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Flashcards in Aphasia Therapies Deck (60)
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1
Q

What is Melodic Intonation Therapy

A
  • MIT
  • Hierarchical treatment that uses the musical elements of speech (melody & rhyme) to improve expressive language by utilizing the preserved function of singing which engages the right hemisphere.
2
Q

Who is MIT for:

A
  • Nonfluent aphasias, especially severe cases
  • Broca’s aphasia
  • Relatively good auditory comprehension
  • Poor repetition
  • Poor articulatory agility
  • Good emotional stability, motivation, and attention span
3
Q

Why singing with MIT?

A
  • The reason why MIT is based on using melodic and rhythm elements of speech is because although we know that expressive language is severely impaired in nonfluent aphasias, the ability to sing remains intact
4
Q

MIT Hierarchy

A
  • 3 levels
  • First two levels- multisyllabic words and short, high probability phrases are intoned musically and tapped out syllable by syllable
  • The third level introduces longer or more phonologically complex phrases.
  • – These longer phrases are first intoned and then produced with exaggerated speech prosody and then spoken normally.
5
Q

MIT and auditory motor feedback

A
  • When words are sung, phonemes are isolated and thus, can be heard distinctly while still connected to the word.
6
Q

Response to Elaboration (RET)

A
  • Response to elaboration training is a loose training and patient response initiation intervention centered upon forward-chaining.
  • RET uses modeling, scaffolding, and expansion to get more linguistic information out of nonverbal patients
7
Q

Methods we use in RTI-

  1. Scaffolding
  2. Expansion
  3. Cueing
  4. Shape
  5. Modeling
A
  1. SLP wants to constantly budge against the ZPD and help the client along with scaffolding
  2. Clinician expands on patient’s response and adds more content words
  3. Ask open ended questions when patient gets stuck
  4. Improve patient’s response and make it more conversational
  5. Connect uttered words and make model sentences, asking the client to repeat
8
Q

6 Steps for RET Intervention

A
  1. Show pt. picture (action usually)
  2. Pt. responds, SLP reinforces, expands, and shapes pt.’s utterance.
  3. Wh- questions to further promote speech
  4. Pt. 2nd response, SLP reinforces, combines, and shapes two responses into a sentence
  5. Clinician models sentence and requests imitation
  6. Reinforce pt. sentence, provide 2nd model
9
Q

About RET

A
  • generative and spontaneous
  • SLP should encourage and build upon pt.’s utterences
  • Generalization is key
  • Use both verbal and non-verbal reinforcement to promote pt. response initiation
  • Pictures, photos, or line drawings all work for stimuli, so choose whichever best fits the therapy setting.
10
Q

Life Participation Approach to Aphasia

A
  • LPAA
  • consumer driven service delivery approach that supports individuals with aphasia and others affected by it in acheiving their immediate and long term life goals.
11
Q

5 Core Values of LPPA

A
  1. Enhancement of life participation
  2. Emphasis on availability of services
  3. Personal and environmental factors are targeted
  4. Success is measured by life-enhancement changes
  5. All those affected are entitled to services.
12
Q

LPPA focus

A
  • focuses on real-life goals of people affected by aphasia
  • Emphasizes re-engagement in life by participating in activities of choice
  • This therapy approach relies on motivation and a consistent and dependable support system
  • Clinicians need to consider both transmitting and receiving messages as well as maintaining social links
13
Q

Role of SLP in LPPA

A
  • facilitator of functional independence
  • Assists and advices in decision making
  • Treats all involved
  • Creates goals of life enhancement with input from the client
  • Seeks mutual agreement on the duration of therapy with the client
  • Helping the client stay socially connected
  • Helps empower the person with aphasia
14
Q

Visual Action Therapy (VAT)

A
  • Functional/ compensatory approach

— focuses on production at the single gesture level

  • Uses real line drawings, pictures, and simple figures using the objects to train the client
  • Non-vocal visual/gestural program

— SLP models for the patient how to communicate non-verbally via gestures and pantomime

15
Q

Who is VAT for?

A
  • Individuals with severe aphasia
  • Left hemisphere stroke
  • Global (needs to be mild) or Broca’s Aphasia

— Inability to speak or write

— limb or oral apraxia

— limited ability to communicate through gestures

— good nonlinguistic visuospatial and memory skills

16
Q

VAT includes 3 phases/variations

  1. Proximal
  2. Distal Limb
  3. Bucco-facial
A
  1. Whole/gross arm movements of shoulders, arms, and fingers
  2. Finer movements of finger’s and hands
  3. Movements of the mouth and face
17
Q

3 Levels of VAT

A
  1. Level 1- real objects (all 10 steps)
  2. Level 2- action pictures of objects (start at step 5)
  3. Level 3- pictures of objects (start at step 5)
18
Q

