ORCID Profile
0000-0002-0311-3524
Current Organisation
Macquarie University
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Cognitive Science | Learning, Memory, Cognition And Language | Linguistic Processes (Incl. Speech Production And Comprehension) | Linguistic Processes (incl. Speech Production and Comprehension) | Psychology and Cognitive Sciences not elsewhere classified | Computational Linguistics | Other Psychology and Cognitive Sciences | Sensory Processes, Perception And Performance | Rehabilitation And Therapy: Hearing And Speech | Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology) | Developmental Psychology and Ageing | Clinical Sciences | Psychology | Mental Health | Special Education | Cognitive Science not elsewhere classified | Rehabilitation and Therapy (excl. Physiotherapy) | Speech Recognition
ANZSRC Socio-Economic Objective (SEO)
Expanding Knowledge in Psychology and Cognitive Sciences | Behavioural and cognitive sciences | Hearing, vision, speech and their disorders | Hearing, Vision, Speech and Their Disorders | Teaching and Instruction not elsewhere classified | Information processing services | Special education | Neurodegenerative Disorders Related to Ageing | "Occupational, speech and physiotherapy" | Child Health | Allied Health Therapies (excl. Mental Health Services) |
Related Links
Publications
Spoken word production
Publisher: De Gruyter
Date: 23-04-2018
On the use of different methodologies in cognitive neuropsychology: Drink deep and from several sources
Publisher: Informa UK Limited
Date: 10-2011
Effective intervention for expressive grammar in children with specific language impairment
Publisher: Wiley
Date: 13-02-2013
Abstract: Children with specific language impairment are known to struggle with expressive grammar. While some studies have shown successful intervention under laboratory conditions, there is a paucity of evidence for the effectiveness of grammar treatment in young children in community settings. To evaluate the effectiveness of a school-based intervention programme for expressive grammar in 5-year-olds with specific language impairment. Thirty-four 5-year-old children attending a specialized school for children with language impairment participated in the study. Nineteen children received treatment for expressive grammar (experimental group) and 15 children received a control treatment. Treatment consisted of weekly 1-h sessions of small group activities in a classroom setting for 8 weeks. Techniques included direct instruction, focused stimulation, recasting and imitation. Results were analysed at the group level and as a case series with each child as their own control in a single-subject design. There was a significant difference in grammatical performance pre- and post-treatment for children who received grammar treatment (Cohen's d = 1.24), but not for a group of children who received a control treatment. Further, no difference in performance was found in the equivalent time period prior to treatment, nor for an untreated target. Treatment success was more pronounced in children without articulation difficulties which interfered with their ability to produce the grammatical targets (Cohen's d = 1.66). In idual analyses indicated the treatment effect was significant for the majority of children. In idually targeted intervention delivered in small groups in a classroom setting was effective in improving production of expressive grammatical targets in 5-year-old children with specific language impairment.
Phonological Errors in Aphasic Naming: Comprehension, Monitoring and Lexicality
Publisher: Elsevier BV
Date: 06-1995
DOI: 10.1016/S0010-9452(13)80360-7
Abstract: This paper investigates the production of phonological errors in aphasic naming, examining the relationship between these errors and deficits in comprehension. The predictions of Dell and O'Seaghda's (1991) computational model of speech production were tested by lesioning. The set of lesioned models demonstrated a strong correlation between proportion of phonologically related errors in naming and comprehension accuracy. In contrast, no correlation between proportion of phonological errors in naming and comprehension accuracy was found for a group of fifteen aphasics. This paper also examines monitoring behaviours, such as the presence of self-corrections and interrupted responses, again finding no relationship with auditory comprehension. There was also no evidence for a lexical bias in the phonological errors for these aphasic subjects. Phonologically related errors were argued to be words only by chance this was supported by the fact that they occurred more frequently on short words than long words, and that the proportion of real word errors was not significantly different to that observed in a pseudocorpus of errors. We conclude that a production-based monitor would be compatible with these results but that any comprehension-based monitor is not reliably employed by some or all of the aphasic subjects examined here. Additionally, these data are incompatible with models of language processing where speech input and output share the same processing components.
Serial position effects in graphemic buffer impairment: An insight into components of orthographic working memory
Publisher: Informa UK Limited
Date: 17-02-2021
Consequences of late bilingualism for novel word learning
Publisher: SAGE Publications
Date: 26-07-2016
Abstract: Recent studies that have investigated novel word learning have demonstrated an advantage for bilinguals compared to monolinguals. The study reported here sought to explore whether a word learning advantage is revealed only for early bilinguals with comparable proficiency in both their languages, or whether such advantages are also observed in in iduals with relatively late experience of, and less proficiency in, a second language. We tested the acquisition of novel words in an unknown language using identification and naming tasks in three groups of 20 participants: monolingual Tamil speakers early Tamil–English bilingual speakers and late Tamil–English bilingual speakers. The data was analysed using a non-parametric Kruskal–Wallis test followed by linear regressions. The results showed a bilingual advantage for word learning as evidenced by superior performance in both the naming and identification tasks and, critically, late bilinguals outperformed monolinguals. The results of the present study revealed, for the first time, a bilingual advantage in word learning even when in iduals acquire their second language later in life. The results suggest that the positive effects of bilingualism may generalise beyond non-linguistic tasks, perhaps affecting a general language learning mechanism. Moreover, this seems to occur even in late bilingualism. This is in contrast to the reported effects on cognitive control mechanisms that show only weaker advantages for in iduals who learned a second language later in life.
Getting it right? Using aphasic naming errors to evaluate theoretical models of spoken word recognition
Publisher: Informa UK Limited
Date: 02-1995
Corrigendum to “When ‘slime’ becomes ‘smile’: Developmental letter position dyslexia in English”
Publisher: Elsevier BV
Date: 05-2013
Developmental graphemic buffer dysgraphia in English: A single case study
Publisher: Informa UK Limited
Date: 19-05-2017
DOI: 10.1080/02643294.2017.1359154
Abstract: A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presented with spelling errors similar to those described in acquired graphemic buffer dysgraphia (GBD). We used this case to evaluate the appropriateness of applying adult cognitive models to the investigation of developmental cognitive disorders. The dual-route model of spelling guided this investigation. L.S. primarily made "letter errors" (deletions, additions, substitutions, transpositions, or a combination of these errors) on words and nonwords and in all input (aural and visual) and output modalities (writing, typing, oral spelling) there was also some evidence of a length effect and U-shaped serial position curve. An effect of lexical variables on spelling performance was also found. We conclude that the most parsimonious account is an impairment at the level of the graphemic buffer and without systematic cognitive neuropsychological investigation, the nature of L.S.'s spelling difficulty would likely have been missed.
Developmental prosopagnosia: A case analysis and treatment study
Publisher: Informa UK Limited
Date: 09-2006
DOI: 10.1080/02643290500441841
Abstract: This paper reports a treatment case study focused on face perception impairments designed for AL, an 8-year-old child with prosopagnosia. AL's prosopagnosia was characterized by deficits at the level of structural encoding-that is, he was unable to achieve normal basic perception of faces. This impairment then impacted on all subsequent aspects of familiar- and unfamiliar-face processing. Detailed assessment of feature processing revealed impairments in perception of facial features with a dissociation between relatively good perception of the mouth feature and poor perception of eye and nose features. Interestingly, results also suggested at least partial internal representation of facial features despite long-standing deficits in perception of these features. A treatment programme focused on training in perception, and analysis of facial features and familiar-face naming was conducted. Treatment resulted in excellent face naming for familiar faces, a decreased reliance on nonfacial cues and a reduction in AL's tendency to misidentify unfamiliar faces as family members.
Patterns of generalisation after treating sub-lexical spelling deficits in a child with mixed dysgraphia
Publisher: Wiley
Date: 02-2008
An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia
Publisher: Springer Science and Business Media LLC
Date: 23-01-2018
Are single-word picture naming assessments a valid measure of word retrieval in connected speech?
Publisher: Informa UK Limited
Date: 06-09-2021
Progressive language impairments: Intervention and management
Publisher: Informa UK Limited
Date: 02-2009
Garlic and ginger are not like apples and oranges
Publisher: SAGE Publications
Date: 23-01-2018
DOI: 10.1080/17470218.2016.1276203
Abstract: In this study a picture-word interference paradigm was used to investigate how grammatical mass/count information is processed during noun phrase production in English. Theories of lexical processing distinguish between two different types of lexical-syntactic information: variable extrinsic lexical-syntactic features, such as number (singular, plural), and fixed intrinsic lexical-syntactic properties, such as grammatical gender (e.g., masculine, feminine). Previous research using the picture-word interference paradigm has found effects of distractor lexical-syntactic congruency for grammatical gender but no congruency effects for number. We used this phenomenon to investigate whether mass/count information is processed similarly to grammatical gender. In two experiments, participants named pictures of mass or count objects using determiner noun phrases (e.g., Experiment 1 with mass and plural count nouns: "not much
From some butter to a butter: An investigation of mass and count representation and processing
Publisher: Informa UK Limited
Date: 06-05-2014
DOI: 10.1080/02643294.2014.903914
Abstract: This paper investigates the representation of mass and count nouns at the lexical-syntactic level, an issue that has not been addressed to date in psycholinguistic theories. A single case study is reported of a man with aphasia, R.A.P., who showed a countability specific deficit that affected processing of mass noun grammar. R.A.P. frequently substituted mass noun determiners (e.g., some, much) with count noun determiners (e.g., a, many). Experimental investigations determined that R.A.P. had a modality-neutral lexical-syntactic impairment. Furthermore, a series of novel experiments revealed that R.A.P.'s processing of mass noun determiners varied depending on how mass nouns were depicted (single vs. multiple depictions) and how congruent these were with the conceptual-semantic information of target determiners (e.g., "some" corresponds to multiple but not single concepts). R.A.P.'s determiner difficulties emerged only when mass nouns and determiners were number incongruent. The results of this research clearly indicate that nouns are lexical-syntactically specified for countability, but that the derivation of countability can additionally be influenced by conceptual-semantics.
Tracking orthographic learning in children with different profiles of reading difficulty
Publisher: Frontiers Media SA
Date: 04-07-2014
An exploration of the impact of group treatment for aphasia on connected speech
Publisher: Cambridge University Press (CUP)
Date: 2020
DOI: 10.1017/S1355617719001012
Abstract: Group treatment enables people with aphasia to practise communication skills outside the typical clinician–patient dyad. While there is evidence that this treatment format can improve participation in everyday communication, there is little evidence it impacts linguistic abilities. This project aimed to investigate the effects of ‘typical’ group treatment on the communication skills of people with aphasia with a focus on word retrieval in discourse. Three people with aphasia took part in a 6-week group therapy programme. Each week focused on a different topic, and three topics also received a home programme targeting word retrieval. The six treated topics were compared with two control topics, with regard to language production in connected speech. Semistructured interviews were collected twice prior to treatment and twice following the treatment and analysed using (a) word counts (b) the profile of word errors and retrieval in speech (c) a measure of propositional idea density, and (d) perceptual discourse ratings. Two participants showed no significant improvements one participant showed significant improvement on discourse ratings. This study provides limited support for group treatment, leading to improved communication as measured by semistructured interviews, even when supplemented with a home programme. We suggest that either group treatment, as implemented here, was not an effective approach for improving communication for our participants and/or that outcome measurement was limited by difficulty assessing changes in connected speech.
No negative impact of word retraining on vocabulary use or clarity of communication in semantic dementia
Publisher: Informa UK Limited
Date: 13-11-2023
Predictors of Orthographic Learning of Regular and Irregular Words
Publisher: Informa UK Limited
Date: 09-2013
Are the same phoneme and lexical layers used in speech production and comprehension? A case-series test of Foygel and Dell's (2000) model of aphasic speech production
Publisher: Elsevier BV
Date: 06-2009
DOI: 10.1016/J.CORTEX.2008.09.005
Abstract: In this paper, we investigate the claim that although the same lexical units are involved in speech production and comprehension, there are separate input and output phoneme layers (Foygel and Dell, 2000). Data from a case series of aphasic patients are used to test this claim by examining the relationship between performance on a test of picture naming and performance on tests of phonological input. Estimates of each patient's semantic-lexical and phonological impairments in speech production were derived from Foygel and Dell's computational model of picture naming. It was found that the strength of the semantic-lexical impairments in speech production was significantly correlated with performance on auditory comprehension tests. This finding is consistent with the claim that the same lexical units are involved in speech comprehension and production. Conversely, the correlations between the strength of the phonological lesions in speech production and performance on tests of phonological input were non-significant, consistent with Foygel and Dell's claim that there are distinct input and output phoneme layers.
