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An aphasia research agenda – a consensus statement from the collaboration of aphasia trialists
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In: Research outputs 2014 to 2021 (2022)
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Creating a theoretical framework to underpin discourse assessment and intervention in aphasia
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In: Research outputs 2014 to 2021 (2021)
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Treatment for improving discourse in aphasia: A systematic review and synthesis of the evidence base
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In: Research outputs 2014 to 2021 (2021)
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Intensive Comprehensive Aphasia Programmes: a systematic scoping review and analysis using the TIDieR checklist for reporting interventions ...
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Intensive Comprehensive Aphasia Programmes: a systematic scoping review and analysis using the TIDieR checklist for reporting interventions ...
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Development of a self-management intervention for stroke survivors with aphasia using co-production and behaviour change theory: An outline of methods and processes
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In: PLoS One (2021)
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Treatment fidelity of technology-enhanced reading therapy (CommuniCATE) for people with aphasia
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Delivering group support for people with aphasia in a virtual world: experiences of service providers.
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Preliminary outcomes from a pilot study of personalised online supported conversation for participation intervention for people with Aphasia
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Creating a Theoretical Framework to Underpin Discourse Assessment and Intervention in Aphasia
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In: Brain Sci (2021)
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Assessing Parent Behaviours in Parent–Child Interactions with Deaf and Hard of Hearing Infants Aged 0–3 Years: A Systematic Review
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In: J Clin Med (2021)
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Assessing Parent-Child Interaction in Infant Deafness
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In: Curr Opin Otolaryngol Head Neck Surg (2021)
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An aphasia research agenda - a consensus statement from the collaboration of aphasia trialists.
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In: Ali, Myzoon Soroli, Efstathia Jesus, Luis M. T. Cruice, Madeline Isaksen, Jytte Visch-Brink, Evy Grohmann, Kleanthes K. Jagoe, C. Kukkonen, Tarja Varlokosta, Spyridoula Hernández Sacristán, Carlos Rosell Clari, Vicent Palmer, Rebecca Martinez Ferreiro, Silvia Godecke, Erin Wallace, Sarah J. McMenamin, Ruth Copland, David Breitenstein, Caterina Bowen, Audrey Laska, Ann-Charlotte Hilari, Katerina Brady, Marian C. 2021 An aphasia research agenda - a consensus statement from the collaboration of aphasia trialists. Aphasiology 1 21 (2021)
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UK speech and language therapists' views and reported practices of discourse analysis in aphasia rehabilitation
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In: Research outputs 2014 to 2021 (2020)
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Establishing consensus on a definition of aphasia: an e-Delphi study of international aphasia researchers
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A core outcome set for aphasia treatment research: The ROMA consensus statement
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In: Research outputs 2014 to 2021 (2019)
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Technology‐enhanced reading therapy for people with aphasia: findings from a quasi‐randomized waitlist controlled study
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Technology-enhanced writing therapy for people with aphasia: results of a quasi-randomized waitlist controlled study
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Abstract:
Background: Acquired writing impairment, or dysgraphia, is common in aphasia. It affects both handwriting and typing, and may recover less well than other aphasic symptoms. Dysgraphia is an increasing priority for intervention, particularly for those wishing to participate in online written communication. Effective dysgraphia treatment studies have been reported, but many did not target, or did not achieve, improvements in functional writing. Functional outcomes might be promoted by therapies that exploit digital technologies, such as voice recognition and word prediction software. Aims: This study evaluated the benefits of technology enhanced writing therapy for people with acquired dysgraphia. It aimed to explore the impact of therapy on a functional writing activity, and to examine whether treatment remediated or compensated for the writing impairment. The primary question was: Does therapy improve performance on a functional assessment of writing; and, if so, do gains occur only when writing is assisted by technology? Secondary measures examined whether therapy improved unassisted written naming, functional communication, mood and quality of life. Methods & Procedures: The study employed a quasi randomised waitlist controlled design. 21 people with dysgraphia received 12 hours of writing therapy, either immediately, or after a 6 week delay. The primary outcome measure was a functional assessment of writing, which was administered in handwriting and on a computer with assistive technology enabled. Secondary measures were: The Boston Naming Test (written version), Communication Activities of Daily Living - 2, Visual Analogue Mood Scales (Sad question), and the Assessment of Living with Aphasia. ANOVA analyses were used to examine change on the outcome measures over two time points, between which the immediate group had received therapy, but the delayed group had not. Pre therapy, post therapy and follow up scores on the measures were also examined for all participants. Outcomes & Results: Time x group interactions in the ANOVA analyses showed that therapy improved performance on the functional writing assessment. Further interactions with condition showed that gains occurred only when writing was assisted by technology. There were no significant interactions in the analyses of the secondary outcome measures. A treatment effect on these measures was therefore unconfirmed. Conclusions & Implications. This study showed that 21 people with dysgraphia improved on a functional writing measure following therapy using assistive technology. The results suggest that treatment compensated for, rather than remediated the impairment, given that unassisted writing did not change. Further studies of technology enhanced writing therapy are warranted.
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URL: http://repository.essex.ac.uk/26455/
http://repository.essex.ac.uk/26455/1/writing%2520paper%2520final.pdf
https://doi.org/10.1111/1460-6984.12391
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Increasing the intensity and comprehensiveness of aphasia services: identification of key factors influencing implementation across six countries
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Reporting interventions in communication partner training: a critical review and narrative synthesis of the literature
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