VAT Steps 1-5

A
  1. Matching pictures and objects
  2. Manipulating objects
  3. Instruction of action picture commands
  4. Following action picture commands
  5. Pantomimed gesture demonstation
19
Q

VAT Steps 6-10

A
  1. Recognizing pantomimed gestures
  2. Instruction of pantomime gestures
  3. Producing pantomime gestures
  4. Instruction of pantomimed gesture for absent object
  5. Producing pantomimed gestures for absent objects
20
Q

Divergent Word Retrieval

  1. Definition
  2. Emphasis
  3. Goal
A
  1. generation of logical alternatives from a set of given information
  2. Is on a variety, quantity and relevance of output form one source
  3. Generate many different ideas about a topic in a short period of time.
21
Q

Divergent responses are evaluated according to:

A
  1. Number of ideas produced (fluency)
  2. Variety of ideas suggested (flexibility)
  3. Originality
  4. Relevance

** 1 stimulus with a lot of potential solutions (convergent only converges on 1 pt, 1 soulution, divergent has numerous solutions

22
Q

Divergent Semantic Model

A
  • spontaneous communication requires the use of a divergent semantic strategy
  • initally focuses on orientation and attention

—- pt. need to hear and grasp the divergent semantic behaviors of others over and over

—- no verbal response needed during intial stage

—- if patient does respond verbally it is important to reinforce heavily

  • When individuals produce divergent verbal responses, intervention should focus on strengthening the ability to retrieve numerous and varied semantic responses through continuous reinforcement of relevant responses.
23
Q

Recommendations for Divergent Word Retrieval Therapy

A
  • Common situations- list problems that are inherent in a common situation
  • Brick uses- list many different uses for a common object
  • Product improvement- suggest ways to improve an object
  • Consequences- list the effect of a new and unusual event
  • Object Naming- list objects that belong to a broad class of objects (name all objects that roll)
24
Q

Non-symbolic Movements for Activation of Intention

Intention Treatment or Intention Gesture Treatment

A
  • Activating areas in the rt. hemisphere that are responsible for intention, through nonsymbolic movements with the left hand to improve word production.
  • Intention areas support language by facilitating word selection and initiation of speech.
  • Research studies had shown that left handed nonsymbolic movements while naming objects will increase naming ability.
25
Q

Who is Intention Treatment for?

A
  • Effective with nonfluent aphasia (primarily Broca’s and TCM)
  • Possible Conduction Aphasia (fluent type)
  • Individuals with large lesions in the left hemisphere w/ suspected poor recovery and right hemisphere activity is prominent
  • Not the best choice for individuals with limb apraxia
26
Q

Advantage of intentional training

A
  • Complex circular movement can be used quite naturally during conversation, without regard to the topic
27
Q

How is intentional training performed?

A
  • 3 phases (10 sessions each)
  • 50 words/black and white line drawings (each phase)
  • 15 high frequency words
  • 15 medium frequency words
  • 20 low frequency words
  • Pt. given 20 seconds to produce a response
  • Gesture is produced by SLP and/or pt. depending on the stage
28
Q

Anagram and copy treatment (ACT)

A
  • Uses a task hierarchy to elicit the direct spelling of target words
  • Goal is to strengthen orthographic representation of specific words
  • Relies heavily on the use of homework (at least 30 mins a day)
29
Q

Steps for Anagram and Copy Treatment

A
  1. A group of target words is choosen based on pts. need.
  2. Pt. is provided with letters of one of the target words in the form of an anagram.
  3. Once the anagram spells the target word, the word is copied several times
  4. Once copied multiple times, the pt. is asked to write the word from memory
  5. The eventual goal of this treatment is for the pt. to write single words on their own to facilitate communication.
30
Q

Copy and Recall Treatment (CART)

A
  • Homework based lexical spelling treatment
  • Individuals repeatedly copy target words, and then test their memory by covering up the written example and attempting to recall and spelling
  • During the treatment sessions pts. are taught to implement CART homework and check the accuracy of their responses
  • 5 words are targeted for treatment at a time, additional sets of words added sequentially as criterion is met.
31
Q

When should ACT and CART be used?