Disentangling the Web: Neologistic Perseverative Errors in Jargon Aphasia
Publisher: Informa UK Limited
Date: 12-2004
DOI: 10.1080/13554790490894057
Abstract: This article explores the relationship between the neologisms and perseverative errors produced by KVH, a man with severe neologistic jargon aphasia. Detailed examination of KVH's level of language processing breakdown revealed mild difficulties with phonological encoding and severe difficulties accessing the lexical form of the word. Many of KVH's neologisms contained phonemes perseverated from previous neologisms, suggesting an integral relationship between the production of neologisms and the perseveration of phonemes. Furthermore, KVH's patterns of whole word (total)and phonological (blended) perseverations reflected his proposed underlying language processing deficits, consistent with recent literature on perseveration (e.g.,Cohen and Dehaene, 1998). However, the simple binary distinction oftotalandblendedperseveration is proposed to be somewhat limited for understanding the underlying nature of KVH's complex neologistic errors. Possible explanations regarding the mechanisms underlying the production of KVH's neologistic and perseverative errors also are discussed.
Factors affecting cross-language activation and language mixing in bilingual aphasia: A case study
Publisher: Informa UK Limited
Date: 09-06-2023
Therapy for naming disorders (Part I): Principles, puzzles and progress
Publisher: Informa UK Limited
Date: 1996
Generalisation after treatment of acquired spelling impairments: A review
Publisher: Informa UK Limited
Date: 18-11-2014
DOI: 10.1080/09602011.2014.983135
Abstract: This paper provides a comprehensive review of treatment studies of acquired dysgraphia and the occurrence of generalisation after this treatment. The aim is to examine what determines the occurrence of generalisation by investigating the link between the level of impairment, the method of treatment, and the outcome of therapy. We present the outcomes of treatment with regard to generalisation in 40 treatment studies. We derive general principles of generalisation which provide us with a better understanding of the mechanism of generalisation: (1) Direct treatment effects on representations or processes (2) interactive processing and summation of activation and (3) strategies and compensatory skills. We discuss the implications of these findings for our understanding of the cognitive processes used for spelling. Finally, we provide suggestions for the direction of further research into this important area, as a better understanding of the mechanism of generalisation could maximise treatment effects for an in idual with acquired dysgraphia.
Predicting generalization in the training of irregular-word spelling: Treating lexical spelling deficits in a child
Publisher: Informa UK Limited
Date: 05-2008
DOI: 10.1080/02643290802003000
Abstract: This paper presents a single case study investigating the mechanisms underlying generalization of treatment benefits to untrained words in spelling. Brunsdon, Coltheart, and Nickels (2005) observed that untreated words that improved tended to be those whose errors were closest to being correct prior to treatment. These words also tended to be high in written frequency. The present study employed the same treatment techniques as those used by Brunsdon et al. with K.M., a developmental surface dysgraphic. During a first treatment the characteristics of words whose spelling improved without specific training were identified. These characteristics were then used in a second treatment to test whether it was possible to predict generalization. The results showed that treatment generalization to untreated irregular words was best predicted by neighbourhood size and frequency. We suggest that the processes underlying treatment generalization are based on the interaction between the orthographic lexicon and the graphemic buffer. Clinical implications are discussed.
Individual differences in the vocabulary skills of children with poor reading comprehension
Publisher: Elsevier BV
Date: 08-2016
Successful treatment of sublexical reading deficits in a child with dyslexia of the mixed type
Publisher: Informa UK Limited
Date: 06-2002
The effect of processing semantic features on spoken word retrieval in a case series of people with aphasia
Publisher: Informa UK Limited
Date: 26-08-2022
Evaluating spoken word-picture matching: what affects performance?
Publisher: Informa UK Limited
Date: 2000
Treatment for spoken and written word retrieval in the semantic variant of primary progressive aphasia
Publisher: Informa UK Limited
Date: 10-09-2018
DOI: 10.1080/09602011.2018.1518780
Abstract: This study investigated whether a treatment programme for spoken word retrieval, supplemented with written naming, was beneficial for an in idual with right-hemisphere dominant semantic variant of PPA (svPPA). Assessment and treatment were delivered remotely through Skype. Treatment consisted of two phases of lexical retrieval therapy (Repetition and Reading in the Presence of a Picture: RRIPP), with and without written responses (Phases 1 and 2 respectively), and a third treatment phase based on the procedures of Conceptual Enrichment (COEN) therapy. The first two phases of treatment resulted in short-lasting improvements in spoken and written word retrieval, with greater improvement in Phase 2 when written production was also required. Both treatment phases resulted in gains only for treated items, but generalised to different depictions to those treated. However, Phase 2 also resulted in significant improvement of treated items on a comprehension task. COEN treatment did not result in significant gains in word retrieval or comprehension. This study reinforces the value of a simple lexical retrieval treatment delivered remotely. It adds to the current evidence that anomia in svPPA can be responsive to treatment, but also shows that challenges remain regarding maintenance effects and the generalisation of treatment effects to connected speech.
Insights into recurrent perseverative errors in aphasia: A case series approach
Publisher: Informa UK Limited
Date: 10-2007
Toward an Individualized Neural Assessment of Receptive Language in Children
Publisher: American Speech Language Hearing Association
Date: 17-07-2020
DOI: 10.1044/2020_JSLHR-19-00313
Abstract: We aimed to develop a noninvasive neural test of language comprehension to use with nonspeaking children for whom standard behavioral testing is unreliable (e.g., minimally verbal autism). Our aims were threefold. First, we sought to establish the sensitivity of two auditory paradigms to elicit neural responses in in idual neurotypical children. Second, we aimed to validate the use of a portable and accessible electroencephalography (EEG) system, by comparing its recordings to those of a research-grade system. Third, in light of substantial interin idual variability in in iduals' neural responses, we assessed whether multivariate decoding methods could improve sensitivity. We tested the sensitivity of two child-friendly covert N400 paradigms. Thirty-one typically developing children listened to identical spoken words that were either strongly predicted by the preceding context or violated lexical–semantic expectations. Context was given by a cue word (Experiment 1) or sentence frame (Experiment 2), and participants either made an overall judgment on word relatedness or counted lexical–semantic violations. We measured EEG concurrently from a research-grade system, Neuroscan's SynAmps2, and an adapted gaming system, Emotiv's EPOC+. We found substantial interin idual variability in the timing and topology of N400-like effects. For both paradigms and EEG systems, traditional N400 effects at the expected sensors and time points were statistically significant in around 50% of in iduals. Using multivariate analyses, detection rate increased to 88% of in iduals for the research-grade system in the sentences paradigm, illustrating the robustness of this method in the face of interin idual variations in topography. There was large interin idual variability in neural responses, suggesting interin idual variation in either the cognitive response to lexical–semantic violations and/or the neural substrate of that response. Around half of our neurotypical participants showed the expected N400 effect at the expected location and time points. A low-cost, accessible EEG system provided comparable data for univariate analysis but was not well suited to multivariate decoding. However, multivariate analyses with a research-grade EEG system increased our detection rate to 88% of in iduals. This approach provides a strong foundation to establish a neural index of language comprehension in children with limited communication. 0.23641/asha.12606311
The cat in the tree – using picture descriptions to inform our understanding of conceptualisation in aphasia
Publisher: Informa UK Limited
Date: 12-07-2018
Reading of everyday texts by people with aphasia: do advance organisers help?
Publisher: Informa UK Limited
Date: 26-07-2018
I'm sitting here feeling aphasic! A study of recurrent perseverative errors elicited in unimpaired speakers
Publisher: Elsevier BV
Date: 04-2004
How Evidence-Based Practice (E3BP) Informs Speech-Language Pathology for Primary Progressive Aphasia
Publisher: SAGE Publications
Date: 2020
Abstract: Amelioration of communication impairment in primary progressive aphasia (PPA) is an area of clinical importance and current research. Speech-language pathologists (SLPs) have a range of skills and interventions to support communication in PPA however, underrecognition of their role and low referral rates is an ongoing concern. The E 3 BP conceptualization of evidence-based practice comprises 3 components: research-based evidence, practice-based evidence, and informed patient preferences. Here, we will describe how evidence for managing the communication difficulties experienced by in iduals with PPA exists at all 3 levels of the (E 3 BP) model, highlighting how this allows SLP interventions to be both evidence based and patient centered. We encourage health professionals to value and utilize the wide range of services that SLPs can offer when working with in iduals with PPA, to educate, remediate everyday linguistic skills, increase daily participation, and maximize overall quality of life.
Normes de présentation de recherche utilisant les protocoles à cas unique en interventions comportementales (SCRIBE-2016)
Publisher: Elsevier BV
Date: 06-2019
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement
Publisher: AOTA Press
Date: 08-06-2016
Abstract: Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012). Many such guidelines exist, and the CONSORT Extension to Nonpharmacological Trials (Boutron et al., 2008) provides suitable guidance for reporting between-groups intervention studies in the behavioral sciences. The CONSORT Extension for N-of-1 Trials (CENT 2015) was developed for multiple crossover trials with single in iduals in the medical sciences (Shamseer et al., 2015 Vohra et al., 2015), but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioral sciences. We developed the Single-Case Reporting guideline In Behavioral interventions (SCRIBE) 2016 to meet this need. This Statement article describes the methodology of the development of the SCRIBE 2016, along with the outcome of 2 Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2016 checklist. The article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated.
Treatment of lexical processing in mixed dyslexia: A case study
Publisher: Informa UK Limited
Date: 11-2002
Developmental disorders: what can be learned from cognitive neuropsychology?
Publisher: The Royal Society
Date: 19-01-2014
Abstract: The discipline of cognitive neuropsychology has been important for informing theories of cognition and describing the nature of acquired cognitive disorders, but its applicability in a developmental context has been questioned. Here, we revisit this issue, asking whether the cognitive neuropsychological approach can be helpful for exploring the nature and causes of developmental disorders and, if so, how. We outline the key features of the cognitive neuropsychological approach, and then consider how some of the major challenges to this approach from a developmental perspective might be met. In doing so, we distinguish between challenges to the methods of cognitive neuropsychology and those facing its deeper conceptual underpinnings. We conclude that the detailed investigation of patterns of both associations and dissociations, and across both developmental and acquired cases, can assist in describing the cognitive deficits within developmental disorders and in delineating possible causal pathways to their acquisition.
Nonlinear spelling in graphemic buffer deficit
Publisher: Informa UK Limited
Date: 17-11-2015
DOI: 10.1080/02643294.2016.1171751
Abstract: In this paper, we describe a case of nonlinear spelling and its implications for theories of the graphemic buffer. C.T.J., an in idual with an acquired deficit of the graphemic buffer, often wrote the letters of his responses in a nonlinear temporal order when writing to dictation. The spatial ordering of the letters was maintained: Letters in the later positions of the words were written towards the right side of the response, even when written before letters in earlier positions. This unusual phenomenon has been briefly reported in three prior cases but this study provides the most detailed analysis of the phenomenon to date. We specifically contend that the decoupling of the temporal and spatial aspects of spelling is difficult to reconcile with competitive queuing accounts of the graphemic buffer.
Neural Correlates of Encoding in Novel Word Learning
Publisher: University of California Press
Date: 2023
Abstract: A central observation in the recognition memory literature is that neural processes occurring during encoding of stimuli are predictive of their later recognition and recall. Compared to items that are later forgotten, encoding of correctly recognised items has been associated with greater litude between 400 ms and 800 ms post stimulus onset across centro-parietal sites (the difference-due-to-memory ERP effect), increased EEG power in the theta and gamma frequency bands and decreased EEG power in the alpha and beta bands, and increased theta-gamma phase- litude coupling. Importantly, theories of encoding based on these findings imply that these effects should be domain-general. In this pre-registered study, we tested this assumption by exploring neural correlates of successful encoding in learning of novel names for novel concepts. Following the previous studies, we used three different measures of neural activity, ERPs, time-frequency representations of power, and phase- litude coupling however, for either of these measures, we could not reject the null hypothesis of no difference between the novel names that were later recalled and those that were not. We provide three possible interpretations of our findings, and our main conclusion is that the existing theories of encoding may be underspecified and that properly-powered pre-registered studies are needed to further constrain these theories.
