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Aphasia > Aphasia Tx Approaches > Flashcards

Aphasia Tx Approaches Flashcards

1
Q

List the 7 aphasia therapy approaches

A

Stimulation approach
Localization approach
Neurolinguistic approach
Cognitive neuropsych approach
Pragmatic/functional approach
Social approach
Biopyshcosocial approach

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2
Q

How is aphasia defined in stimulation approach

A

Aphasia is a general problem in severity

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3
Q

How is aphasia defined in localization approach

A

Aphasia is syndrome based with symptoms groups with lesion sites

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4
Q

How is aphasia defined in neurolinguistic approach

A

Aphasia is a neurological cause for language disorder & described by linguistic concepts

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5
Q

How does the cognitive neuropsych approach define aphasia

A

Aphasia is an information processing impairment & is modality specific

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6
Q

How does the pragmatic/functional approach define aphasia

A

Aphasia is a disability of person’s engagement in social interactions

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7
Q

How does the social approach define aphasia

A

Aphasia is a communication disability within environment

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8
Q

How does the biopychosocial approach define aphasia

A

Aphasia is a disability from a health condition that caused impairment, limitations, and restrictions

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9
Q

Which therapy approach works to stimulate processes, re-educate, and correct

A

Stimulation approach

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10
Q

Which approach works to stimulate using specific therapies for specific syndromes

A

Localization approach

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11
Q

Which approach works to re-teach linguistic rules and processes

A

Neurolinguistic approach

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12
Q

Which tx approach words to explicitly teach language processing

A

Cognitive neuropsych approach

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13
Q

Which tx approach works to teach conversational principles and trains compensatory strategies to PWA and communication partners

A

Pragmatic/functional approach

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14
Q

Which tx approach is holistic and client-centered and focuses on reducing barriers

A

Social approach

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15
Q

Which tx approach is client-directed and involves joint goal development and focuses on all domains

A

Biopsychosocial approach

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16
Q

What treatments would be considered a stimulation approach

A

Intensive auditory stimulation

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17
Q

What treatments would be considered a localization approach

A

MIT- melodic intonation therapy
VAT- visual action therapy
VCIU- voluntary control of involuntary utterances

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18
Q

What treatments would be considered a neurolinguistic approach

A

Train grammatical structures
TUF- Treatment of Underlying Forms

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19
Q

What treatments would be considered a cognitive neuropsych approach

A

Mapping
Naming facilitation technique

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20
Q

What treatments would be considered a pragmatic/functional approach

A

Conversation coaching
Total communication
Script training
PACE

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21
Q

What treatments would be considered a social approach

A

Living with aphasia
Community aphasia groups
Aphasia-friendly formats

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22
Q

What treatments would be considered a biopsychosocial approach

A

All therapy techniques

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23
Q

Definition/purpose of Schull’s Stimulation Approach

A

Uses intensive auditory stimulation to reorganize and maximize recovery of language, improving auditory verbal comprehension

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24
Q

Who is Schull’s Stimulation best for

A

Chronic, severe non-fluent aphasia
Broca’s Aphasia

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25
Q

Evidence of schull’s stimulation approach

A

-Improved standardized assessment scores
-Generalization of naming and auditory comprehension
-Maintenance of gains

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26
Q

7 Principles of Schull’s Stimulation

A
  1. Controlled stimulation along a number of dimensions
  2. Each stimulus should elicit a response
  3. Large number of responses should be elicited
  4. Vary stimulus items
  5. Systematic treatment instructions and cues administered
  6. Treatment begins where slight difficulty exists
  7. Session begins with relatively easy items & progresses to more difficult
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27
Q

Dimensions of tasks in schulls stimulation approach

A
  1. point to an item named (easiest)
  2. Point to an item described by its function
  3. Point to item in order to complete a sentence
  4. Point to an item in response to a question
  5. Point to two+ objects named
  6. Point to item described by a varying number of descriptors
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28
Q

11 Ways variables can be varied (in schulls stimulation)

A
  1. Auditory presentation (SNR)
  2. Visual clarity
  3. Discriminability
  4. Modalities (single or combined)
  5. Rate
  6. Length
  7. Redundancy
  8. Word characteristics
  9. Grammar and syntax
  10. Context
  11. Cues, prompts, pre-stimulation
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29
Q

