have the least amount of ambiguity of meaning were selected as stimuli to the experimental group. In the second phase of the study, PWAs and persons with RHD were asked to match each drawing with a labeled photograph of a person with a similar facial expression. Secondly, to test their ability to produce these drawings, both stroke groups were asked to copy six of the facial drawings. Lastly, the two experimental groups completed a short, anonymous survey about the nature of their communication difficulties and their willingness to use drawing as a communicative tool. The resultant data was compared to a second control group of ten neurotypical adults, and then, to determine the best candidates for this proposed strategy, the two stroke groups were compared with each other. The results demonstrated that both persons with nonfluent aphasia and RHD were able to identify and copy the drawings with moderate success, although only the PWAs were willing to use drawing to communicate.</p>

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17

Hartwell, Jamie. "Access Denied| An Investigation of the Impact of Aphasia on Social Inclusion in Long-term Care Facilities." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002394.

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<p> This dissertation focused on the impact of aphasia on social inclusion in LTC facilities. Data were gathered and examined using a qualitative research methodology. This research design used several data collection procedures including participant observation, ethnographic interviews, videotaped conversations, and artifact analysis. These procedures preserved the authenticity of the data and allowed for thick description of social interaction as it unfolded in real-time. The results of these data were examined using categorization of the context and culture of each environment, community-based strategies used during social interactions, and the linguistic and interactive devices used during conversational interactions. The views, reactions, and affective reactions of IWA were also explored and discussed. Patterns emerged from the data that revealed the types of strategies that IWA employed to overcome contextual barriers within the nursing home environment. This study uncovered the importance of considering the contextual makeup of nursing homes when examining IWA and the value in exploring the on-line behaviors and strategies that are implemented by IWA as they negotiate social action within these contexts. This study has important implications regarding the value of qualitative research paradigms in investigating social access and inclusion in IWA in LTC settings and exploring the complex interdependent and synergistic relationship of language and its situated context.</p>

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18

Melvin, Shannon. "Development of a Training Session for Caregivers of Persons with Aphasia: A Pilot Study." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492272201299515.

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19

Yeung, Ho-yi Olivia. "Are executive functions predictive of aphasia treatment outcomes? data from an ortho-phonological therapy for anomia in Chinese /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41758213.

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20

Roll, Marika JoBeth. "Effects of Drill-Based Therapy on the Recognition and Transcoding of Arabic Numerals in an Adult with Chronic Aphasia." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428498660.

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21

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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22

Campbell, Sarah E. "THROMBOLYSIS AND EARLY SPEECH AND LANGUAGE RECOVERY AFTER STROKE." UKnowledge, 2018. https://uknowledge.uky.edu/rehabsci_etds/49.

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Speech and language impairments after left hemisphere stroke are life altering. Neuroprotective interventions, such as tissue plasminogen activator, or tPA, are utilized to diminish the impact of the stroke on functional ability. The purpose of this study was to examine speech and language recovery in the first three months after stroke in individuals with aphasia and to further investigate any differences between individuals who did and individuals who did not receive tPA, using objective speech and language measures. Twenty-six individuals, thirteen of whom received tPA and thirteen who did not, suffering from first-ever left hemisphere stroke with resulting aphasia were enrolled and completed repeated speech and language assessments within 24 hours after stroke, at one and two weeks after stroke. A three month assessment also included an additional quality of life measure. Findings indicate that both individuals who did and those who did not receive tPA demonstrated significant gains in language skills. Results also suggest that the individuals who received tPA have better outcomes at three months compared to those who did not. This is clinically significant as it helps provide prognostic information about the use of tPA and informs decision making for speech pathologists within the acute care hospital.

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23

Adams, Theresa. "Experiences and Perspectives of People with Aphasia who Engage in Disability Activism." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu161661579173201.

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24

Messamer, Paula J. "Self-reported and partner-reported functional communication and their relation to language and non-verbal cognition in mild to moderate aphasia." Thesis, University of Colorado at Boulder, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108706.

