treatment of aphasia Flashcards
1
Q
purpose of treatment
A
- facilitate brain-based recovery via restitutive approaches
- help compensate for language impairments via compensatory approaches
- support people psychologically and socially
- encourage fullest life participation
2
Q
best level of complexity for treatment
A
- traditionally, begin at easy complexity and progressively build
- Complexity Account of Treatment Efficacy (CATE): using more complex stimuli/tasks may optimize recovery
3
Q
list of general approaches to social and life participation
A
- Life Participation Approach to Aphasia (LPAA)
- Living with Aphasia: Framework for Outcome Measures (A-FROM) and ICF Models
- supported communication
4
Q
Life Participation Approach to Aphasia (LPAA)
A
- puts life at the enter of decision making
- recognizes that communication problems affect interpersonal bonds and all aspects of life
5
Q
Living With Aphasia: Framework for Outcome Measures (A-FROM) and ICF Models
A
- conceptualizes intervention outcomes based on ICF framework
- considers four interrelated life-affecting impacts of aphasia
6
Q
supported communication
A
- philosophy and set of tenets and strategies
- welcomes anything that improves access to participation in community events
7
Q
list of specific treatment methods of life participation models
A
- Total Communication Approaches
- Augmentative and Alternative Communication (AAC)
8
Q
Total Communication Approaches
A
- encourage any means of communication to convey and receive information
- no particular modality is required
9
Q
Augmentative and Alternative Communication (AAC)
A
- Participation Model of AAC helps to breakdown access and opportunity barriers to AAC use
- Visual Scene Displays (VSDs) are contextually rich pictures depicting situations relevant to person
10
Q
partner and caregiver training
A
- Reciprocal Scaffolding: person with aphasia serves as expert or teacher, which empowers person with language disorder through a teaching role
- Communication Partner Scheme
11
Q
list of compensatory treatment approaches
A
- Promoting Aphasic’s Communicative Effectiveness (PACE)
- Communicative Drawing Program (CDP)
- Back to Drawing Board (BDB)
- Visual Action Therapy (VAT)
12
Q
Promoting Aphasic’s Communicative Effectiveness (PACE)
A
- compensatory approach
- works on communication goals t the level of conversation via any modality chosen by the speaker
- clinician and client are both speaker and listener at different points, take turns describing set of stimulus cards
- research continues to be needed
13
Q
Communicative Drawing Program
A
- compensatory approach using drawing
- drawing is non-linguistic, facilitating word retrieval using right hemisphere
- teaches to draw in hierarchical steps
- research is needed for carefully controlled studies
14
Q
Back to Drawing Board (BDB)
A
- intended for severe aphasia to promote alternate communication modality
- same principles as CDP
- learning how to draw humorous cartoon panels from memory
- research is limited
15
Q
Visual Action Therapy (VAT)
A
- gesture-based non-vocal approach
- promotes symbolic gestures to communicate, working in a system of three phases
- research is little
16
Q
list of specific approaches for expressive language therapy
A
- Constraint-Induced Language Therapy (CILD)
- Script Training
- Melodic Intonation Therapy (MIT)
- Voluntary Control of Involuntary Utterances (VCIU)
- Response Elaboration Training (RET)
- Treatment for Aphasic Perseveration (TAP)
17
Q
Constraint-Induced Language Therapy (CILD)
A
- restitutive approach, as they’re restricted to only using impaired modalities
- requires intense practice utilizing only verbal expression
- tasks are focused on verbal expression with a cueing heirarchy
- research continues to be needed in milder cases and larger groups
18
Q
Script Training
A
- client practices with personally relevant scripts generated with SLP
- impairment focused, but also fits within social-participation model
- repetitive practice of pre-established personally relevant scripts
- discuss goals, generate scripts, practice reading, give homework, practice in social context, practice with new partners
- research is limited with adequate sample sizes
19
Q
Melodic Intonation Therapy (MIT)
A
- facilitates spoken language through exaggeration of prosody, pitch, stress
- taps into melodic and prosodic control of intact right hemisphere
- restitutive in fostering brain changes to enhance speech output, but also compensatory in person using melody to facilitate speech
- hierarchical steps for implementation and teaching of rhythm and process
- research shows positive outcomes, but quality of studies is weak
20
Q
Voluntary Control of Involuntary Utterances (VCIU)
A
- to improve expressive output in those limited to automatic speech
- chaining automatic speech to be purposeful
- research is limited
21
Q
Response Elaboration Training
A
- to increase length and improve content with nonfluent aphasias