Purpose of varying stimulus items

A

Increase or decrease difficulty
Minimize failures and maximize success

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30
Q

How to vary the auditory presentation of stimuli

A

-Increased SNR is better for auditory verbal comprehension
-Increase speech and decrease background noise
-Make speech more distinct
(increased volume is not beneficial)

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31
Q

How to vary the visual clarity of stimuli

A
  • 3D (real object) is easier that 2D (picture) items
    -Color is easier than black and white
    -In context is easier than out of context
    -Use of operate language is easier than figurative language
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32
Q

How to vary the discriminability of stimuli

A

-Items vastly different are easier than more similar items
-Can be semantically different, visually different, or phonetically different
-Stimulus eliciting fewer response possibilities is easier than those with a lot of response posibilities

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33
Q

How to vary the modality of stimuli

A

-Combined stimuli is easier than single delivery mode
-(Listening and seeing is easier when paired)
-Amount of modality can very

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34
Q

How to vary the rate of stimuli

A

-Slower rate is easier than faster rate
-Pausing between is easier than quickly progressing through stimuli

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35
Q

How to vary the length of stimuli

A

-Shorter stimuli is easier than longer stimuli length
-Less stimuli items is easier than more stimuli items

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36
Q

How to vary the redundancy of stimuli

A

Additional words that give redundant information is easier than stimuli with non-redundant information

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37
Q

How to vary the word characteristics of stimuli

A
  1. Nouns are easier than verbs
  2. Concrete words are easier than abstract words
  3. Higher frequency words are easier than low frequency
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38
Q

How to vary the grammar and syntax of stimuli

A

-non reversible sentences is easier than reversible sentences
-Active sentences are easier than passive sentences
-Single sentences are easier than complex
-Direct sentences are easier than indirect
-Transitive verbs are easier than intransitive verbs

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39
Q

How to vary the context of stimuli

A

-within context (given contextual information) is easier than without context
-Stimulation with a script (planned based on environment context) is easier than unscripted

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40
Q

How to vary the cues, prompts, and pre-stimulation of stimuli

A

-Cue type: semantic cues (similar meaning); phonemic cues (single sounds of word/sounding out)
-Prompt types: gesture, physical, verbal, proximital
-Pre-stimulation: giving cues/stimulation to make it easier

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41
Q

9 Types of cues in Schulls stimulation, easiest to hardest

A
  1. Repetition
  2. Sentence completiton + verbal 1st and 2nd phoneme
  3. Sentence completiton + verbal 1st phoneme
  4. Sentence completion + silent 1st phoneme
  5. Sentence completion
  6. SLP states and demonstrates function
  7. SLP states function of item
  8. SLP asks pt to state function of item
  9. No cues
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42
Q

SPPA stands for what? & what is it formerly known as?

A

Sentence Production Program for Aphasia

Formerly: Helm Elicited Language Program for Syntax Stimulation (HELPSS)

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43
Q

How does SPPA work?

A

SPPA uses story completion formation to elicit production of a variety of syntactic structures to improve sentence production

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44
Q

Best candidate for SPPA

A

Non-fluent, agrammatical aphasia
Broca’s
(NOT appropriate for global)

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45
Q

Evidence of SPPA

A

-Increased conversational phrase length
-Increased picture descriptions
-Increased expressive language scores on post-treatment
-Maintenance of expressive language gains

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46
Q

Process of using SPPA

A

-Client presents picture
-Clinician reads story with target information
-Training level A: delayed repetition
-Training level B: delayed re-prompting without repetition
-Clinician asks questions without training

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47
Q

Explain the training levels of SPPA

A

-Level A: clinician says the target phrase for the patient. Immediately after, asks a questions eliciting target phrase. Patient engages in delayed repetition
-Level B: Patient is later re-prompted to complete story/question eliciting the target phrase without repetition

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48
Q

Before advancing to more complex sentence types, what is needed during SPPA

A

-Achieve response criterion of 90% accuracy
-Generalization (probing)

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49
Q

What does MIT stand for?

A

Melodic Intonation Therapy

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50
Q

How does MIT work?