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<p> Purpose: Non-verbal cognition and language functions were examined in adult stroke survivors with aphasia. The specific purpose of the study was twofold: 1) to examine the relationship between self-reported outcomes from people with aphasia (PwA), measures of non-verbal cognition (Delis-Kaplan Executive Function Systems Test (D-KEFS), Delis, Kaplan, & Kramer, 2001) and measures of language (Western Aphasia Battery-Revised (WAB-R), Kertesz, 2007; Boston Naming Test Second Edition (BNT-2), Kaplan, Goodglass, & Weintraub, 2001) and 2) to examine these same relationships using partner-reported outcomes for that same group of PwA. This study used the Aphasia Communication Outcome Measure (ACOM, Doyle et al., 2013) to gather both self-reported ACOM data and partner-reported ACOM data (ratings of the person with aphasia’s communication made by a regular conversation partner). </p><p> Method: Seventeen participants with aphasia underwent examination with an extensive test battery including measures of functional communication, non-verbal cognition, and language impairment. In addition, 16 of their regular communication partners rated functional communication performance. </p><p> Results: Self-reported functional communication is strongly related to the number of errors committed on the D-KEFS design fluency test (r = .81, p = .001). Furthermore, a modified form of the D-KEFS design fluency test (in which the examinee is allowed unlimited time) shows that the proportion of errors contributes significantly to a two- predictor linear regression model. These two predictors account for 66% of the variance in self-reported functional communication ratings. These results suggest that non-verbal cognition for people with mild to moderate aphasia may serve an important role in functional communication. By contrast, self-reported functional communication was uncorrelated with aphasia severity (r = .04, p = .88), naming performance on either the WAB-R (r=.059, p=.823) or the BNT-2 (r=.097, p=.713), and category fluency (r=.086, p=.741). Partner-reported functional communication was highly correlated to the naming subtest on Western Aphasia Battery-Revised (WAB-R) scores (r=.71, p=.02) and to performance on the Boston Naming Test (BNT-2; r=.56, p=.026). </p><p> Partner-reported functional communication was also strongly predicted based on the number of animals named during the category fluency task on the WAB-R (r=.782, p=.000). A linear regression model including WAB-R category fluency accounted for 61.1% of the variance in partner-reported ratings. A second linear regression adding naming as a predictor was not significant (F<sub>change</sub> = 2.18, p=.163). By contrast, none of the non-verbal cognition measures were useful predictors of partner-reported functional communication. These results suggest that aphasia severity serves an important role in partner ratings of functional communication whereas non-verbal cognition does not. </p><p> Taken together, these results suggest that PwA and their partners rely on different aspects of communication when judging functional communication. </p><p> Further work to explore the use of patient-reported outcome (PRO) measures and to identify factors that contribute to self-reported functional communication is needed. The discussion addresses the appropriateness of using PRO measures in aphasia and the use of surrogate reports.</p>

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25

Gulick, Eleanor. "Developing discourse structure analysis for use on conversations that include people with aphasia." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594159643173734.

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26

Wadams, Amanda. "Determining the Relationship Between Language and Attention in Elders with Nonfluent Aphasia." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1407145803.

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27

Julian, Samantha Kate. "Book Club Experiences, Engagement, and Reading Compensatory Strategy Use for People with Aphasia." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami152516802483.

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28

Jodache, Sara Elyse. "Exploring the Insiders’ Experience of Language Assessment of Bilingual Samoan-English Speakers with Aphasia: "it's hard"." Thesis, University of Canterbury. Communication Disorders, 2013. http://hdl.handle.net/10092/9042.