Representation and processing of mass and count nouns: A review
Publisher: Frontiers Media SA
Date: 11-06-2014
Name it again! investigating the effects of repeated naming attempts in aphasia
Publisher: Informa UK Limited
Date: 31-05-2019
The neural correlates of picture naming facilitated by auditory repetition
Publisher: Springer Science and Business Media LLC
Date: 27-02-2012
Written cognate treatment in a Welsh-English bilingual aphasic patient
Publisher: Frontiers Media SA
Date: 2015
Does TMS disruption of the left primary motor cortex affect verb retrieval following exposure to pantomimed gestures?
Publisher: Frontiers Media SA
Date: 12-12-2018
Orthographic cueing in anomic aphasia: How does it work?
Publisher: Informa UK Limited
Date: 06-2007
Facilitation of naming in aphasia with auditory repetition: An investigation of neurocognitive mechanisms
Publisher: Elsevier BV
Date: 07-2013
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2013.05.008
Abstract: Prior phonological processing can enhance subsequent picture naming performance in in iduals with aphasia, yet the neurocognitive mechanisms underlying this effect and its longevity are unknown. This study used functional magnetic resonance imaging to examine the short-term (within minutes) and long-term (within days) facilitation effects from a phonological task in both participants with aphasia and age-matched controls. Results for control participants suggested that long-term facilitation of subsequent picture naming may be driven by a strengthening of semantic-phonological connections, while semantic and object recognition mechanisms underlie more short-term effects. All participants with aphasia significantly improved in naming accuracy following both short- and long-term facilitation. A descriptive comparison of the neuroimaging results identified different patterns of activation for each in idual with aphasia. The exclusive engagement of a left hemisphere phonological network underlying facilitation was not revealed. The findings suggest that improved naming in aphasia with phonological tasks may be supported by changes in right hemisphere activity in some in iduals and reveal the potential contribution of the cerebellum to improved naming following phonological facilitation. Conclusions must be interpreted with caution, however, due to the comparison of corrected group control results to that of in idual participants with aphasia, which were not corrected for multiple comparisons.
WORD RETRIEVAL IN PRIMARY PROGRESSIVE APHASIA FOLLOWING LANGUAGE THERAPY
Publisher: Wiley
Date: 07-2014
Adherence to lexical retrieval treatment in Primary Progressive Aphasia and implications for candidacy
Publisher: Informa UK Limited
Date: 28-05-2019
The cognition of programming: logical reasoning, algebra and vocabulary skills predict programming performance following an introductory computing course
Publisher: Informa UK Limited
Date: 18-01-2023
Understanding and living with primary progressive aphasia: Current progress and challenges for the future
Publisher: Informa UK Limited
Date: 05-08-2014
An untapped resource: Treatment as a tool for revealing the nature of cognitive processes
Publisher: Informa UK Limited
Date: 10-2010
DOI: 10.1080/02643294.2011.609811
Abstract: This paper focuses on the role of treatment in cognitive neuropsychological research, arguing that treatment for cognitive impairments should be viewed as a powerful methodology for developing, evaluating, and extending cognitive theories. We suggest that the key aim of cognitive neuropsychology should be characterized as the use of data from the investigation and treatment of in iduals with cognitive disorders to develop, evaluate, and extend theories of normal cognition. To support this assertion, this paper discusses ex les of how treatment studies have informed theory. The major methodological tool is generalization logic, both generalization across items and generalization across tasks. However, an alternative is to use case series methodology to test predicted correlations between particular cognitive skills and response to treatment. These methods enable explicit testing of a theory or discrimination between theories, focusing on the nature of cognitive representations, the architecture of the cognitive system, and the acquisition of cognitive skills.
Impairment‐ and activity/participation‐directed interventions in progressive language impairment: Clinical and theoretical issues
Publisher: Informa UK Limited
Date: 02-2009
Treatment of irregular word spelling in developmental surface dysgraphia
Publisher: Informa UK Limited
Date: 03-2005
DOI: 10.1080/02643290442000077
Abstract: An increasing number of cognitive neuropsychological treatment studies of acquired dysgraphia have been published in recent years, but to our knowledge there are no corresponding studies of developmental dysgraphia. This paper reports a cognitive neuropsychological treatment programme designed for a child with developmental surface dysgraphia. The treatment aim was to improve functioning of the orthographic output lexicon, and so treatment methods targeted irregular word spelling. Treatment methods were based on previous successful treatments employed in cases of adult acquired surface dysgraphia (Behrmann, 1987 De Partz, Seron, & Van der Linden, 1992 Weekes & Coltheart, 1996). Results showed a significant treatment effect for both spelling and reading of irregular words that was largely stable over time and that generalised partially to spelling of untreated irregular words. Homophone words were not treated but some aspects of homophone reading and spelling also improved, though homophone confusion errors remained. Comparison of treatment effectiveness with and without mnemonics suggested that the mnemonic cue itself was not necessary to achieve treatment success for irregular word spelling. Analyses revealed that untreated irregular words whose spellings became correct as a result of treatment generalisation were those whose original misspellings were closest to being correct prior to treatment. Results also provided preliminary evidence that the mechanism underlying treatment generalisation involved improved access to orthographic representations, resulting in an increased tendency to employ orthography for spelling attempts and reduced reliance on phoneme to grapheme conversion.
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement
Publisher: Informa UK Limited
Date: 29-04-2016
Similar but different : Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension
Publisher: Wiley
Date: 26-04-2016
The Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 statement
Publisher: Elsevier BV
Date: 06-2016
DOI: 10.1016/J.JSP.2016.04.001
Abstract: We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts. Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012). Many such guidelines exist and the CONSORT Extension to Nonpharmacological Trials (Boutron et al., 2008) provides suitable guidance for reporting between-groups intervention studies in the behavioral sciences. The CONSORT Extension for N-of-1 Trials (CENT 2015) was developed for multiple crossover trials with single in iduals in the medical sciences (Shamseer et al., 2015 Vohra et al., 2015), but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioral sciences. We developed the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 to meet this need. This Statement article describes the methodology of the development of the SCRIBE 2016, along with the outcome of 2 Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2016 checklist. The article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. Supplemental materials: 0.1037/arc0000026.supp.
Assessment of lexical and non-lexical spelling in students in grades 1-7
Publisher: Informa UK Limited
Date: 02-01-2015
Priming Picture Naming with a Semantic Task: An fMRI Investigation
Publisher: Public Library of Science (PLoS)
Date: 07-03-2012
Understanding bilingual word learning
Publisher: American Speech Language Hearing Association
Date: 20-12-2017
DOI: 10.1044/2017_JSLHR-L-15-0376
Abstract: Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Both bilinguals and monolinguals demonstrated a significant effect of phonotactic probability and phonological neighborhood density. Novel word learning improved when the phonological neighborhood density was higher in contrast, higher phonotactic probability resulted in worse learning. Although the bilingual speakers showed significantly better novel word learning than monolingual speakers, this did not interact with phonotactic probability and phonological neighborhood density manipulations. Both bilingual and monolingual word learning abilities are constrained by the same learning mechanisms. However, bilingual advantages may be underpinned by more effective allocation of cognitive resources due to their dual language experience.
Is the homophone advantage influenced by post-lexical effects?
Publisher: Elsevier BV
Date: 11-2018
The Aphasia therapy file
Publisher: Informa UK Limited
Date: 2001
From theory to therapy in aphasia: Where are we now and where to next?
Publisher: Informa UK Limited
Date: 06-2000
Single case studies are a powerful tool for developing, testing and extending theories
Publisher: Springer Science and Business Media LLC
Date: 22-11-2022
Development and validation of Australian aphasia rehabilitation best practice statements using the RAND/UCLA appropriateness method
Publisher: BMJ
Date: 07-2015
Orthographic learning in developmental surface and phonological dyslexia
Publisher: Informa UK Limited
Date: 02-02-2015
DOI: 10.1080/02643294.2014.1003536
Abstract: Phonological decoding skill has been proposed to be key to successful sight word learning (orthographic learning). However, little is known about how children with phonological dyslexia, who have impaired phonological decoding, acquire sight words, or why children with surface dyslexia can have normal phonological decoding skill yet impaired sight word acquisition. This study addressed this issue by investigating orthographic learning in two 10-year-old children: S.D., with a reading profile of surface dyslexia, and P.D., with a reading profile of phonological dyslexia. They participated in two experiments exploring the role of phonological decoding and paired-associate learning in orthographic learning. The results showed that, first, P.D.'s orthographic learning ability was better than S.D.'s, despite her phonological decoding skills being poorer. Second, S.D. showed impaired paired-associate learning abilities while P.D. did not. Overall, the results indicate that phonological decoding ability does not translate directly to orthographic learning ability, and that paired-associate learning ability may also be associated with success in orthographic learning.
Effect of socio-economic status on cognitive control in non-literate bilingual speakers
Publisher: Cambridge University Press (CUP)
Date: 08-09-2016
DOI: 10.1017/S1366728916000778
Abstract: Previous research has suggested that the advantages for cognitive control abilities in bilinguals are attenuated when socio-economic status (SES) is controlled (e.g., Morton & Harper, 2007). This study examined the effect of SES on cognitive control in illiterate monolingual and bilingual in iduals who lived in adverse social conditions. We tested monolinguals and bilinguals using Simon and Attentional Network task while controlling for two potential confounding factors: SES and literacy. Bilinguals were faster for both trials with and without conflict demonstrating overall faster response times (global advantage) compared to monolinguals on both tasks. However, no bilingual advantage was found for conflict resolution on the Simon task and attentional networks on the Attentional Network task. The overall bilingual effects provide evidence for a bilingual advantage even among in iduals without literacy skills and of very low SES. This indicates a strong link between bilingualism and cognitive control over and above effects of SES.
Skill generalisation in teaching spelling to children with learning difficulties
Publisher: Informa UK Limited
Date: 11-2010
Training ‘rule-of-〈E〉’: further investigation of a previously successful intervention for a spelling rule in developmental mixed dysgraphia
Publisher: Wiley
Date: 14-07-2010
Investigating auditory processing of syntactic gaps with L2 speakers using pupillometry
Publisher: SAGE Publications
Date: 26-08-2018
Abstract: According to the Shallow Structure Hypothesis (SSH), second language (L2) speakers, unlike native speakers, build shallow syntactic representations during sentence processing. In order to test the SSH, this study investigated the processing of a syntactic movement in both native speakers of English and proficient late L2 speakers of English using pupillometry to measure processing cost. Of particular interest were constructions where movement resulted in an intermediate gap between clauses. Pupil diameter was recorded during auditory presentation of complex syntactic constructions. Two factors were manipulated: syntactic movement (such that some conditions contained movement while others did not), as well as syntactic movement type (either causing an intermediate gap or not). Grammaticality judgments revealed no differences between the two groups, suggesting both were capable of comprehending these constructions. Pupil change slope measurements revealed a potential sensitivity to intermediate gaps for only native speakers, however, both native and late L2 speakers showed similar facilitation during processing of the second gap site. Acoustic analysis revealed potential acoustic cues that may have facilitated the processing of these constructions. This suggests that, contrary to the predictions of the SSH, late L2 speakers are capable of constructing rich syntactic representations during the processing of intermediate gap constructions in spoken language.
Aphasic naming: What matters?
Publisher: Elsevier BV
Date: 10-1995
DOI: 10.1016/0028-3932(95)00102-9
Abstract: This paper investigates the factors which affect naming performance for two groups of aphasic subjects. The effects of word age-of-acquisition, operativity, frequency, familiarity, imageability, concreteness, length and the visual complexity of the stimulus picture were examined. In contrast to previous studies, we found remarkably small effects of word frequency on naming performance these studies, we argue, have failed to control sufficiently for the effects of variables which intercorrelate with frequency. However, many patients were significantly affected by age-of-acquisition even when any effects of frequency and familiarity had been accounted for. Operativity, imageability and word length were also predictive of naming performance for some of the patients investigated, unlike visual complexity. The applicability of conclusions drawn from groups of aphasics is again thrown into doubt, as these two groups showed different patterns of predictor variables, and the variables affecting the performance of in iduals could be different from those affecting the group.