A

Uses intoned melodies to improve verbal production instead of monotone production, stimulating/recruiting the right hemisphere’s melodic abilities to facilitate language
-Goal: improve speech production

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51
Q

Best candidate for MIT

A

LH cerebral damage (unilateral LH stroke)
Poor articulation
Non-fluent
Moderately good auditory verbal comprehension
Poor repetition
Broca’s aphasia

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52
Q

Evidence of MIT

A

-Improved phrase length
-Improved content units
-Improved naming
-Improved repetition
-Improved auditory verbal comprehension
-NO generalization or maintenance

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53
Q

Stimulus used in MIT

A

-High probability two syllable words, phrases, and simple sentences that’re specific to patients needs and preferences
-Initially, use imperatives
-Environmental cues or corresponding pictures can be used to increased saliency (in context> out of context)

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54
Q

SLP’s role during MIT

A

-Hold patient’s hand
-Tap for each intoned syllable of word, phrase or sentence
-Produce target with constant voicing, exaggerated melody, and stress and rhythm patterns associated with normal speech

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55
Q

What aspect of speech should be determined before beginning MIT

A

Determine suprasegmental aspects in patient’s speech- natural pitch, stress, and rhythm patterns of selected words and phrases

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56
Q

Process/Levels of MIT

A

Hierarchial structure of 3 levels:
Level 1: musically intoned
Level 2: Musically intoned
Level 3: Without melody

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57
Q

Steps of MIT Level 1

A
  1. humming and hand tapping
  2. Unison singing and hand tapping
  3. Unison singing with fading and tapping
  4. Immediate repetition and hand tapping
  5. Response to probe question
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58
Q

Steps of MIT Level 2

A
  1. Introduction of item target & hand tapping
  2. Unison with fading and hand tapping
  3. Delayed repetition
  4. Response to probe question
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59
Q

Steps of MIT Level 3

A
  1. Delayed repetition
  2. Introduce sprechgesang (speech song)
  3. Sprechgesang with fading w/o taps
  4. Spoken repetition with 6 second delay w/o taps
  5. Response to probe question
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60
Q

Which 3 traditional aphasia treatment approaches are structured?

A
  1. Schulles stimulation
  2. SPPA
  3. MIT
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61
Q

What is the purpose of response elaboration training?

A

Increase verbal expression by increasing information content and length of response

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62
Q

What two strategies does response elaboration training use to emphasize and reinforce content?

A
  1. Loose training
  2. Incidental teaching
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63
Q

In response elaboration training what is the focus?

A

Content NOT form
You reinforce content

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64
Q

In response elaboration training what is the target response?

A

No predetermined response
Instead elaborate, emphasize, and reinforce content

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65
Q

Define loose training

A

The stimulus, response, and feedback conditions within the therapy sessions are varied based on the patient’s response to stimuli

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66
Q

Define incidental teaching

A

Clinician shapes and elaborates spontaneous client-initiated responses (rather then targeting pre-selected response)

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67
Q

When using incidental teaching, what is the priority focus?

A

Communicative success (reinforce response)
Not the specific linguistic structures or means of communication

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68
Q

Best candidate for RET

A

Non-fluent aphasia
Wide range of severity
With more severe aphasic patients showing more gains

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69
Q

Evidence of RET

A

-Increase in number of content words
-Slight improvement in PICA standardized test
-Some generalization present

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70
Q

What is the stimulus in RET?

A

Line drawings of transitive and intransitive verbs with minimal context to elicit response

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71
Q

Define transitive verbs & give example

A

Action verb with a direct object receiving the action
Ex: She kicked the ball, He bit the ball, He colored the paper, She threw the kid

72
Q

Define intransitive verbs & give example

A

Action verbs without a direct object receiving the action
Ex: we arrived to class, she laughed, he cried, we went to camput

73
Q

What type of process is RET & what does that mean?

A

RET is a forward-chaining process
Provides reinforcing feedback + modeling the correct response by adding the clients previous response until patient elicits the target response

74
Q

What prompts are used in RET?

A

-Models
-Language expansions
-Wh-question cues
-Repeat

75
Q

What does VCIU stand for?

A

Voluntary Control of Involuntary Utterances

76
Q

What is the stimuli of VCIU?

A

Master list of vocabulary words generated from spontaneous verbalizations during interview/assessments & expanded on with new elicitations of words

77
Q

What is VCIU?

