This book has something to help every client with aphasia. Forty-one activities are presented, each with a goal, instructions, and compensatory strategies to help you individualize your treatment.
- Improve receptive language in tasks ranging from imitating gestures to understanding complex paragraphs
- Progress in expressive language tasks ranging from automatic utterances to conversational speech
- Improve reading comprehension in a continuum from letter matching to paragraph comprehension
Detailed instructions for every task are helpful to beginning clinicians. Use the compensatory strategies to adjust the task difficulty to your clients' abilities—they'll experience immediate success and build motivation! The functional activities are arranged in a hiearchy of difficulty within three sections: Receptive Language, Reading Comprehension, and Expressive Language.
- the Receptive Language section begins with imitating common gestures and following commands, and continues with object and picture identification, yes/no questions, and understanding complex paragraphs
- the Reading Comprehension section begins with letter and word matching (with and without pictures) and progresses to sentence, questions, and paragraph comprehension
- the Expressive Language section starts with automatic speech (e.g., rote speech such as counting words to familiar songs), continues with picture and object naming, and naming from description, then continues through several more tasks to build sentence formulation and conversational skills
Copyright © 1999
- There is evidence that individuals with aphasia who receive speech and language treatment have significantly better outcomes than those individuals with aphasia who do not receive treatment (Hickin, Best, Herbert, Howard, & Osborn, 2003).
- Evidence exists for the effectiveness of several forms of cognitive rehabilitation for people with stroke (remediation of language and perception after left and right hemisphere stroke, respectively) and traumatic brain injury (remediation of attention, memory, functional communication, and executive functioning) (Cicerone et al., 2000).
- Research suggests that, depending on the client's needs, aphasia treatment should target single word auditory processing, spoken word production, single word reading, single word writing, sentence processing, gesture, and using a communication book. Intervention should strive to minimize communication impairment, address emotional health, and facilitate participation in the individual's social context and community (Taylor-Goh, 2005).
- The training of general and specific personal compensatory strategies is an important functional approach to cognitive-communication intervention (Hartley, 1995).
- Individuals with aphasia can often overcome word retrieval difficulties if the listener supplies them with a simple cue. Cueing hierarchies may be useful for individuals with a variety of naming impairments (Raymer, 2005).
The Source for Aphasia Therapy incorporates these principles and is also based on expert professional practice.
Cicerone, K., Dahlberg, C., Kalmar, K., Langenbahn, D., Malec, J., Bergquist, T., et al. (2000). Evidence-based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical Medicine & Rehabilitation, 81(12), 1596-1615.
Hartley, L.L. (1995). Cognitive-Communicative abilities following brain injury: A functional approach. San Diego: Singular Publishing Group, Inc.
Hickin, J., Best, W., Herbert, R., Howard, D., & Osborn, F. (2003). Therapy for word finding difficulties in aphasia: Measuring the impact on real-life communication. Proceedings of the Fifth European Congress of CPLOL.
Raymer, A.M. (2005). Naming and word-retrieval problems. In L.L. LaPointe (Ed.), Aphasia and related neurogenic language disorders (3rd ed.). New York: Thieme.
Taylor-Goh, S. (2005). Royal college of speech and language therapists: Clinical guidelines. United Kindgom: Speechmark.