Non-word writing does not require the phonological output buffer
Publisher: Wiley
Date: 07-08-2020
DOI: 10.1111/JNP.12190
Abstract: What is the route that is used for writing non-words to dictation? Does it have to pass through phonological output? Two possibilities are found in the literature. In one, writing non-words requires access from the phonological input buffer to the phonological output buffer and from there, via phoneme-to-grapheme conversion, to the orthographic output buffer. The second approach maintains that writing non-words can proceed directly from the phonological input buffer to the orthographic output buffer. In this study, we discriminate between these two options using a cognitive neuropsychological approach. Specifically, we present a multiple case study of 24 in iduals with a developmental impairment to the phonological output buffer, who nevertheless show unimpaired non-word writing. These data lead to the conclusion that the phonological output buffer is not necessary when writing non-words and that writing non-words to dictation can proceed directly from the phonological input buffer to the orthographic output buffer. We suggest that the cognitive assumption that non-word writing proceeds through the phonological output buffer may have resulted from graphic conventions and the depiction of the lexical processing model: in the common depiction of the model drawing a line through the phonological output buffer is visually simpler than a direct line (which would require lines to cross or long bypass lines).
The representation of homophones: Evidence from remediation
Publisher: Informa UK Limited
Date: 10-2002
Counting on number
Publisher: Informa UK Limited
Date: 30-01-2017
Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences: An exploratory study
Publisher: Elsevier BV
Date: 2020
Effects of semantic variables on word production in aphasia
Publisher: Elsevier BV
Date: 08-2021
SARS-CoV-2 vaccination modelling for safe surgery to save lives: data from an international prospective cohort study
Publisher: Oxford University Press (OUP)
Date: 24-03-2021
DOI: 10.1093/BJS/ZNAB101
Abstract: Preoperative SARS-CoV-2 vaccination could support safer elective surgery. Vaccine numbers are limited so this study aimed to inform their prioritization by modelling. The primary outcome was the number needed to vaccinate (NNV) to prevent one COVID-19-related death in 1 year. NNVs were based on postoperative SARS-CoV-2 rates and mortality in an international cohort study (surgical patients), and community SARS-CoV-2 incidence and case fatality data (general population). NNV estimates were stratified by age (18–49, 50–69, 70 or more years) and type of surgery. Best- and worst-case scenarios were used to describe uncertainty. NNVs were more favourable in surgical patients than the general population. The most favourable NNVs were in patients aged 70 years or more needing cancer surgery (351 best case 196, worst case 816) or non-cancer surgery (733 best case 407, worst case 1664). Both exceeded the NNV in the general population (1840 best case 1196, worst case 3066). NNVs for surgical patients remained favourable at a range of SARS-CoV-2 incidence rates in sensitivity analysis modelling. Globally, prioritizing preoperative vaccination of patients needing elective surgery ahead of the general population could prevent an additional 58 687 (best case 115 007, worst case 20 177) COVID-19-related deaths in 1 year. As global roll out of SARS-CoV-2 vaccination proceeds, patients needing elective surgery should be prioritized ahead of the general population.
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement†
Publisher: Informa UK Limited
Date: 08-08-2016
How 'some garlic' becomes 'a garlic' or 'some onion': Mass and count processing in aphasia
Publisher: Elsevier BV
Date: 08-2015
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2015.06.031
Abstract: This paper informs our understanding of the representation and processing of mass and count nouns through an investigation of the underlying causes of mass/count specific impairments in in two people with aphasia, DEH and GEC. The factors influencing the production of mass and count nouns and noun phrases was comprehensively assessed. The results showed that GEC's impairment affected mass noun naming, resulting in the production of semantic paraphasias and no responses. In contrast, DEH frequently substituted mass determiners with count determiners leading to ungrammatical noun phrases. In comparison to younger control group, a control group of older adults showed similar difficulties to DEH with mass noun phrases, although less severe, indicating effects of cognitive ageing on lexical and semantic processing. DEH and the elderly controls' results replicate and support previous findings regarding the lexical-syntactic representation of mass/count information. GEC's difficulties extend these findings by providing additional evidence for a semantic component in the representation of countability (e.g., a semantic feature/concept COUNTABLE for count nouns, UNCOUNTABLE for mass nouns) which contributes to mass and count noun selection. GEC's mass noun difficulties are suggested to result from weaker connection strength between noun lemmas and mass concepts compared to count concepts as a result of the overall lower frequency distribution of mass nouns.
Speech pathology services for primary progressive aphasia: Exploring an emerging area of practice
Publisher: Informa UK Limited
Date: 02-2009
Ageing with bilingualism: benefits and challenges
Publisher: Informa UK Limited
Date: 02-01-2019
The effects of direct and indirect speech on discourse comprehension in Dutch listeners with and without aphasia
Publisher: Informa UK Limited
Date: 09-04-2014
Investigating differences between proper and common nouns using novel word learning
Publisher: Frontiers Media SA
Date: 2014
Correct responses, error analyses, and theories of word production: A response to Martin
Publisher: Informa UK Limited
Date: 07-2004
DOI: 10.1080/02643290442000059
Abstract: Nickels and Howard (2004) argued that effects of word length on correct responses of a case series of nine aphasic in iduals could be accounted for entirely in terms of number of phonemes, and suggested that effects of complexity on correct responses may have been overstated in the literature. In a commentary on this paper, N. Martin disputed some of Nickels and Howard's claims focusing on methodological issues concerning the differences between analysis of errors and correct productions, and the implications of this study for theoretical accounts of word production. Here we respond to those points raised.
Patterns of sentence processing deficit: Processing simple sentences can be a complex matter
Publisher: Elsevier BV
Date: 1991
Quality of life in primary progressive aphasia: What do we know and what can we do next?
Publisher: Informa UK Limited
Date: 28-01-2019
Fractionating the Articulatory Loop: Dissociations and Associations in Phonological Recoding in Aphasia
Publisher: Elsevier BV
Date: 02-1997
Abstract: This paper uses neuropsychological data to differentiate between three models of verbal short-term memory (Baddeley, 1983, 1986 Besner, 1987 Monsell, 1987). The focus is on three tasks: homophone judgments, rhyme judgments and pseudohomophone detection. When lesioned each model predicts characteristic patterns of impairment across these tasks. Thirteen span impaired aphasic subjects were assessed on all three tasks. The patterns of performance unequivocally supported the model proposed by Monsell (1987) which distinguishes input and output phonological buffers. Implications for further research are discussed.
Speech and language therapy in primary progressive aphasia: a critical review of current practice
Publisher: Informa UK Limited
Date: 03-04-2021
DOI: 10.1080/14737175.2021.1897253
Abstract: Primary progressive aphasia (PPA) is a complex language-led dementia syndrome whereby disproportionate deterioration of speech and language occurs subsequent to neurodegenerative disease in the early to mid-stages of the condition. As no effective pharmacotherapies are currently available, speech and language therapies are the optimum treatment to maximize communication for as long as possible. The authors present an overview of current speech-language therapy practices in PPA, highlighting recent research on effective treatments. The challenges in this complex field of practice are described. We highlight the challenge of improving access to speech-language therapy by advocating for increased referral rates. The authors also suggest effective incorporation of innovative technologies in treatment and an enhanced evidence base for the utility of lexical retrieval treatment in improving everyday communication as challenges for the future. Finally, increased provision of PPA-specific education and support for in iduals and their families is required.
Lexical activation in late bilinguals: effects of phonological neighbourhood on spoken word production
Publisher: Informa UK Limited
Date: 07-01-2021
Improving word finding: Practice makes (closer to) perfect?
Publisher: Informa UK Limited
Date: 10-2002
Overt language production of German past participles: investigating (ir-)regularity
Publisher: Informa UK Limited
Date: 04-10-2018
Assessing spelling skills and strategies: A critique of available resources
Publisher: Informa UK Limited
Date: 05-2009
Teaching Children With Developmental Spelling Difficulties in a One-on-One Context
Publisher: Cambridge University Press (CUP)
Date: 05-2010
DOI: 10.1375/AJSE.34.1.36
Abstract: The aim of this article is to provide clinical and practical guidance for the provision of one-on-one intervention for children with spelling difficulties. We briefly discuss the requirements of theoretically guided assessment and suggest some norm-based assessment tools in this light. The main focus of this article is on teaching children with spelling difficulties in a one-on-one context. Previous research has shown that children present with spelling difficulties of different types and that intervention is most effective when targeted at the specific difficulty. Hence, we outline different interventions for different subtypes of developmental spelling difficulties.
The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial
Publisher: American Speech Language Hearing Association
Date: 10-2015
DOI: 10.1044/2015_LSHSS-14-0041
Abstract: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions. Fourteen children received the cueing approach and 17 received the recasting approach. The cueing group made significantly more progress over the 8-week treatment period than the recasting group. There was a medium–large treatment effect in the cueing group and a negligible effect size in the recasting group. The groups did not differ in maintenance of treatment effects 8 weeks after treatment. In single-subject analyses, 50% of children in the cueing group and 12% in the recasting group showed a significant treatment effect. Half of these children maintained the treatment effect 8 weeks later. Treatment that used a structured cueing hierarchy designed to elicit a correct production following a child's error resulted in significantly greater improvement in expressive grammar than treatment that provided a recast following an error. 0.23641/asha.6170285
Spoken word to picture matching from PALPA: A critique and some new matched sets
Publisher: Informa UK Limited
Date: 02-2004
The influence of plural dominance in aphasic word production
Publisher: Informa UK Limited
Date: 08-2012
Missions in syllable deduction
Publisher: Elsevier BV
Date: 10-1996
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement
Publisher: Oxford University Press (OUP)
Date: 07-2016
Abstract: We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts. Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012). Many such guidelines exist and the CONSORT Extension to Nonpharmacological Trials (Boutron et al., 2008) provides suitable guidance for reporting between-groups intervention studies in the behavioral sciences. The CONSORT Extension for N-of-1 Trials (CENT 2015) was developed for multiple crossover trials with single in iduals in the medical sciences (Shamseer et al., 2015 Vohra et al., 2015), but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioral sciences. We developed the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 to meet this need. This Statement article describes the methodology of the development of the SCRIBE 2016, along with the outcome of 2 Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2016 checklist. The article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. Keywords: single-case design, methodology, reporting guidelines, publication standards Supplemental materials: 0.1037/arc0000026.supp
Reading tasks from PALPA: How do controls perform on visual lexical decision, homophony, rhyme, and synonym judgements?
Publisher: Informa UK Limited
Date: 02-2004
Everyday conversation after right hemisphere damage: A methodological demonstration and some preliminary findings
Publisher: Elsevier BV
Date: 11-2019
Case studies in the neuropsychology of reading
Publisher: Informa UK Limited
Date: 02-2001
Too harts, won sole: using dysgraphia treatment to address homophone representation
Publisher: Informa UK Limited
Date: 07-2019
DOI: 10.1080/09602011.2019.1629302
Abstract: Previous spoken homophone treatment in aphasia found generalization to untreated homophones and interpreted this as evidence for shared phonological word form representations. Previous written treatment of non-homophones has attributed generalization to orthographic neighbours of treated items to feedback from graphemes to similarly spelled orthographic word forms. This feedback mechanism offers an alternative explanation for generalization found in treatment of spoken homophones. The aim of this study was to investigate the mechanism underpinning generalization (if any) from treatment of written homophones. To investigate this question a participant with acquired dysgraphia and impaired access to orthographic output representations undertook written spelling treatment. Generalization to untreated items with varying degrees of orthographic overlap was investigated. Three experimental sets included homographs (e.g., bank-bank), heterographs (e.g., sail-sale), and direct orthographic neighbours (e.g., bath-path). Treatment improved written picture naming of treated items. Generalization was limited to direct neighbours. Further investigation of generalization found that items with a greater number of close neighbours in the treated set showed greater generalization. This suggests that feedback from graphemes to orthographic word forms is the driving force of generalization. The lack of homograph generalization suggests homographs do not share a representation in the orthographic lexicon.
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 statement
Publisher: SAGE Publications
Date: 26-05-2016
Abstract: We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts. Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012). Many such guidelines exist and the CONSORT Extension to Nonpharmacological Trials (Boutron et al., 2008) provides suitable guidance for reporting between-groups intervention studies in the behavioral sciences. The CONSORT Extension for N-of-1 Trials (CENT 2015) was developed for multiple crossover trials with single in iduals in the medical sciences (Shamseer et al., 2015 Vohra et al., 2015), but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioral sciences. We developed the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 to meet this need. This Statement article describes the methodology of the development of the SCRIBE 2016, along with the outcome of 2 Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2016 checklist. The article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated.