A

Individuals orally read their involuntary/ spontaneously produced utterances to generate prepositional speech initially; eventually, progressing to expository speech, and conversational

78
Q

Define prepositional speech

A

Requires conscious mental effort in manipulating linguistic segments that have to be assembled to express meaningful ideas

79
Q

What would be examples of less prepositional speech?

A

Reciting the days of the week, singing, numbers, poem from rote memory

80
Q

Define expository speech

A

Aka informative speech
Describes, clarifies, explains, and/or defines an object, idea, concept, social institution, or process

81
Q

Example of expository speech

A

Recipe, directions, instructions, process

82
Q

Purpose of VCIU

A

Increase verbal productions

83
Q

Best candidate for VCIU

A

-Unilateral LH stroke (mainly subcortical) with severely limited speech (non-fluent) & reading ability (at least at word level)
-Global aphasia

84
Q

Evidence of VCIU

A

-Improved verbal output 2 to 3 mo (could have been spontaneous recovery)
-No maintenance

85
Q

During VCIU treatment, how are gains measured?

A

BDAE subtests- cookie theft, confrontational naming task
PICA subtests
Baseline measures, then re-administer after 15 sessions
Family reports
Vocabulary repertoire

86
Q

What vocabulary increase indicates VCIU is effective?

A

200 to 300 words

87
Q

What does PACE stand for?

A

Promoting Aphasic’s Communicative Effectiveness

88
Q

Is PACE structured or unstructured? How do you know?

A

Less structured
No pin-pointed end goal

89
Q

What is the goal of PACE?

A

Increase natural, effective communication

90
Q

Best candidate for PACE?

A

All aphasic types
But most severe types who understand the task would benefit most because it would improve their communication

91
Q

Evidence of PACE

A

-Improved verbal expression (naming & description)
-Improved referential communicative abilities
-Improved nonverbal communication
-Small improvements on standardized test due to not directly targeting specific area

92
Q

4 PACE principles

A
  1. New information- stimuli is out of receiver view, allowing exchange of new information
  2. Equal participation- both act as sender and receiver
  3. Modality choice- patient has free choice of any modality
  4. Natural feedback as receiver- regards success or failure of conveying the message, with feedback directed towards figuring out the message (questions, guessing, ask for elaboration)
93
Q

What tasks are used in PACE?

A

Barrier tasks- cards are face down, without showing other person, describe the picture/stimuli and have listener attempt to guess stimuli

94
Q

What does VAT stand for

A

Visual Action Therapy

95
Q

What is VAT?

A

Training of nonverbal gesture/symbolic representations of drawings and gestures to pantomime the associated symbolic gestures and improve symbolic skills in absence of visual stimuli

96
Q

What is pantomime?

A

Exaggerated gesturing/miming used in VAT

97
Q

Purpose of VAT

A

To improve symbolic skills by training nonverbal gestures

98
Q

Best candidate for VAT

A

Global aphasia
(but apraxia or severe impairment of auditory/reading comprehension may preclude improvement or use of usual instruction)
-Right hemisplegic patients respond well

99
Q

Evidence of VAT

A

-Improved PICA pantomimic and auditory comprehension skills
-Improved ability to read noun & verb stimuli
-NO improved verbal expression (not a target)

100
Q

VAT stimuli

A

Real objects
Line drawings of objects
Action pictures with the objects
Props for use with objects

101
Q

9 steps of VAT

A
  1. Matching (pictures & objects)
  2. Object use training
  3. Action picture demonstration
  4. Following action picture commands
  5. Pantomimed gesture demonstration
  6. Pantomimed gesture recognition
  7. Pantomimed gesture production
  8. Representation of hidden objects demonstrations
  9. Production of gestures for hidden objects
102
Q

What does CIAT stand for & what is another name for it?

A

Constraint induced aphasia therapy
Aka: CILT: constraint induced language therapy

103
Q

What was CIAT adapted from?

A

CIMT- Constraint induced movement therapy
Therapy for paralysis of extremities

104
Q

What is CIAT?