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Background: The Samoan population is a growing population and one with an estimated high incidence of aphasia. Language assessment with bilingual individuals is said to be a challenging area of Speech-Language Therapy practice. Language assessment of bilingual Samoan-English speakers with aphasia is a field with limited research, and the specific experience of the individuals involved is an important factor to consider in improving SLT practice with this population. Aims: The current thesis aimed to explore the experience of language assessment of bilingual Samoan-English speakers with aphasia as perceived by those involved in the assessment process. Method: Two qualitative studies were utilised to address the aims, the first was a single case study observing the process of language assessment of a bilingual Samoan-English speaker with aphasia and follow-up interviews with other participants involved. The second study was a focus group with Speech-Language Therapists who had experience with language assessment of bilingual Samoan-English speakers with aphasia. Outcome and results: The results of the case study revealed eight themes: language assessment of bilingual Samoan-English speakers with aphasia is a hard process for the individuals involved; language assessment of bilingual Samoan-English speakers with aphasia is a team process; differences in understanding of communication impairments and the assessment process; time; preparation; appropriateness of assessment tasks, resources, and processes; uncertainty; and flexibility. The results of the focus group indicated eight categories: Speech-Language Therapists’ background, using interpreters, family involvement, Samoan language and culture, getting an initial impression of and building rapport with the individual with aphasia, assessment tasks and resources, determining which language(s) to assess and logistics of assessment. Conclusion: Language assessment of bilingual Samoan-English speakers with aphasia is a challenging area of Speech-Language Therapy practice. Challenges are multifaceted and although some challenges may be present in all language assessment with individuals with aphasia, they are further exacerbated by the addition of multiple languages, people, and culture. Helpful strategies identified in this study may aid in improving the overall experience.

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29

Pummill, Kacie L. "Comprehension and Phonemic Mismatch in Disordered Speech." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563392523769588.

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30

Gareis, Heather A. "The Effects of Treating Verbs and Nouns Using a Modified Semantic Feature Approach to Improve Word-finding in Aphasia." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784915.

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<p> Semantic approaches, including semantic feature analysis (SFA), are commonly used to treat individuals with anomia (word-finding difficulties) due to nondegenerative chronic aphasia. Research has traditionally targeted nouns, with relatively few published studies targeting verbs in isolation or in comparison to nouns. Yet, verbs are essential for higher-level communications, and some evidence suggests that treating higher-level word types may have crossover benefits. Generalization to untrained words and discourse have also varied across studies. </p><p> Thus, the aim of this study was to determine if a modified SFA treatment could be effective for both nouns and verbs, to assess generalization, and to investigate potential crossover benefits. Results revealed that the treatment did improve spontaneous production of trained nouns and verbs as well as semantic retrieval of untrained words, with an unexpected result of untrained verbs achieving a higher level of spontaneous production than untrained nouns. Implications and avenues for future studies are also discussed.</p><p>

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31

Hassan, Fatimah Hani B. "Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352997697.

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32

Powlen, Skylar Kay. "A Functional Gestural Communication Intervention for Individuals with Chronic and Severe Aphasia." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429723110.

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33

Kamal, Khaledi Maryam KAMAL. "Processing of temporal and pronominal references in English-speaking individuals with aphasia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1502930894129367.

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34

deVille, Camille Rae. "Effect of digital highlighting on reading comprehension given text-to-speech technology for people with aphasia." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami158629144312354.

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35

Cohen, Hallie. "Script Training: The role of Written Cues." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5667.

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Script training is a technique that allows persons with acquired speech and language disorders, such as nonfluent aphasia, to have islands of fluent speech during which they can speak about a topic without pausing or having word-finding errors. Scripts relevant to specific functional situations are written and practiced until memorized. Script training delivered verbally has been effective with clients with aphasia but the role of written cues in the training has not been explored. Therefore the purpose of this study was to compare the effectiveness of script training taught verbally, or verbally with a written script, in persons with aphasia. Three adults, one with Broca’s aphasia and apraxia of speech (AOS), one with Broca’s aphasia, and one with Anomic aphasia were recruited for this study. Participants selected three topics for script training and with the clinician’s help wrote a script and a script prompt for each topic. Scripts were trained one sentence or phrase at a time until 95% repetition accuracy was achieved, then training began for the next script. The effects of two training procedures, verbal only and verbal + written script, were evaluated with a multiple baseline design across training procedures, the order of which was counterbalanced across participants. Maintenance data were collected after each script was mastered and after the study ended. Results revealed that 3 persons with aphasia (PWA) demonstrated mastery of 2-3 scripts each using V+W script training methods, but only 1 participant maintained script accuracy at 16 weeks post-study. More research is needed to explore the role of written and verbal cues on script mastery and generalization.