- client is primary communicator with clinician cueing for more information, building upon utterances, and connecting utterances o the client
- reduced clinician control over stimuli
- no direct feedback on client’s utterances
- research is limited to mainly case studies
22
Q
Treatment or Aphasic Perseveration (TAP)
A
- impairment-level approach designed for those with perseveration
- goal is to reduce perseveration and enhance naming
- research is poorly based
23
Q
list of specific approaches for improving word finding and lexical processing
A
- Cueing Hierarchies for Treatment of Anomia
- Semantic Feature Analysis (SFA)
- Phonological Components Analysis (PCA)
- Verb Network Strengthening Treatment (VNeST)
- Verb as Core (VAC)
24
Q
Cueing Hierarchies for Treatment of Anomia
A
- systematically presenting cues to optimize naming success
- research is strong for therapy, with limited generalization
25
Q
Semantic Feature Analysis (SFA)
A
- to enhance naming by improving access to semantic networks
- restitutive approach at impairment-level, but also compensatory by teaching client to cue themselves
- beginning with most relevant words, work through semantic categories of target word before attempting to name
- research is limited in participant numbers and poor treatment fidelity
26
Q
Phonological Component Analysis (PCA)
A
- like SFA, but for phonemic qualities of a word rather than semantic associations
- research is needed with more participants and carryover
27
Q
Verb Network Strengthening Treatment (VNeST)
A
- improve word retrieval through enhanced activation of relational aspects of verbs
- help client generalize ability to produce verbs within sentences to carryover
- select 10 verbs w low accuracy, build upon knowledge
- research is limited
28
Q
Verb as Core (VAC)
A
- intended to improve verb use and understanding language performance in those with agrammatism
- present verbs, create SVO sentences, start at lower accuracy and build up, switch a t certain criterion
- research is studies of small numbers with no carryover
29
Q
list of specific approaches for improving syntax
A
- Treatment of Underlying Forms (TUF)
- Mapping Therapy
- Sentence Production Program for Aphasia (SPAA)
30
Q
Treatment of Underlying Forms (TUF)
A
- to treat agrammatism by improving comprehension/expression of sentence structure
- focus is on developing meta-linguistic awareness of role of parts of speech
- hierarchy of creating sentences
- research is lacking in studies with larger groups
31
Q
Mapping Therapy
A
- treat deficits in thematic role assignment in agrammatism
- takes apart and reorganizes structure of sentences
- analyzing grammatical roles of nouns/verbs and identifying semantic/thematic roles in sentences
- research is limited to small studies
32
Q
Sentence Production Program for Aphasia (SPAA)
A
- stimulation approach to enhance sentence
- hierarchy of eight sentence types, each with two levels of grammatical complexity
- research is limited
33
Q
list of specific approaches for improving reading and writing
A
- Copy and Recall Treatment (CART)
- Anagram and Copy Treatment (ACT)
- Problem Solving Approach
- Multiple Oral Reading (MOR)
- Oral Reading for Language in Aphasia (ORLA)
34
Q
Copy and Recall Treatment (CART)
A
- impairment-focused method improving writing through delayed-copy treatment
- need visual recognition and ability to write letters
- restitutive and compensatory
- repeated copying of words from pictures, eventually copying from memory, with homework program for copying
- research is limited
35
Q
Anagram and Copy Treatment (ACT)
A
- for those with dyslexia w/ difficulty at level of graphemic output
- developing relevant words for client and writing from memory
- research is limited to small sample sizes
36
Q
Problem Solving Approach
A
- teaching client with dysgraphia to implement strategies that facilitate spelling
- client writes something, then corrects it, continuing to practice and keep lists of what strategies were helpful/what was difficult
- research is limited to one study
37
Q
Multiple Oral Reading (MOR)
A
- repeated reading aloud of same text to teach whole-word reading, rather than letter-by-letter reading
- research is limited with no evidence in larger groups
38
Q
Oral Reading for Language in Aphasia (ORLA)
A
- for those with acquired dyslexia/aphasia of any severity/form
- to foster recovery of reading comprehension through phonemic/semantic routes
- hierarchical reading of material of connected speech based on length-reading level
- research is needed in larger groups
39
Q
cueing hierarchy
A
- semantic cue - something you drink from
- graphemic cue - starts with a “c”
- phonemic cue - starts with /k/
- rhyme - rhymes with pup
- sentence completion - you drink from a…
- sentence completion + phonemic cue - you drink from a /k/…
- delayed imitation - the word is cup. you drink from a…
- direct imitation - the word is cup. say cup