A

Compact, short-term extensive language training based on learning principles: massed practice, shaping, and constraint of compensatory

105
Q

Purpose of CIAT

A

Restricting any other form of communication other than spoken communication to increase spoken communication

106
Q

Principles of CIAT

A

-Massed therapy- intensive therapy (30 hours per 2 weeks)
- Shaping- hierarchy of language tasks embedded in communicative language game format of group settings
-Constraint of compensatory- forced use of spoken language, restricting them from using nonverbal communication
-Participation in behaviorally relevant activities (level of speech production capable)

107
Q

Evaluation of CIAT

A

-Improved communication effectiveness
-Improved communication in everyday life
-Comprehension improved ONLY in CIATplus

108
Q

How is CIAT therapy set up

A

Game format (barrier games, communicative language games)
1+ person
Continuously expanding on utterance

109
Q

What responses are reinforced in CIAT?

A

Response contingency based on individuals ability level
Low level- praise for following 1 constraint
Advance level- only praise for following all constraints

110
Q

Cue hierarchy in CIAT (easy to hard)

A

Unison
Repetition
Sentence completion + voiced phonemic cue
Sentence completion + silent phonemic cue
Sentence completion
Descriptive sentence
Non-word rhyme
Vocalized phonemic cue
Silent phonemic cue
Oral reading
Graphemic cue
Time interval
Tap

111
Q

What is errorless learning

A

Manipulating the task & patients response to remove and reduce errors to elicit the target word

112
Q

Purpose of errorless learning

A

Activate bilateral hemisphere and retrieve information by improving neural plasticity

113
Q

Evidence of errorless learning

A

-Bilateral hemispheric recruitment associated with improved naming of targets

114
Q

Process of errorless learning

A

Reinforce any response, while manipulating the response given to get the target word
Using spaced retrieval training to allow retrieval of information from memory

115
Q

Example of errorless learning

A

Target word: Key
Clinician- what are these?
Pt: lock
Clinician: Oh wonderful! Did you say lock? How do you unlock it?
Pt: stick it in and turn
Clinician: Yes! You unlock something by putting something in it and turning it. What do you put in and turn to unlock?
Pt: A key

116
Q

What does CVT stand for?

A

Cueing Verb Treatment

117
Q

What is the main theory/idea behind CVT?

A

The verb is the core/central node/ mean word of a simple sentence because any changes to the verb changes the meaning of the event

118
Q

What is CVT also known as

A

-Actor action object framework
-Verb as pivot approach
-Verb as core treatment approach

119
Q

Definition of CVT

A

Using wh-questions to elicit statements and training sentence production through stimulation of verb retrieval, targeting transformations to create more complex sentence structures

120
Q

6 principles of verbs as the central node

A

-Individual/thing carying out the action is the agent or instrument
-Person/thing affected by the action = object or recipient
-Any object the actor uses= instrument
-Thing that causes the action to take place= purpose
-Place where the action happens= location
-Temporal aspects of when the action took place= time

121
Q

Purpose of CVT

A

Improve production of verbs
Increase complexity of sentence production

122
Q

Best candidate for CVT

A

Mild to moderately severe fluent aphasia
Deficits in auditory verbal comprehension

123
Q

Evidence of CVT

A

Improved PICA measures

124
Q

CVT stimuli

A

30 verbs
wh-question cues
Subject cards
Object cards

125
Q

General process of CVT

A

verbs and wh-questions presented in random order during 6 hierarchial levels targeting the agent for the presented verbs and answering the wh- questions about them

126
Q

Briefly explain the 6 levels of CVT

A
  1. Patient repeats and copies subject + verb
  2. Patient chooses correct subject, then says subject + verb
  3. Patient self generates subject, then says subject + verb
  4. Patient repeats and copies subject + verb + object
  5. Patient chooses correct subject and object, then says subject + verb + object
  6. Patient self generates subject & object, then says Subject + verb + Object
127
Q

What does TUF stand for?

A

Treatment of Underlying Forms

128
Q

How does TUF differ from other, traditional, approaches?

A

TUF initial training focuses on more complex, non-canonical sentence structures, gradually focusing on less complex sentence structures

129
Q

Best candidate for TUF approach?