A
  • Pts. with a severe aphasia (global aphasia)
  • Pts. with agraphia
  • Pts. with fluent aphasia (wernicke’s, TCS, and conduction)
  • Pts. with nonfluent aphasia (global, TCM, mixed,and Broca’s)
32
Q

Factors leading to success in therapy (ACT and CART)

A
  • consistent completion of HW
  • preserved semantic system
  • ability to discern words from nonwords
  • adequately preserved nonverbal visual problem- solving skills
  • Choosing appropriate target words for the client
  • Client’s motivation

*** Carrier phases (I see, I want, I hurt)

33
Q

Therapy Materials for CART + ACT

A
  • scrabble tiles
  • picture naming cards
  • iPad games- word twist
  • Homework handouts
34
Q

AAC and Aphasia

  1. Augmentative Communication
  2. Alternative Communication
A
  1. Expands or augments what verbal communication skills the person has
  2. provides a form of expression for people who are extremely limited in their functional verbal communication abilities.

pantomime and gestures are different

35
Q

Evidence for using AAC in treating Aphasia

A
  • Several research studies have shown that AAC technology has been successful in improving daily conversational interactions for people with chronic aphasia.
36
Q

Encouraging the use of AAC

Who is it for:

A
  • AAC strategies are a way of practicing functional speech/ providing communication support (research supports SGD w/ natural speech)
  • AAC, can help pt. participate more effectively in their own rehabilitation.
  • Chronic Aphasia
  • global, severe Broca’s, transcortical motor, severe Wernicke’s aphasia, anomic, conduction
  • Not mild aphasias
37
Q

AAC Assessment Considerations

A
  • motor skills
  • sensory skills
  • perceptual skills
  • pragmatic skills
  • experiential skills
  • cognitive skills
  • client’s family/social lifestyle

** every client has unique needs

38
Q

Constrained Induced Language Therapy

A
  • Constraint Induced Language Therapy (CILT) is an aphasia treatment modeled after
  • In CILT, a small group of patients with aphasia take part in language activities in which they are constrained to verbal responses that are shaped toward more expansive utterances over time
  • CILT no compensatory nonverbal communication strategies are allowed during the language activities (gesturing, drawing, etc.)
  • Improved verbal responses are the goal of treatment
39
Q

CILT Procedure

A
  • treatment is provided on an intensive schedule, up to three hours per day for five days per week
  • Participants will be placed in small groups (1-4 individuals) to encourage functional verbal exchanges.
  • Structured verbal expression tasks, narrative exercises to promote increased fluency, and social interaction amongst the group are incorporated daily
  • Each participant works toward personalized language goals based on pre-testing results and patient needs.
  • A personalized home exercise program will be developed, incorporating both the participant and their caregiver, to reinforce the verbal expression practice during therapy sessions.
40
Q

Narrative Story Cards

A
  • Set of cards that contain 15 different stories with 3-5 picture card sequences
  • Designed to be used with patients who have difficulty with narrative discourse resulting from brain damage or developmental problems
  • These cards are appropriate to use with adults and adolescents (all aphasia types)
  • Nonfluent- expand utterances
  • Fluent- add more content words
  • Helps with TOM
  • Can use pts. photos.
41
Q

Different uses of narrative story cards

A
  • Read the story and have pt. follow along with the picture sequence.

—- As the pt. retells the story, use a checklist to assess the number of correct content words.

  • Read the story to the pr. and ask questions related to the story using the picture sequence cards as a visual cue.
  • Have pt. tell story using picture cards
  • Have pt. sequence story cards in correct order after hearing the story
  • Have pt. title the story after hearing it
  • Have pt. read the title and explain what the story was about
  • Have pt. retell the story with a new ending
  • Have pt. write the story in their own words.
  • Can use wordless picture books
42
Q

Areas narrative story cards are useful

A

Aphasia Therapy:

  • Oral Expression
  • Auditory Comprehension (discourse comprehension)
  • Naming (word-finding)
  • Oral Reading (think about pre-morbid reading level)
  • Reading Comprehension
  • Grapheme Expression

*** Can use this with PACE

43
Q

Promoting Aphasics Communicative Effectiveness (PACE) premise

A
  • Functional communication
  • conversational and pragmatically based
  • all modalities can be used verbal, gestural, visual, and graphic
  • involves a range of communicative intentions: informing, requesting, questioning, and negating.
  • Pts. with fluent and nonfluent aphasia, all degrees of severity can benefit from PACE
  • uses compensatory strategies to facilitate communicate
  • this approach encourages the exchange of information
  • provide a stimuli picture face down between patient and clinician and the patient must look at it and use any available means to communicate the message (similar to charades but this uses any and all communication modalities and methods)
    SLP guesses and provides feedback
44
Q

Principles of PACE (grounded in pragmatics)

A
  1. There should be an exchange of information
  2. the pt. should have free choice of communicative channels
  3. Clinician and pt. should participate equally as receiver and sender of messages
  4. Clinician feedback should be based on communicative adequacy
45
Q

Selection of stimulus for PACE

A

real objects, line drawings, pictures, pictographs, and printed words and sentences.