Optimising the ingredients for evaluation of the effects of intervention
Publisher: Informa UK Limited
Date: 30-01-2015
Challenges in the use of treatment to investigate cognition
Publisher: Informa UK Limited
Date: 19-05-2015
Letter to Dr Nelson
Publisher: Informa UK Limited
Date: 12-2005
An investigation of time reference in production and comprehension in Thai speakers with agrammatic aphasia
Publisher: Informa UK Limited
Date: 02-07-2020
Effects of lexical stress on aphasic word production
Publisher: Informa UK Limited
Date: 1999
'Letter-by-letter' reading
Publisher: Informa UK Limited
Date: 2001
Cognitive Neuropsychology, Methods of
Publisher: Elsevier
Date: 2015
Text structure and patterns of cohesion in narrative texts written by adults with a history of language impairment
Publisher: Springer Science and Business Media LLC
Date: 23-10-2008
Word regularity affects orthographic learning
Publisher: SAGE Publications
Date: 05-2012
DOI: 10.1080/17470218.2012.672996
Abstract: Share's self-teaching hypothesis proposes that orthographic representations are acquired via phonological decoding. A key, yet untested, prediction of this theory is that there should be an effect of word regularity on the number and quality of word-specific orthographic representations that children acquire. Thirty-four Grade 2 children were exposed to the sound and meaning of eight novel words and were then presented with those words in written form in short stories. Half the words were assigned regular pronunciations and half irregular pronunciations. Lexical decision and spelling tasks conducted 10 days later revealed that the children's orthographic representations of the regular words appeared to be stronger and more extensive than those of the irregular words.
Computational modelling of phonological dyslexia: How does the DRC model fare?
Publisher: Informa UK Limited
Date: 03-2008
DOI: 10.1080/02643290701514479
Abstract: This paper investigates the patterns of reading impairment in phonological dyslexia using computational modelling with the dual-route cascaded model of reading (DRC, Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Systematic lesioning of nonlexical and phonological processes in DRC demonstrates that different lesions and severity of those lesions can reproduce features of phonological dyslexia including impaired reading of nonwords, relatively spared reading of words, an advantage for reading pseudohomophones. Using the same stimuli for model and for patients, lesions to DRC were also used to simulate the reading accuracy shown by three in iduals with acquired phonological dyslexia. No single lesion could replicate the reading performance of all three in iduals. In order to simulate reading accuracy for one in idual a phonological impairment was necessary (addition of noise to the phoneme units), and for the remaining two in iduals an impairment to nonlexical reading procedures (increasing the time interval between each new letter being processed) was necessary. We argue that no single locus of impairment (neither phonological nor nonlexical) can account for the reading impairments of all in iduals with phonological dyslexia. Instead, different in iduals have different impairments (and combinations of impairments) that together provide the spectrum of patterns found in phonological dyslexia.
Interaction-focussed therapy for aphasia: Effects on communication and quality of life
Publisher: Informa UK Limited
Date: 06-07-2017
DOI: 10.1080/17549507.2017.1329851
Abstract: This study examined the effects of an interaction-focussed therapy for aphasia, which involved both people with aphasia and their familiar conversation partners. It was hypothesised the interaction-focussed therapy would lead to positive changes in targeted conversation behaviours, and improved quality of life for participants with aphasia. Three people with chronic aphasia and three of their familiar conversation partners completed an 8-week interaction-focussed therapy programme. A series of single case multiple-baseline ABA experiments were conducted. Outcome measures focussed on changes in targeted behaviours between pre- and post-therapy conversation s les, and changes in quality of life. All participant dyads improved their conversations. Familiar conversation partners demonstrated significant changes in targeted behaviours, while only one participant with aphasia achieved significant improvements. There was little evidence of a positive impact on quality of life for participants with aphasia. Interaction-focussed therapy enhances everyday communication for people with aphasia and their conversation partners. However, the complex nature of learning in this intervention means that further, likely interdisciplinary work is required to better understand what mediates skill acquisition and therapeutic change and its psychosocial impact. This information is particularly important for optimising interaction-focussed therapy for people with aphasia.
Why cabbage and not carrot?: An investigation of factors affecting performance on spoken word to picture matching
Publisher: Informa UK Limited
Date: 02-2004
Dissociating Effects of Number of Phonemes, Number of Syllables, and Syllabic Complexity on Word Production in Aphasia: It's the Number of Phonemes that Counts
Publisher: Informa UK Limited
Date: 02-2004
DOI: 10.1080/02643290342000122
Abstract: Many people with aphasia show effects of word length on the accuracy of their word production. However, it is unclear from previous research whether this is an effect of number of phonemes, number of syllables or the complexity of the syllable structure (number of consonant clusters), as these factors are usually confounded. This paper is the first to attempt to dissociate the effects of these three factors on word production in a case series of nine English-speaking aphasic in iduals. Using carefully controlled stimuli and analysis using logistic regression, the effects of these highly intercorrelated variables can be distinguished. Significant effects of number of phonemes were found on word production accuracy in English but there was no evidence for independent effects of number of syllables, number of clusters (syllabic complexity), or syllable frequency (once the intercorrelations between these variables had been controlled). It is argued that these data are consistent with any theory of spoken word production that incorporates a level of processing where phonemes are represented and that level is a potential source of error.
Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment
Publisher: Informa UK Limited
Date: 16-04-2013
DOI: 10.3109/17549507.2013.777851
Abstract: This study compared the effectiveness of a school-based treatment for expressive grammar in 5-year-olds with specific language impairment delivered in two different dose frequencies: eight sessions delivered daily over 8 consecutive school days or eight sessions delivered weekly over 8 consecutive weeks. Eighteen children received treatment daily and 13 children received treatment weekly. In both groups, treatment consisted of eight 1-hour sessions of small group activities in a classroom setting. Techniques included explicit instruction, focused stimulation, recasting, and imitation. Results were analysed at the group level and as a case series with each child as their own control in a single-subject design. The 8-weeks group showed significantly greater gain in test scores over the treatment period than in an equal time period prior to treatment, whereas the 8-days group did not (Cohen's d = 1.64 for 8-weeks group). Single-subject analyses indicated that 46% of children in the 8-week group and 17% of children in the 8-day group showed a significant treatment effect. It is concluded that expressive grammar treatment was most effective when dose frequency was weekly over 8 weeks rather than daily over 8 days for 5-year-old children with specific language impairment.
Functionally relevant items in the treatment of aphasia (part I): Challenges for current practice
Publisher: Informa UK Limited
Date: 06-2013
Information retrieval in tip of the tongue states: New data and methodological advances
Publisher: Springer Science and Business Media LLC
Date: 29-11-2008
DOI: 10.1007/S10936-007-9065-8
Abstract: Research on Tip of the Tongue (ToT) states has been used to determine whether access to syntactic information precedes access to phonological information. This paper argues that previous studies have used insufficient analyses when investigating the nature of seriality of access. In the first part of this paper, these complex issues are discussed and suitable analyses proposed. In the second part, new experimental data are presented. In Experiment 1, English speakers were asked to give information about mass/count status and initial phoneme of nouns, when in a ToT state. In Experiment 2, German speakers were asked to report grammatical gender and initial phoneme of nouns, when in a ToT state. Evidence that syntactic and phonological information are accessed independently was obtained for both languages. Implications for models of language production and further methodological issues in ToT research are discussed.
Chips, cheeks and carols: A review of recurrent perseveration in speech production
Publisher: Informa UK Limited
Date: 10-2007
Assessment and treatment of childhood topographical disorientation: A case study
Publisher: Informa UK Limited
Date: 2007
DOI: 10.1080/09602010600562575
Abstract: Topographical disorientation refers to in iduals who are unable to find their way around large-scale environments in a normal manner. Childhood topographical disorientation is rarely investigated or reported. Treatment of topographical disorientation is also rare with only one reported treatment study in an adult (Davis & Coltheart, 1999) and no known description of treatment in a child. This paper reports a detailed case analysis of CA, a 6-year-old child with topographical disorientation, and a description of a treatment programme focused on training orientation in the school environment. Assessment of CA revealed mild to moderate visual agnosia in conjunction with severe impairments in general spatial learning and memory, topographical new learning and memory, and a total inability to learn new topographical routes. CA was also unable to use a mental image of his environment, a simple visual plan of his environment or a simple visual map, but was able to follow verbally mediated topographical instructions. The treatment programme focused on improving CA's topographical orientation in the school environment. The programme first involved training in recognition of major school buildings and landmarks and then focused on practical training in route finding along commonly used routes in the school environment. Clear benefits from treatment were evident. The assessment and treatment methods employed provide practical and useful ideas for management of this condition in other children.
Neural Substrates and Timecourse of Phonological Facilitation in Aphasia
Publisher: Elsevier BV
Date: 2010
Homographic and heterographic homophones in speech production: Does orthography matter?
Publisher: Elsevier BV
Date: 06-2008
DOI: 10.1016/J.CORTEX.2006.12.001
Abstract: This paper investigates homophone naming performance in an in idual with impaired word retrieval. The aim of the study is to investigate the status of homophone representations using treatment of homophone picture naming in aphasia. The focus of this paper is the representation of heterographic homophones (words which sound the same but are spelled differently, e.g., 'knight' vs. 'night'). Additionally, we replicate and expand previous findings regarding homographic homophones of Biedermann and Nickels (2008) in English and Biedermann et al. (2002), in German. Two theoretical positions about the mental representation of homophones are tested. First, do homophones - regardless of whether they are spelled the same or differently - share a phonological word form (e.g., Levelt et al., 1999 Dell, 1990)? Or second, do they have independent phonological word forms? (e.g., Caramazza et al., 2001 Miozzo and Caramazza, 2005)? In addition, might it be the case that homographic and heterographic homophones behave differently in word production reflecting different word form representations? These theoretical accounts are put to the test by looking at the generalisation of improvement following the treatment of homophone naming in aphasia, in particular, whether picture naming improves for both homophone meanings if only one is treated using a phonological cueing hierarchy. Treated and untreated homophones improved significantly, regardless of their spelling. Homographic and heterographic homophones showed the same pattern of generalisation. There was no generalisation for phonologically related controls. The pattern of generalisation extends our previous findings (Biedermann et al., 2002 Biedermann and Nickels, 2008) by showing evidence that heterographic homophones benefit to the same extent as homographic homophones. These results are interpreted as favouring a theory where both homographic and heterographic homophones share a single phonological representation. It is inferred that facilitation of naming takes place at the level of phonological representations, where orthography seems to have no influence.
Perceived liveliness and speech comprehensibility in aphasia: the effects of direct speech in auditory narratives
Publisher: Wiley
Date: 21-03-2014
Abstract: Previous studies have shown that in semi-spontaneous speech, in iduals with Broca's and anomic aphasia produce relatively many direct speech constructions. It has been claimed that in 'healthy' communication direct speech constructions contribute to the liveliness, and indirectly to the comprehensibility, of speech. To examine the effects of the occurrence of direct speech constructions on the perceived liveliness and speech comprehensibility of narratives produced by in iduals with and without aphasia. Thirty-seven naive listeners rated 30 speech fragments with and without direct speech from ten speakers with and ten speakers without aphasia. The fragments originated from semi-structured interviews. The raters scored the perceived liveliness and the perceived comprehensibility of these fragments. For both groups of speakers, fragments containing direct speech constructions received higher scores for liveliness than fragments without direct speech constructions. However, no effect of direct speech was found on perceived comprehensibility. This is the first research to demonstrate that communication is perceived as more lively when it contains direct speech than when it does not, but yet is not more comprehensible. In iduals with Broca's and anomic aphasia are known to produce regularly direct speech constructions in elicited narratives. Given that liveliness is known to increase listeners' involvement and to help listeners stay focused, we suggest that this relative increase in direct speech by aphasic speakers may reflect a strategy to increase not only the liveliness of their discourse, but also listener focus and involvement.