A

Nonfluent, agrammatic aphasia
Must have good basic comprehension abilities
Broca’s aphasiaa

130
Q

Purpose of TUF

A

Improve grammar
By training the more complex sentence structures, production and comprehension of more complex sentences will increase
Improve correct usage of verbs

131
Q

What are the targets in TUF

A

Word order
Sentence structure
Using small words like prepositions, conjunctions, and articles

132
Q

Stimuli in TUF

A

-Reversible and non-reversible picture pairs with corresponding set of word cards for sentences
-additional word cards to make the target sentence structures

133
Q

3 principles of TUF

A
  1. Client identifies the semantic roles of the argument structure (agent, action, and object)
  2. Explicit training construction of non-canonical sentences from canonical sentences
  3. Facilitation of combining the identification of semantic roles of the argument structure and construction of non-canonical structures from canonical structures
134
Q

Evidence of TUF

A

-Increased MLU
-Increased number of grammatical sentences
-Increased number of verbs compared to nouns produced
-Increased production of correct verb argument structures

135
Q

General steps of TUF

A
  1. Clinician models the target sentence
  2. Client identifies the semantic roles
  3. Clinician models construction of target sentence from simpler sentence
  4. Client identifies the semantic roles
  5. Client constructs target sentence given simpler sentence
  6. Client identifies semantic roles
  7. Client generates target sentence
  8. Client identifies semantic roles
136
Q

What treatment approach aids in self-advocacy and disclosure?
How else does this approach aid Aphasic lives?

A

Aphasia ID Card
Help’s PWS inform listeners how to support them during the communication interaction

137
Q

Evidence of Aphasia ID Card

A

-Positively affects listener’s processing of the message
-Increases listener’s sustained attention
-Increases listeners patience
-Increases listeners attentiveness

138
Q

What 5 things go on an Aphasia ID card?

A
  1. Definition
  2. Cause
  3. Intellectual competence
  4. Specific areas of communication difficulties
  5. Supportive actions
139
Q

What is one caution of using an ID card?

A

The Aphasia ID card should SUPPLEMENT spoken language
The ultimate goal is to shift to 100% verbal communication as the client’s fluency improves

140
Q

What does M-RET stand for?

A

Modified-Response Elaboration Training

141
Q

How does M-RET differ from RET

A

-M-RET focuses on improvements in a variety of conditions and involves eliciting correct information units
-Personal recount context (no picture stimuli, spontaneous speech)
- Picture description context involves 6 hierarchial steps

142
Q

What does MOR stand for?

A

Multiple Oral Reading

143
Q

What is MOR?

A

involves reading the same passage repeatedly until the client reaches a set criterion to improve reading accuracy and fluency

144
Q

Process of MOR

A
  1. clinician selects a passage & collects baseline reading rate & accuracy
    -Clinician selects a passage based on clients interest & the client reads aloud repeatedly
    -Clinician assists the client in reading the passage (in unison or support as needed)
    -Client practices at home as well
145
Q

Evidence of MOR

A

-Practice decoding
-Practice oral reading
-Strengthen lexical information

146
Q

What does CART stand for?

A

Copy and Recall Treatment

147
Q

What does CART do & it’s goals

A

Retrains orthographic representations for a specific set of words to picture, and providing verbal prompts to facilitate writing of single words
Also, aims to associate meaning with a written word by eliciting a written response form a picture & to facilitate spontaneous production of written words

148
Q

Evidence of CART

A

-Improved effectiveness of written responses
-Generalization

149
Q

Best candidate for CART

A

Acquired writing/spelling impairment
Intact semantic system
Good processing of visual information

150
Q

What is Sentence repetition based working memory

A

Targets repetition deficits by taping into working memory by manipulating 2 components, stimuli length & syntactic complexity, of working memory

151
Q

Improvements in working memory can increase the performance of what?

A

-Sentence repetition
-other Increased language abilities (auditory verbal comprehension)

152
Q

In SR-WM, how can you vary the syntactic structure of sentences?

A
  1. Active sentences with 2-argument verbs
  2. Passive sentences
  3. Active sentences with 3-argument verbs
  4. Conjoined sentences
  5. Center-embedded sentences with a subject-relative clause
153
Q

Best candidate for SR-WM?

A

Best for conduction aphasia, but beneficial for any aphasic

154
Q

4 steps of SR-WM

A
  1. Sentence repetition with cards in view
  2. Chunking strategy (stimuli word cards broken apart in random order, client rearranges cards)
  3. Reading whole sentence
  4. Sentence repetition without cards in view
155
Q

Evidence of SR-WM

A

-Positive correlation between deficits in repetition & STM and WM deficits

156
Q

What is script training

A

Involves repeated practice of relevant phrases and sentences that could be used in communicative situations

157
Q

Best candidate for script training

A

Geared towards nonfluent aphasia
Can be used with fluent aphasia as well

158
Q

Evidence of Script training

A

-Improves content, grammatical productivity, and rate of production

159
Q

What does V-NEST stand for

A

Verb-Network Strengthening Treatment

160
Q

Process of V-NEST; how does it work?