46
Q

Goals of PACE

A
  • convey increasingly complex material
  • extend the pts. range of communicative channels
  • make pt. conversational
  • increase pts. independence and confidence as a communicator
  • make pt. comfortable w/ a range of conversational partners
47
Q

Schuell’s Stimulation Approach to Aphasia

A
  • auditory modality is the key prerequisite of speech and language abilities
  • Strong, controlled, intensive auditory stimulation of the impaired symbol system as primary tool to facilitate and maximize reorganization and lang. recovery.
  • manipulation and control of stimuli to aid the patient in making maximal responses.
  • Goal is to increase communication
48
Q

General Principles of Schuell’s Stimulation

A
  • Intensive auditory stimulation needed
  • Stimulus must be adequate
  • Repetitive sensory stimulation
  • Stimulus MUST elicit a response
  • Response should not be forced or corrected
  • Feedback should be provided
  • Sequenced plan of action
  • Sessions should begin with relatively easy and familiar tasks
  • Abundant, varied materials should be used
49
Q

Focus on Schuell’s Stimulation

A
  • Focuses on old learning
  • not focused on reinforcement
  • does not consider those suffering from aphasia as having a loss of language
  • It does not emphasize memory
  • pt. is an active participant in reorganization of language and emphasizes the action that is elicited within the patient by the stimuli that are presented
  • Clinicians are not teachers (role is to stimulate adequate functioning of the disrupted process).
50
Q

Aphasia and Schuell’s Stimulation 1

A

1.) a mild, multi-modality language impairment
Prognosis is excellent

2.) Mild aphasia
Prognosis for language recovery is excellent but reading and writing recover more slowly

3.) Mild aphasia
Prognosis for aphasia recovery is excellent but continued conscious control over speech executive remains necessary

4.) Moderate aphasia
Potential for functional language exists but the prognosis is limited due to the concomitant physiological and psychological problems

51
Q

Aphasia and Schuell’s Stimulation 2

A

5.) Severe language impairment

6.) Considered a severe aphasic impairment
Recovery of some language may occur but normalcy will not be achieved

7.) Prognosis for recovery of functional language is poor

52
Q

Schuell’s Stimulation Approach

A
  • Employs strong, controlled, and intensive auditory stimulation of the impaired symbol system as the primary tool to facilitate and maximize the patient’s reorganization and recovery of language
  • Employs the manipulation and control of stimulus dimensions to aid the patient in making maximal responses
  • The auditory modality is the foundation of this approach
  • GOAL: Increase communication!
  • Recognizes that the stimuli to which an intact language system can respond may be inadequate for eliciting responses from an impaired system
  • Sensory stimulation is the only method that we have for making complex events happen in the brain, therefore #2
53
Q

Therapy Techniques

A
  1. Tasks emphasizing auditory abilities

— Point-To Tasks

— Following Directions

— Yes/No Questions & Sentence Verification

  1. Tasks emphasizing verbal and auditory abilities

— repetition

— sentence/ phrase completion

— verbal association

— answering wh questions

— connected utterances and repsonse to single words

— retelling stories (SPACE)

— self initiating and or conversational verbal tasks

  1. Tasks emphasizing reading abilities

— identification of written stimuli

— story retelling

  1. Tasks emphasizing writing abilities

— writing to dictation

54
Q

Fundamentals of Group TX

A
  • must be specified and goal driven
  • builds interactions with peers
  • can teach communication strategies
  • psychosocial benefits
55
Q

Why group therapy works

A
  • practice in social context
  • peers are tough judges and high praisers
  • stimulates real world communication
56
Q

Populations that work well in Group Tx

A
  • Broca’s
  • TCM
  • Apraxia
  • RHD
  • TBI
  • Dysarthria
57
Q

To be successful in group

A
  • involve all members and encourage communication
  • peer cueing and modeling
  • members participate in the flow of group
  • keep group size appropriately small and manageable
  • use puzzles, word games, number games, and guess who (make it interactive)
58
Q

Sentence Production Program for Aphasia

A

Designed to increase abilities in sentence production and stimulate access to syntactical knowledge in patients with agrammatism

(nonfluent aphasias)

59
Q

8 types of SPPA sentence structures

A
  1. Imperative Intransitive: “Wake Up”
  2. Imperative Transitive: “drink your milk”
  3. Wh-Interrogative: “What are you watching?” (What and Who)
  4. Wh-Interrogative: “Where is the hospital?” (Where and When)
  5. Declarative Transitive: “I teach school”
  6. Declarative Intransitive: “He swims”
  7. Comparative: “She’s taller”
  8. Yes/No Questions: “Is it sad?”
60
Q

SPPA administration

A
  • Present a brief story with a picture. Then you elicit target sentences from the client using first delayed repetition (Level A) and then without the benefit of repetition (Level B). Once the client has mastered 15 Level B examples in each of the eight sentence types, the client moves on to the next sentence type.
  • Clinician begins a brief story, followed by a simple question about what should happen next in the story.