“Do you havemowing the lawn?” – improvements in word retrieval and grammar following constraint-induced language therapy in primary progressive aphasia
Publisher: Informa UK Limited
Date: 20-06-2016
An fMRI investigation of the effects of attempted naming on word retrieval in aphasia
Publisher: Frontiers Media SA
Date: 26-05-2015
Theoretical and methodological issues in the cognitive neuropsychology of spoken word production
Publisher: Informa UK Limited
Date: 2002
Understanding User Needs for Digital Aphasia Therapy: Experiences and Preferences of Speech and Language Therapists
Publisher: Informa UK Limited
Date: 28-04-2022
Therapy for naming disorders (Part II): Specifics, surprises and suggestions
Publisher: Informa UK Limited
Date: 02-1996
Investigation of the effects of semantic neighbours in aphasia
Publisher: Informa UK Limited
Date: 17-08-2020
Characteristics of Thai Agrammatic speech
Publisher: Informa UK Limited
Date: 16-07-2021
Separating input and output phonology: semantic, phonological, and orthographic effects in short-term memory impairment
Publisher: Informa UK Limited
Date: 02-2005
DOI: 10.1080/02643290342000582
Abstract: Recent research with both normal and brain-damaged people shows that linguistic representations are important sources of information in short-term memory tasks. This paper addresses the role of semantic and phonological information in the performance of two in iduals with severely impaired short-term memory span (HB and MMG). The performance of these in iduals is investigated on span tasks manipulating, for ex le, lexicality, imageability, word length, and phonological similar as well as on their ability to perform other tasks involving the judgment and/or manipulation of phonology (e.g., rhyme judgments, phonological lexical decision, segmentation tasks, and minimal pairs). The subjects' performance across these tasks provides strong evidence for separate but linked language and short-term memory systems, with lexical and semantic representations contributing to immediate serial recall. There is also evidence for separate phonological and semantic short-term stores (buffers), each of which are supported by the corresponding representations in the language system. Furthermore, the results support separate phonological stores at input and output. Finally a cautionary note is cast regarding the significant role of orthography in many tasks previously assumed to reflect manipulation of phonology.
Cumulative semantic inhibition in picture naming: experimental and computational studies
Publisher: Elsevier BV
Date: 07-2006
DOI: 10.1016/J.COGNITION.2005.02.006
Abstract: We report an experiment in which subjects named 120 pictures, consisting of series of five pictures drawn from each of 24 semantic categories (and intermixed with 45 fillers). The number of intervening trials (lag) between successive presentations of members of the same category varied from two to eight. Subjects' naming latencies were slowed by 30 ms for each preceding member of the category. This effect was both cumulative and linear, and unrelated to the lag elapsing since the previous presentation of a category member. These results definitively demonstrate the occurrence of cumulative interference for word retrieval by prior retrieval of other exemplars of the same semantic category-cumulative semantic inhibition. We claim that this inhibition effect could only occur if the spoken word production system possesses three specific properties (competition, priming, and sharing of semantic activation). We provide computational-modelling evidence in support of this claim. We show that no current theory of spoken word production has all of these properties. In their current form, all these theories are falsified by these results. We briefly discuss the obstacles that may be encountered by current models were they modified to account for our findings.
The representation of homophones: More evidence from the remediation of anomia
Publisher: Elsevier BV
Date: 03-2008
DOI: 10.1016/J.CORTEX.2006.07.004
Abstract: This paper compares two theoretical positions regarding the mental representation of homophones: first, that homophones have one phonological word form but two grammatical representations (lemmas, e.g., Levelt et al., 1999 Dell, 1990), or second, that they have two separate phonological word forms (e.g., Caramazza et al., 2001). The adequacy of these two theoretical accounts for explaining the pattern of generalisation obtained in the treatment of homophone naming in aphasia is investigated. Two single cases are presented, where phonological treatment techniques are used to improve word retrieval. Treatment comprised picture naming of one member of a homophone pair using a phonological cueing hierarchy. A significant improvement in word retrieval was found for both the treated and the untreated homophones, while there was no improvement for phonologically and semantically related controls. It is argued that the data support a shared representation for homophones at the word form level. However, current theories cannot explain the pattern of generalisation found without the addition of a mechanism for repetition priming (e.g., suggested by Wheeldon and Monsell, 1992) and feedback between word form and lemmas to explain the results.
Constraint-induced or multi-modal personalized aphasia rehabilitation (COMPARE): A randomized controlled trial for stroke-related chronic aphasia
Publisher: SAGE Publications
Date: 07-09-2019
Abstract: The comparative efficacy and cost-effectiveness of constraint-induced and multi-modality aphasia therapy in chronic stroke are unknown. In the COMPARE trial, we aim to determine whether Multi-Modal Aphasia Treatment (M-MAT) and Constraint-Induced Aphasia Therapy Plus (CIAT-Plus) are superior to usual care (UC) for chronic post-stroke aphasia. Primary hypothesis: CIAT-Plus and M-MAT will reduce aphasia severity (Western Aphasia Battery-Revised Aphasia Quotient (WAB-R-AQ)) compared with UC: CIAT-Plus superior for moderate aphasia M-MAT superior for mild and severe aphasia. A total of 216 participants (72 per arm) will provide 90% power to detect a 5-point difference on the WAB-R-AQ between CIAT-Plus or M-MAT and UC at α = 0.05. Prospective, randomized, parallel group, open-label, assessor blinded trial. Participants: Stroke months aphasia severity categorized using WAB-R-AQ. Computer-generated blocked and stratified randomization by aphasia severity (mild, moderate, and severe), to 3 arms: CIAT-Plus, M-MAT (both 30 h therapy over two weeks) UC (self-reported usual community care). WAB-R-AQ immediately post-intervention. Secondary outcomes: WAB-R-AQ at 12-week follow-up naming scores, discourse measures, Communicative Effectiveness Index, Scenario Test, and Stroke and Aphasia Quality of Life Scale-39 g immediately and at 12 weeks post-intervention incremental cost-effectiveness ratios compared with UC at 12 weeks. This trial will determine whether CIAT-Plus and M-MAT are superior and more cost-effective than UC in chronic aphasia. Participant subgroups with the greatest response to CIAT-Plus and M-MAT will be described.
Neural mechanisms underlying the facilitation of naming in aphasia using a semantic task: an fMRI study
Publisher: Springer Science and Business Media LLC
Date: 10-08-2012
Nonword reading tests: A review of the available resources
Publisher: Cambridge University Press (CUP)
Date: 12-2011
Abstract: Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003 Hosp & Ardoin, 2008 Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to sound out letters and blend these sounds together to produce a word. According to Dual Route models of reading (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), these skills comprise the sublexical route to reading. This is best assessed by tests of nonword reading. In this article, 17 tests of nonword reading were reviewed in light of RTI and Dual Route models. The aim of the review was to determine the best available nonword reading tests for use at the Tier One and Tier Two levels of intervention, and the best available nonword reading test for diagnostic (Tier Three) purposes. The review determined that several good-quality tests of nonword reading, suitable for assessing the general functioning of the sublexical route to reading (at the Tier One and Tier Two level), are available, but that no test of nonword reading is available that fulfils all of the desirable criteria for a Tier Three, diagnostic assessment.
The lexical-syntactic representation of number
Publisher: Informa UK Limited
Date: 24-01-2015
Does plural dominance play a role in spoken picture naming? A comparison of unimpaired and impaired speakers
Publisher: Elsevier BV
Date: 11-2013
No effect of orthographic neighbourhood in treatment with two cases of acquired dysgraphia
Publisher: Informa UK Limited
Date: 09-2017
Does producing semantically related words aid word retrieval in people with aphasia?
Publisher: Informa UK Limited
Date: 2019
Therapy for naming disorders: Revisiting, revising, and reviewing
Publisher: Informa UK Limited
Date: 10-2002
Neuroimaging the short- and long-term effects of repeated picture naming in healthy older adults
Publisher: Elsevier BV
Date: 08-2015
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2015.06.007
Abstract: Repeated attempts to name pictures can improve subsequent naming for aphasic in iduals with anomia, however, the neurocognitive mechanisms responsible for such improvements are unknown. This study investigated repeated picture naming in healthy older adults over a period of minutes (short-term) after one repetition and a period of days (long-term) after multiple repetitions. Compared to unprimed pictures, both repeated conditions showed faster naming latencies with the fastest latencies evident for the short-term condition. Neuroimaging results identified repetition suppression effects across three left inferior frontal gyrus regions of interest: for both the short- and long-term conditions in the pars orbitalis, and for long-term items in the pars triangularis and pars opercularis regions. The whole brain analysis also showed a repetition suppression effect in bilateral pars triangularis regions for the long-term condition. These findings within the inferior frontal gyrus suggest that effects of repeated naming may be driven by a mapping mechanism across multiple levels of representation, possibly reflecting different levels of learning, and lend support to the idea that processing may be hierarchically organised in the left inferior frontal gyrus. The whole brain analysis also revealed repetition suppression for the long-term condition within the posterior portion of bilateral inferior temporal gyri, which may reflect attenuation of integration processes within this region following the learning of task-relevant information.
Sentence processing deficits: A replication of therapy
Publisher: Wiley
Date: 08-1991
DOI: 10.3109/13682829109012002
Abstract: This paper describes the replication of a therapeutic programme originally used by one of the authors, Byng (Cognitive Neuropsychology, 1988, 5, 629-676) to remediate a specific sentence processing deficit. Our patient is shown to have similar although not identical deficits to those of one of the patients (JG) described in that programme. Sentence comprehension and production both improved as a result of therapy. The pattern of results observed gave further insights into both the nature of the patient's deficit and the mechanism of therapy.
Severe developmental letter-processing impairment: A treatment case study
Publisher: Informa UK Limited
Date: 09-2006
DOI: 10.1080/02643290500310863
Abstract: We report the case of ET, a 7-year-old child with a severe developmental letter-processing impairment. Detailed assessment revealed multiple impairments of the letter-processing system affecting abstract visual letter representation, semantics, and connections between the phonological processing modules and the orthographic buffer. Treatment methods focused on letter sounding through development of abstract visual representation and semantic representation of letters. Treatment resulted in dramatic and enduring improvements in cross-case matching, letter/number categorization, and letter sounding. Cognitive neuropsychological reading research has largely focused on word processing, with a relative neglect of single-letter processing. The current study investigated letter processing in greater detail than has been usual and outlines a broad theoretical framework for letter processing. ET's assessment and treatment data are used to support and question predictions from the framework. A number of theoretical implications are discussed with reference to ET's data and that of other reported cases of impaired single-letter processing. Finally, the paucity of investigation of letter processing in children is highlighted, particularly with regard to integrity of abstract letter representation in developmental dyslexia.
Treatment of word retrieval impairments in aphasia
Publisher: Informa UK Limited
Date: 09-2011
Effects of homophony on reading aloud: Implications for models of speech production
Publisher: Informa UK Limited
Date: 07-2009
Influential neighbours? The role of semantic neighbours in word production
Publisher: Frontiers Media SA
Date: 2019
Augmenting melodic intonation therapy with non-invasive brain stimulation to treat impaired left-hemisphere function: two case studies
Publisher: Frontiers Media SA
Date: 2014
Two bee oar knot too be: the effects of orthography and bilingualism on spoken homophone production
Publisher: Informa UK Limited
Date: 20-01-2022
When ‘slime’ becomes ‘smile’: Developmental letter position dyslexia in English
Publisher: Elsevier BV
Date: 12-2012
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2012.07.016
Abstract: We report the first three cases of selective developmental letter position dyslexia in English. Although the parents and teachers of the children were concerned about these children's reading, standard tests did not reveal their deficit. It was only when the appropriate target words were presented, in this case, migratable words, that their letter position dyslexia was detected. Whereas previous research has described cases with acquired and developmental forms of letter position dyslexia in Hebrew and Arabic readers, this is the first report of this type of reading disorder in English. The cardinal symptom of letter position dyslexia is the migration of letters within the word (reading slime as 'smile' pirates as 'parties'). These migration errors occur in reading aloud as well as in tasks of silent reading. This study provides further evidence that migration errors emerge at the level of early visual-orthographic analysis, in the letter position encoding function. Alternative explanations for the occurrence of migration errors such as poor phonological processing or a deficit in the orthographic input lexicon are ruled out.