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36

Ray, Tyler M. "Development of an Outcome Measure in Caregiver Training of Persons with Aphasia." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523380775337603.

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37

Yeung, Ho-yi Olivia, and 楊浩怡. "Are executive functions predictive of aphasia treatment outcomes?: data from an ortho-phonological therapy foranomia in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41758213.

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38

Goff, Rachel A. "Examining the Effectiveness of Intensive Language Action Therapy in Individuals with Nonfluent Aphasia." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4817.

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Abstract Background: Individuals with nonfluent aphasia may have significant difficulties with functional spoken communication tasks in their daily life. Aphasia treatment held in a group setting may provide an enriched communicative context wherein the requirements of spoken language are similar to those within functional day-to-day communicative situations. Thus engaging in a spoken language activity in a group setting may directly target generalization of trained skills to those required in real-life, social communication situations. The present study is concerned with an aphasia group treatment that requires focused practice of spoken language during a social-functional communication task. Intensive Language Action Therapy (ILAT) has demonstrated positive communication outcomes in some individuals with chronic aphasia. However, it remains to be seen which clinical measures best index outcomes for ILAT. The purpose of the current study was to determine the effectiveness of ILAT in individuals with nonfluent aphasia by exploring multiple, potential ILAT outcomes. The outcomes included change in performance on assessments of directly trained spoken social-functional communication abilities (proximal outcomes), untrained social-functional communication abilities and language abilities (primary outcomes), and cognitive-communication abilities (secondary outcome). Additionally, the project aimed to explore the participants' perceptions of ILAT (secondary outcome). Methods and Procedures: ILAT was implemented with four individuals with nonfluent aphasia, using a single-subject multiple baseline design. The treatment was conducted daily for 10 consecutive week days, totaling 25 hours of treatment. Treatment probes (i.e., using trained and untrained picture cards and an unrelated control-task of nonword repetition), a pre/post assessment battery, and a post-treatment survey/interview were administered to assess performance on the treatment task, generalization to other potential ILAT outcomes, and participants' perceptions. Outcomes & Results: Increased accuracy was observed for trained and untrained items. However, two of the four participants were not able to reach a criteria determined a priori for treatment performance. Performance on items that were untrained resulted in some improvements in performance for all participants. Three of the four participants demonstrated small effect sizes in response to ILAT. One participant who demonstrated a medium effect size in response to ILAT also demonstrated a clinical significant change in discourse abilities, a measure of spoken social-functional communication abilities. All participants demonstrated improvements on at least one primary outcomes measure. Two participants, however, demonstrated a decline. All participants, however, perceived a positive experience with ILAT on a qualitative posttreatment survey/interview. Conclusions: Patterns were found between skills directly trained during ILAT, proximal outcomes, and performance on primary and secondary outcome measures of language, social-functional communication, and cognitive-communication, meant to assess generalization of trained skills to similar or potentially related untrained skills. A substantial amount of change (e.g., at least a medium effect size) on proximal outcome measures may be required in order for improvements to occur in primary and secondary outcome measures. Participants' perceptions of a positive treatment experience associated with the ILAT program further supports the value of the treatment. Future research should aim to further examine the influence of ILAT treatment components and participants' characteristics.

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Grant, Meredith Kathleen. "A Moderately Intensive Functional Treatment For Severe Auditory Comprehension Deficits Associated with Aphasia." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366756370.

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Burney, Tiniyja. "Analyzing the Correlation Between Attention and Word Retrieval in Persons with Aphasia." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586538828229999.

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Teodoro, Gregory. "Project Aphatar : An Experiment and Implementation." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216560.

