Naming

Question 1

Semantic Feature Analysis

Answer 1

Boyle & Coelho (1995)

Improve word retrieval by strengthening the underlying semantic networks associated with a single word

This helps improve pts lexical organization and ability to draw upon words more quickly in speech

if person cannot name >6 words on BNT, SFA not realistic

Good for fluent (Boyle, 2004 study)

Based on spreading activation theory (Collins & Loftus, 1975) - if you have individual work on semantic network by identifying functions, attributes of word it will help with speed & activation of word processing

To increase __’s word retrieval skills, a systematic approach, such as SFA should be taken. SFA uses picture and written information as a support, which will capitalize on ___’s strengths and benefit the client by helping her access meaning through multiple modality input.

Carryover would help X improve word finding difficulties by building on semantic features of items when in the moment of difficulty.

Improve verbal expression, writing, and reading using Semantic Feature Analysis (Boyle & Coelho) to increase productive & receptive vocabulary. Targets should include single words and short phrases, as the client shows most success with these structures. These targets should be presented in combination of pictured, written, and auditory forms to capitalize on X’s strengths with multi-modal input.

Question 2

Category Sorting

Answer 2

Drew & Thompson (1999)

Strengthen associations in the semantic networks to improve picture naming

AC must be intact

give pt pics and have them sort them into their superordinate category (2 categories)

ask pt yes/no questions to test their semantic judgment

Modify maybe using phonological/orthographic form

Question 3

Phonological Components Analysis

Answer 3

Leonard et. al 2008

Improves access to phonological system for naming

Good for pt with impairment below SS (so SOL, PL)

Question 4

Semantic Category Rhyme Therapy (SCRT)

Answer 4

Spencer et al (2000)

hyrbid of semantic/phonological tx for naming

Approach that uses semantic support (to help facilitate naming, capitalize on strengths) by providing superordinate category & rhyming word

Pt is asked to name the target (e.g. what is a 4 legged animal that rhymes with course) then repeat rhyme & target (course horse)

Pt is shown written word and asked to copy it

feedback given on error, then pt asked to copy and say pair again

Question 5

PACE

Answer 5

Promoting Aphasaics Communicative Effectiveness

Davis & Wilcox (1985) = METHOD, MODIFY IT, ALWAYS

NEED AC : dyadic/barrier game format

don’t have to use the verbs given, can choose own stimuli, incorporate SFA, PCA as cueing

AOS: consider phonemic, syllables, length
Semantic Deficit: consider freq of targets (imageabiltiy, tangibility)

basically, PACE=training circumlocutory skills

can use PACE as a constraint activity in fluent aphasics

Question 6

Substitutive Treatments for Naming

Answer 6

Writing
Gesturing
AAC

Question 7

Treatment Starting Points

Answer 7

start with objects/tactile cues
start with repetition and fade repetition cues
semantic map for each item
semantic map for specific category 
minimal pair contrast 
rhyme judgment/processing 
written naming as self cue
visualize target 
carrier phrase
categorization
semantic feature disc rim
synonyms/antonyms

Question 8

Circumlocution

Answer 8

phonemic cueing

Question 9

Neologisms

Answer 9

help build awareness of them (they will never correct unless they are aware of them)

if there are lots of neologisms, start with auditory comprehension