Impaired auditory lexical access and the effect of speech-reading
Publisher: Informa UK Limited
Date: 2000
Investigating the influence of semantic factors on word retrieval
Publisher: Informa UK Limited
Date: 19-05-2022
DOI: 10.1080/02643294.2022.2109958
Abstract: There is consensus that word retrieval starts with activation of semantic representations. However, in adults without language impairment, relatively little attention has been paid to the effects of the semantic attributes of to-be-retrieved words. This paper, therefore, addresses the question of which item-inherent semantic factors influence word retrieval. Specifically, it reviews the literature on a selection of these factors: imageability, concreteness, number of semantic features, typicality, intercorrelational density, featural distinctiveness, concept distinctiveness, animacy, semantic neighbourhood density, semantic similarity, operativity, valence, and arousal. It highlights several methodological challenges in this field, and has a focus on the insights from studies with people with aphasia where the effects of these variables are more prevalent. The paper concludes that further research simultaneously examining the effects of different semantic factors that are likely to affect lexical co-activation, and the interaction of these variables, would be fruitful, as would suitably scaled computational modelling of these effects in unimpaired language processing and in language impairment. Such research would enable the refinement of theories of semantic processing and word production, and potentially have implications for diagnosis and treatment of semantic and lexical impairments.
Treatment of irregular word spelling in acquired dysgraphia
Publisher: Informa UK Limited
Date: 02-2006
DOI: 10.1080/09602010443000218
Abstract: In contrast to the numerous treatment studies of spoken language deficits, there have been relatively few studies concerned with the treatment of spelling disorders. Among these, there have been only a small number that have targeted specific components of the spelling process. We describe a successful single case treatment study for FME, a woman with acquired dysgraphia, which was conducted within a cognitive neuropsychological framework. Pre-treatment assessment revealed a semantic deficit, impaired access to output orthography and probable additional degradation of the actual representations within the orthographic output lexicon. The treatment study was therefore directed towards relearning spellings by strengthening, and facilitating access to, specific orthographic representations for writing. In order to maximise the functional outcome for FME, treatment was focused on high frequency, irregular words. The treatment programme was carried out in two phases, one without and one with the use of mnemonics, and the results showed a selective training effect with the mnemonics alone. Treatment benefits were item specific but long lasting, and a significant improvement in FME's spelling performance was still evident at 2 months post-treatment. The current study confirms how cognitive neuropsychological theories and methods can be successfully applied to the assessment of acquired spelling impairments, and exemplifies how treatment with carefully designed mnemonics is of benefit if the inability to retrieve orthographic representations for writing is aggravated by a semantic deficit.
Optimising the design of intervention studies: critiques and ways forward
Publisher: Informa UK Limited
Date: 24-12-2014
The Hypothesis Testing Approach to the Assessment of Language
Publisher: Elsevier
Date: 2008
The Letter-Sound Test (LeST): a reliable and valid comprehensive measure of grapheme–phoneme knowledge
Publisher: Informa UK Limited
Date: 13-05-2015
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement
Publisher: Informa UK Limited
Date: 02-01-2016
Nonword Reading Tests: A Review of the Available Resources – Corrigendum
Publisher: Cambridge University Press (CUP)
Date: 02-11-2012
DOI: 10.1017/JSE.2012.9
Reading too little into reading?: Strategies in the rehabilitation of acquired dyslexia
Publisher: Wiley
Date: 1995
DOI: 10.3109/13682829509031321
Abstract: This paper examines four recent therapy studies, two involving deep dyslexic patients and two involving surface dyslexic patients. These studies illustrate that remediation of aspects of acquired dyslexia can have positive benefits for the patients concerned which often extend beyond an improvement in reading aloud. It is argued that, although it may not be immediately apparent, the remediation of acquired reading impairments (and even of reading aloud) can be of functional significance for an aphasic subject.
Taking action in hand: effects of gesture observation on action verb naming
Publisher: Informa UK Limited
Date: 04-12-2019
Variations within a subtype: Developmental surface dyslexias in English
Publisher: Elsevier BV
Date: 09-2018
DOI: 10.1016/J.CORTEX.2018.04.008
Abstract: Surface dyslexia is characterised by poor reading of irregular words while nonword reading can be completely normal. Previous work has identified several theoretical possibilities for the underlying locus of impairment in surface dyslexia. In this study, we systematically investigated whether children with surface dyslexia showed different patterns of reading performance that could be traced back to different underlying levels of impairment. To do this, we tested 12 English readers, replicating previous work in Hebrew (Gvion & Friedmann, 2013 2016 Friedmann & Lukov, 2008 Friedmann & Gvion, 2016). In our s le, we found that poor irregular word reading was associated with deficits at the level of the orthographic input lexicon and with impaired access to meaning and spoken word forms after processing written words in the orthographic input lexicon. There were also children whose surface dyslexia seemed to be caused by impairments of the phonological output lexicon. We suggest that further evidence is required to unequivocally support a fourth pattern where the link between orthography and meaning is intact while the link between orthography and spoken word forms is not functioning. All patterns found were consistent with dual route theory while possible patterns of results, which would be inconsistent with dual route theory, were not detected.
No evidence that autistic traits predict programming learning outcomes
Publisher: Elsevier BV
Date: 08-2022
Quality of Life Ratings and Proxy Bias in Primary Progressive Aphasia: Two Sides to the Story?
Publisher: SAGE Publications
Date: 2023
DOI: 10.1177/15333175231177668
Abstract: A valid measure of quality of life is important for clinical goal setting and for evaluating interventions. In the amnestic dementias, proxy-raters (e.g. friends, families, clinicians) typically rate quality of life lower than the self-ratings given by the person with dementia – a proxy bias. This study investigated whether the same proxy bias occurs in Primary Progressive Aphasia (PPA), a language-led dementia. Quality of life was measured in 18 in iduals with PPA using self-ratings, and proxy-ratings by their main communication partner, using the Quality of Life in Alzheimer’s Disease Scale. There was no strong evidence for proxy bias at a group level, with no consistent pattern across dyads, where proxy- and self-ratings did not show good levels of agreement. We suggest that self-ratings and proxy-ratings of quality of life in PPA are not interchangeable. Higher-powered investigation of the patterns observed here is warranted in future studies.
Effects of semantic neighbourhood density on spoken word production
Publisher: SAGE Publications
Date: 18-07-2019
Abstract: When producing words, it is generally agreed that semantically related words are activated along with the target. However, relatively little is known about the extent to which the number of such semantically related words affects the production of spoken words. The research presented here explores, in detail, the influence of semantic neighbourhood density—the number of words of similar meaning in the lexicon—on picture naming performance in both unimpaired speakers and a large group of in iduals with aphasia. In Experiment 1, six different semantic neighbourhood density measures were compared using principal component analysis. Four different semantic neighbourhood density components were identified: feature-based, context-based, association-based, and distant. In Experiment 2, these new measures were used as predictors in an analysis of picture naming data from unimpaired English speakers: no significant effects of semantic neighbourhood factors were observed on either latency or accuracy. Finally, Experiment 3 reports an analysis of picture naming responses of a large group of in iduals with aphasia ( n = 193), examining the influence of the semantic neighbourhood density measures. Effects of the feature-based semantic neighbourhood measure on accuracy varied across participants with no overall main effect. This same measure increased the probability of a coordinate error compared with a correct response but also compared with an omission. Results are best accommodated by theories of word production that incorporate mechanisms by which semantically related concepts can both facilitate and inhibit target production.
Verb morphology in speakers with agrammatic aphasia
Publisher: John Benjamins Publishing Company
Date: 31-12-2017
DOI: 10.1075/ML.17006.MAR
Abstract: This paper reports an investigation of the production of verb morphology in English speakers with agrammatic aphasia. Our main goal was to test four accounts of the processing of (ir-)regularity by quantifying regularity using affix type and the presence or absence of stem changes. Production accuracy of regular, mixed and two types of irregular past participles (irregular 1, irregular 2) was tested in English using a sentence completion task with a group of five speakers with agrammatic aphasia. The results showed significant effects on production accuracy of whether the verb required a stem change and of time reference frame but no effect of affix type: past participles that required stem changes (mixed and irregular 2 past participles) were more difficult to produce than past participles that did not change their stem (regular and irregular 1 past participles). Moreover, the production of present continuous forms was more accurate compared to past participle forms. These results suggest that a categorical conception of regular versus irregular is over-simplified, as accuracy was best predicted by stem change rather than by regularity. This is a finding most consistent with the Stem-based Assembly model. The results of this study have implications for the design and selection of stimuli in future experiments: Experimental stimuli need to be controlled for stem changes and affix type rather than assuming that irregular verbs are homogeneous.
The differential effects of direct and indirect speech on discourse comprehension in Dutch and English listeners with and without aphasia
Publisher: Informa UK Limited
Date: 10-11-2014
‘Fell’ primes ‘fall’, but does ‘bell’ prime ‘ball’? Masked priming with irregularly-inflected primes
Publisher: Elsevier BV
Date: 07-2010
Semantic impairment in aphasia: A problem of control?
Publisher: Informa UK Limited
Date: 18-10-2022
A frequent occurrence? factors affecting the production of semantic errors in aphasic naming
Publisher: Informa UK Limited
Date: 06-1994
Topographical disorientation: Towards an integrated framework for assessment
Publisher: Informa UK Limited
Date: 2007
DOI: 10.1080/09602010500505021
Abstract: Topographical disorientation, the inability to find one's way in large-scale environments, is a relatively common disorder. However, there are relatively few cognitive neuropsychological studies that investigate the nature of topographical cognition. Theoretical progress has been hindered by a number of factors including: terminological confusion lack of theoretically driven assessment the use of broad classifications for the nature of underlying impairments and an ongoing failure to examine topographical skills in real-life settings. As a result, there is currently no well-established or widely accepted theoretical framework encompassing all aspects of this multifaceted area of cognition. In addition, there is a relative paucity of published case studies that include a comprehensive, theoretically based assessment of topographical disorientation, and treatment of the disorder has received virtually no formal investigation (with the exception of Davis & Coltheart, 1999). Thus, the current paper focuses on the development of a broad framework for understanding topographical cognition that integrates a number of recent theories of topographical orientation and mental imagery (Farah, 1984 Kosslyn, 1980 Riddoch & Humphreys, 1989). The aim of the paper is to present a preliminary framework that can be used as a basis for further refinement and development of theoretical proposals, and be employed by clinicians as a starting point for assessment planning.
Using treatment to improve the production of emotive adjectives in aphasia: a single-case study
Publisher: Informa UK Limited
Date: 23-07-2019
Semantic variables both help and hinder word production: Behavioral evidence from picture naming.
Publisher: American Psychological Association (APA)
Date: 2022
DOI: 10.1037/XLM0001050
Abstract: This research investigated how word production is influenced by six feature-based semantic variables (number of semantic features, intercorrelational density, number of near semantic neighbors, semantic similarity, typicality, and distinctiveness). We simultaneously investigated effects of the six semantic variables on spoken picture naming in a large group of participants (
Lexical retrieval treatment in primary progressive aphasia: An investigation of treatment duration in a heterogeneous case series
Publisher: Elsevier BV
Date: 06-2019
DOI: 10.1016/J.CORTEX.2019.01.009
Abstract: Word-finding difficulty is typically an early and frustrating symptom of primary progressive aphasia (PPA), prompting investigations of lexical retrieval treatment in PPA. This study aimed to investigate immediate treatment gains following two versus four weeks of treatment, item generalisation, and maintenance of gains with ongoing treatment in a single case series of eight in iduals with heterogeneous PPA presentations (three non-fluent/agrammatic, two logopenic, two semantic, and one mixed PPA). Three in iduals made initial gains in picture naming and maintained them over 6 months or more with ongoing treatment. By contrast, three in iduals made marginal initial gains but were unable to continue treatment, and two in iduals did not make the typically-reported initial gains with two or four weeks of treatment. There was little evidence of generalisation to untreated items. Our results add to the evidence that daily home practice of Repetition and Reading in the Presence of a Picture over extended periods can increase and maintain retrieval of personally-relevant words in picture naming for some in iduals with semantic or nonfluent/agrammatic variant PPA. Further research is needed into the factors associated with long-term treatment adherence and gains, and the factors associated with nonadherence to treatment.