A

-Clinician presents verb
-Wh- question cards to elicit corresponding subject & object pairs
-Client generates response for who performs the action (who) & the object receiving the action (what)
-Sentences are read aloud (depending on level, client repeats after clinician or reads independently)
-Expand each triad using wh-question cards to elicit location, time, and purpose
-Client generates response for where the action takes place, when the action happens, and why the action happens for each triad set
-Entire sentence (original triad + expansion) read aloud (depending on level, client repeats after clinician or reads independently)
-Steps are repeated (reduced cueing as necessary)

161
Q

Evidence of VNeST

A

-Improved production of verbs (naming, picture description, and connected speech)
-Generalization of verb production
-Maintenance

162
Q

What is VNeST improving?

A

-word finding
-buildign sentences
-Strengthening the network of connections between verbs and nouns
(verbs and thematic roles are neurally co-activated so the agents & patients facilitate the activation of verbs and vice versa)
-Grammar is NOT important

163
Q

Materials used in VNeST

A

Word cards
Transitive verbs
Non-synonymous verbs (target different meaning verbs)
Organizer charts
-NO picture cards to help increase generalizability

164
Q

What is conversational coaching

A

-Clinician uses multiple modalities to act as a coach between conversational partners (PWA + convo partner)
-Training convo partner how to cue/scaffold the PWA’s response
-Interviens when there is a breakdown in communication

165
Q

Strategies taught in conversational coaching

A

-Speaking slowly
-Giving semantic and phonemic cues
-Summarizing what has been said
-Confirming information
-Using simpler vocabulary

166
Q

What does SFA stand for?

A

Semantic Feature Analysis

167
Q

How does semantic feature analysis work?

A

Helps with word finding by describing semantic features of the word in the same order each time (using procedural memory)

168
Q

What is phonological component analysis

A

Helps with word finding by describing phonological features of the word

169
Q

What are the word web semantic features used in SFA

A
  1. Association (what does it remind you of)
  2. Group (what type of thing is it)
  3. Action (what does it do)
  4. Properties (characteristics: look, taste, sound, feel, shape, size)
  5. Location (where is it found)
  6. Use (what is it used for)
170
Q

What are the phonological features of a word used in phonological component analysis

A

-First sound
-another word that starts with that first sound
-Final sound
-Number of syllables
-rhyming word

171
Q

What is augmented input?

A

Added visual input (intermittent or continuous) to spoken language aiding in improved receptive language (comprehension)

172
Q

Types of augmented input

A
  1. Written key word (i.e., main topic, topic changes, key idea, questions, response choices)
  2. Gestures (pointing, symbolic gestures, pantomime)
  3. Graphics (maps, pictures)
  4. Physical objects
  5. Other writing or drawing while communicating
173
Q

What does SCA stand for

A

Supported Conversation for Adults with Aphasia

174
Q

Goal of supported conversation for adults with aphasia

A

-Improve receptive and expressive language
-Help PWA rejoin lifes conversations
-Acklowedge the competence of the PWA
-Help the PWA reveal their competence

175
Q

What does Support Conversation for Adults with Aphasia focus on?

A

The communication partner
NOT the patient

176
Q

5 ways to acknowledge competence in Support Conversation for Adults with Aphasia

A
  1. Use a natural tone of voice
  2. Choose adult/complex convo topics
  3. Express that you know the PWA knows more than they can communicate
  4. Attribute communication breakdowns to your own limitations as a communicator
  5. Be open when you have to turn to someone else to get into
177
Q

9 ways to reveal competence in Support Conversation for Adults with Aphasia

A
  1. Use short, simple sentences & visual info
  2. Reduce distractions
  3. Observe patients nonverbal social cues to understand their level of comprehension
  4. Summarize what you think the message is & ask for clarification
  5. Ask yes/no questions
  6. Ask one question at a time
  7. Ask specific questions (not open-ended)
  8. Request more information by asking PWA to gesture/write/etc
  9. Give the PWA plenty of time to respond

Aphasia (4 decks)

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