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Computer and Information Science<br>M.S.<br>Aphasia is an acquired communication disorder that affects the ability of a person to speak and understand spoken language. The purpose of the Aphatar project is to create a virtual clinician that will help suffers of aphasia improve their speech in common scenarios. The project will gauge the interaction and quality of this virtual clinician against those of a real clinician. Aphatar will be created using three major systems: (1) KINECT for audio and visual recording, audio input, and future work in reading the client's emotional state using the KINECT 3D Camera system, (2) The Olympus Speech Recognition System, provided by Carnegie-Mellon University which will accept the audio input of the user and translate it from speech to text then provide spoken feedback to the user, and (3) the Avatar display system, which will provide the graphical interface for the former, allowing the user to see the avatar and interact with it.<br>Temple University--Theses

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Roche, Laura. "A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313788518.

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Fair, Jenny L. "Outcomes of a Life Participation Approach to Aphasia Treatment in Persons with Aphasia: The correlation between dose and confidence." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500326709243888.

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Mason-Baughman, Mary Beth. "Choosing Among Related Foils in Aphasia: The Role of Common and Distinctive Semantic Features." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239718973.

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Thesis (Ph. D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Robert Pierce. Keywords: aphasia, semantic features, semantic knowledge, related foils, common versus distinctive features Includes bibliographical references (p. 68-72).

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Knollman-Porter, Kelly. "Intensive Auditory Comprehension Treatment for People with Severe Aphasia: Outcomes and Use of Self-Directed Strategies." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337288091.

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Bennett, Kristen. "The Effects of Bilingualism in Post-Stroke Aphasia Patients: Clinical Implications Within the United States." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/518.

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The consistent increase of cultural diversity and immigration within the United States over the last fifty years has contributed to a societal shift towards a growing bilingual population. The growth of this population has generated a need to evaluate current assessment and treatment plans for bilingual post-stroke aphasia patients within the United States to ensure that these individuals are receiving effective healthcare. This study aims to investigate the current knowledge gap surrounding appropriate methods of assessing and treating bilingual post-stroke aphasia patients within the United States and suggest potential approaches based on existing research. In order to synthesize information regarding current methods of assessing and treating bilingual post-stroke aphasia patients and to suggest areas for future research, a review of previously published literature was conducted. To illustrate the association between bilingualism and approaches to healthcare, potential and previously studied assessment and treatment plans for bilingual post-stroke aphasia patients within the United States were evaluated based on the likelihood of their success in a physical clinical setting. Because minimal research currently exists concerning intervention in bilingual aphasic adults, SLPs in the United States are forced to provide services without the knowledge necessary to provide efficacious healthcare to this population. As a result, there is currently a critical need for the development of consistent, culturally relevant assessments and treatment approaches for bilingual post-stroke aphasia patients and for large-scale empirical studies to be conducted in the United States that examine the validity of these assessment and treatment protocols.

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Hassan, Fatimah Hani B. "Exploring the Perceptions of Malaysian Speech-Language Pathologists regarding the Needs, Challenges, and Opportunities for Applying the Life Participation Approach to Aphasia." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565307734437203.

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Parkes, Bridget Parkes. "IS VERB NETWORK STRENGTHENING TREATMENT (VNeST) EFFECTIVE AT A LOWER DOSAGE?" Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/441075.

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Communication Sciences<br>M.A.<br>When delivering intervention to an individual with aphasia, clinicians must provide services that are grounded in evidence-based practice and show evidence of generalization of skills outside of therapy. Verb Network Strengthening Treatment is a straightforward treatment approach that requires inexpensive materials, making it possible to implement in various clinical settings in compliance with time allotted by insurance companies. The present study uses a single subject ABA design to investigate if the findings of Edmonds, Nadeau, & Kiran (2009) can be replicated when VNeST is administered using a lower dose of VNeST. Based on VNeST’s promotion of widespread activation of the semantic and syntactic network, it was predicted that reducing the dose of treatment would result in generalization to untrained items, as evidenced through weekly administration of probes and standardized testing. Results following treatment supported the hypothesis, however the effects of treatment were smaller than that of the original protocol.<br>Temple University--Theses

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Scheffel, Lucia. "Do Feature Importance and Feature Relevance Differentially Influence Lexical Semantic Knowledge in Individuals with Aphasia?" Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1370971542.

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Cox, Kaitlin. "Communication partner training to increase life participation for people with aphasia." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523459268147225.

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