Functionally relevant items in the treatment of aphasia (part II): Further perspectives and specific tools
Publisher: Informa UK Limited
Date: 06-2013
Evaluating lexical semantic therapy: BOXes, arrows and how to mend them
Publisher: Informa UK Limited
Date: 11-1997
The relationship between response consistency in picture naming and storage impairment in people with semantic variant primary progressive aphasia
Publisher: American Psychological Association (APA)
Date: 2019
DOI: 10.1037/NEU0000485
Abstract: The progressive loss of stored knowledge about word meanings in semantic variant primary progressive aphasia (svPPA) has been attributed to an amodal "storage" deficit of the semantic system. Performance consistency has been proposed to be a key characteristic of storage deficits but has not been examined in close detail and larger participant cohorts. We assessed whether 10 people with svPPA showed consistency in picture naming across 3 closely consecutive sessions. We examined item-by-item consistency of naming accuracy and specific error types, while controlling for the effects of word-related variables such as word frequency, familiarity, and age of acquisition. Participants were very consistent in their accurate and inaccurate responses over and above any effects of the word-related variables. Analyses of error types that compared consistency of semantic errors, correct responses, and other error types (e.g., phonologically related errors, unrelated errors) revealed lower consistency. Our findings support the assumption that semantic features constituting semantic representations of objects are progressively lost in people with svPPA and are therefore consistently unavailable during naming. Variability in the production of error types occurs when distinctive features of an object are lost, resulting in the selection of semantically or visually similar items or in the failure to select an item and a response omission. The assessment of performance consistency sheds light on the underlying impairment of people with semantic deficits (semantic storage vs. access deficit). This can support the choice of an appropriate treatment technique to maintain or reteach semantic information. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Elective surgery system strengthening: development, measurement, and validation of the surgical preparedness index across 1632 hospitals in 119 countries
Publisher: Elsevier BV
Date: 11-2022
Grammatical Impairment of Code-Switching but Intact Language Selection in Bilinguals with Aphasia
Publisher: Elsevier BV
Date: 2011
Speech reading and its role in auditory processing
Publisher: Elsevier BV
Date: 10-2000
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement
Publisher: SAGE Publications
Date: 02-08-2016
Abstract: We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts. Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012). Many such guidelines exist and the CONSORT Extension to Nonpharmacological Trials (Boutron et al., 2008) provides suitable guidance for reporting between- groups intervention studies in the behavioral sciences. The CONSORT Extension for N-of-1 Trials (CENT 2015) was developed for multiple crossover trials with single in iduals in the medical sciences (Shamseer et al., 2015 Vohra et al., 2015), but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioral sciences. We developed the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 to meet this need. This Statement article describes the methodology of the development of the SCRIBE 2016, along with the outcome of 2 Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2016 checklist. The article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated.
Cognitive rehabilitation and its relationship to cognitive-neuropsychological rehabilitation
Publisher: Oxford University PressOxford
Date: 29-09-2005
DOI: 10.1093/ACPROF:OSO/9780198526544.003.0002
Abstract: This chapter draws attention to the conceptual and operational differences between cognitive-neuropsychological rehabilitation and cognitive rehabilitation. Three of the major differences are that cognitive-neuropsychological rehabilitation relies on cognitive models of the impaired processing system for assessment and for treatment definition whereas cognitive rehabilitation does not cognitive-neuropsychological rehabilitation emphasizes restoration of function rather than compensation whereas cognitive rehabilitation does not and cognitive rehabilitation is used only for treating acquired cognitive disorders whereas cognitive-neuropsychological rehabilitation is applied also to developmental disorders of cognition.
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement
Publisher: Elsevier BV
Date: 05-2016
DOI: 10.1016/J.JCLINEPI.2016.04.006
Abstract: We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts. Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012). Many such guidelines exist and the CONSORT Extension to Nonpharmacological Trials (Boutron et al., 2008) provides suitable guidance for reporting between groups intervention studies in the behavioral sciences. The CONSORT Extension for N-of-1 Trials (CENT 2015) was developed for multiple crossover trials with single in iduals in the medical sciences (Shamseer et al., 2015 Vohra et al., 2015), but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioral sciences. We developed the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 to meet this need. This Statement article describes the methodology of the development of the SCRIBE 2016, along with the outcome of 2 Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2016 checklist. The article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and ex les of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated.
The autocue? self-generated phonemic cues in the treatment of a disorder of reading and naming
Publisher: Informa UK Limited
Date: 04-1992
Semantic Variant Primary Progressive Aphasia: Practical Recommendations for Treatment from 20 Years of Behavioural Research
Publisher: MDPI AG
Date: 23-11-2021
Abstract: People with semantic variant primary progressive aphasia (svPPA) present with a characteristic progressive breakdown of semantic knowledge. There are currently no pharmacological interventions to cure or slow svPPA, but promising behavioural approaches are increasingly reported. This article offers an overview of the last two decades of research into interventions to support language in people with svPPA including recommendations for clinical practice and future research based on the best available evidence. We offer a lay summary in English, Spanish and French for education and dissemination purposes. This paper discusses the implications of right- versus left-predominant atrophy in svPPA, which naming therapies offer the best outcomes and how to capitalise on preserved long-term memory systems. Current knowledge regarding the maintenance and generalisation of language therapy gains is described in detail along with the development of compensatory approaches and educational and support group programmes. It is concluded that there is evidence to support an integrative framework of treatment and care as best practice for svPPA. Such an approach should combine rehabilitation interventions addressing the language impairment, compensatory approaches to support activities of daily living and provision of education and support within the context of dementia.
Replicating therapy for mapping deficits in agrammatism: Remapping the deficit?
Publisher: Informa UK Limited
Date: 07-1994
Story writing skills of adults with a history language-impairment
Publisher: Springer Science and Business Media LLC
Date: 10-09-2009
Language in individuals with left hemisphere tumors
Publisher: Informa UK Limited
Date: 31-01-2018
DOI: 10.1080/13803395.2018.1426734
Abstract: The relationship between spontaneous speech and formal language testing in people with brain tumors (gliomas) has been rarely studied. In clinical practice, formal testing is typically used, while spontaneous speech is less often evaluated quantitatively. However, spontaneous speech is quicker to s le and may be less prone to test/retest effects, making it a potential candidate for assessing language impairments when there is restricted time or when the patient is unable to undertake prolonged testing. To assess whether quantitative spontaneous speech analysis and formal testing detect comparable language impairments in people with gliomas. Specifically, we addressed (a) whether both measures detected comparable language impairments in our patient s le and (b) which language levels, assessment times, and spontaneous speech variables were more often impaired in this subject group. Five people with left perisylvian gliomas performed a spontaneous speech task and a formal language assessment. Tests were administered before surgery, within a week after surgery, and seven months after surgery. Performance on spontaneous speech was compared with that of 15 healthy speakers. Language impairments were detected more often with both measures than with either measure independently. Lexical-semantic impairments were more common than phonological and grammatical impairments, and performance was equally impaired across assessment time points. Incomplete sentences and phonological paraphasias were the most common error types. In our s le both spontaneous speech analysis and formal testing detected comparable language impairments. Currently, we suggest that formal testing remains overall the better option, except for cases in which there are restrictions on testing time or the patient is too tired to undergo formal testing. In these cases, spontaneous speech may provide a viable alternative, particularly if automated analysis of spontaneous speech becomes more readily available in the future. These results await replication in a bigger s le and/or other populations.
Results of the COMPARE trial of Constraint-induced or Multimodality Aphasia Therapy compared with usual care in chronic post-stroke aphasia
Publisher: BMJ
Date: 08-04-2022
Abstract: While meta-analyses confirm treatment for chronic post-stroke aphasia is effective, a lack of comparative evidence for different interventions limits prescription accuracy. We investigated whether Constraint-Induced Aphasia Therapy Plus (CIAT-plus) and/or Multimodality Aphasia Therapy (M-MAT) provided greater therapeutic benefit compared with usual community care and were differentially effective according to baseline aphasia severity. We conducted a three-arm, multicentre, parallel group, open-label, blinded endpoint, phase III, randomised-controlled trial. We stratified eligible participants by baseline aphasia on the Western Aphasia Battery-Revised Aphasia Quotient (WAB-R-AQ). Groups of three participants were randomly assigned (1:1:1) to 30 hours of CIAT-Plus or M-MAT or to usual care (UC). Primary outcome was change in aphasia severity (WAB-R-AQ) from baseline to therapy completion analysed in the intention-to-treat population. Secondary outcomes included word retrieval, connected speech, functional communication, multimodal communication, quality of life and costs. We analysed 201 participants (70 in CIAT-Plus, 70 in M-MAT and 61 in UC). Aphasia severity was not significantly different between groups at postintervention: 1.05 points (95% CI −0.78 to 2.88 p=0.36) UC group vs CIAT-Plus 1.06 points (95% CI −0.78 to 2.89 p=0.36) UC group vs M-MAT 0.004 points (95% CI −1.76 to 1.77 p=1.00) CIAT-Plus vs M-MAT. Word retrieval, functional communication and communication-related quality of life were significantly improved following CIAT-Plus and M-MAT. Word retrieval benefits were maintained at 12-week follow-up. CIAT-Plus and M-MAT were effective for word retrieval, functional communication, and quality of life, while UC was not. Future studies should explore predictive characteristics of responders and impacts of maintenance doses. ACTRN 2615000618550.
Tried, tested and trusted?
Publisher: Oxford University PressOxford
Date: 29-09-2005
DOI: 10.1093/ACPROF:OSO/9780198526544.003.0015
Abstract: This chapter provides a critical review of clinical assessments used to evaluate acquired language impairments. It reviews assessments aimed at examining both language functions (‘impairment’-based approaches), and language activities (‘functional’ measures). In particular, it discusses the adequacy of these assessments as tools in the rehabilitation process. The chapter concludes that rehabilitation focused assessment should be hypothesis-driven and goal-focused, and that broad-ranging, comprehensive assessments are inappropriate.
Exploring the effects of verb and noun treatment on verb phrase production in primary progressive aphasia: A series of single case experimental design studies
Publisher: Informa UK Limited
Date: 08-02-2021
DOI: 10.1080/09602011.2021.1879174
Abstract: Evidence of generalization to connected speech following lexical retrieval treatment in Primary Progressive Aphasia (PPA) is scarce. Consequently, this study systematically investigated changes in verb phrase production following lexical retrieval treatment in a series of single case experimental design studies. Four in iduals with PPA (three semantic- and one logopenic variant PPA) who had previously demonstrated that they could integrate verbs and nouns into sentence structures in a cueing paradigm, undertook a sequence of verb and noun lexical retrieval treatments using Repetition and Reading in the Presence of a Picture. Production of treated nouns- and/or verbs-in-isolation significantly improved following treatment for three of the four participants. Verb phrase production did not improve for one of these participants (logopenic PPA), perhaps due to the relatively small treatment dose. Two participants (semantic variant PPA) did, however, demonstrate across-level generalization, with improvement in treated verbs and using those verbs in (untreated) verb phrases. Their verb phrase production improved most after lexical retrieval treatment for both nouns and verbs, suggesting this combined approach may benefit across-level generalization for some in iduals in clinical practice.
Context effects on orthographic learning of regular and irregular words
Publisher: Elsevier BV
Date: 05-2011
DOI: 10.1016/J.JECP.2010.11.005
Abstract: The self-teaching hypothesis proposes that orthographic learning takes place via phonological decoding in meaningful texts, that is, in context. Context is proposed to be important in learning to read, especially when decoding is only partial. However, little research has directly explored this hypothesis. The current study looked at the effect of context on orthographic learning and examined whether there were different effects for novel words given regular and irregular pronunciations. Two experiments were conducted using regular and irregular novel words, respectively. Second-grade children were asked to learn eight novel words either in stories or in a list of words. The results revealed no significant effect of context for the regular items. However, in an orthographic decision task, there was a facilitatory effect of context on irregular novel word learning. The findings support the view that contextual information is important to orthographic learning, but only when the words to be learned contain irregular spelling-sound correspondences.
Measuring gains in connected speech following treatment for word retrieval: a study with two participants with primary progressive aphasia
Publisher: Informa UK Limited
Date: 11-11-2014
Neural Substrates of Naming Following Semantic Verification in Aphasia
Publisher: Elsevier BV
Date: 2010
Related Organisations
Birkbeck College, University Of London
Location: United Kingdom of Great Britain and Northern Ireland
Birkbeck, University Of London
Location: United Kingdom of Great Britain and Northern Ireland
University Of Reading
Location: United Kingdom of Great Britain and Northern Ireland
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