70 research outputs found
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Using Voice Recognition Software to improve communicative writing and social participation in an individual with severe acquired dysgraphia: an experimental single case therapy study
Background
Two previous single-case studies have reported that voice recognition software (VRS) can be a powerful tool for circumventing impaired writing in aphasia (Bruce et al, 2003; Estes & Bloom, 2011). However, these studies report mixed results regarding transfer of skills to functional tasks, such as emailing.
Method
A single-case therapy study was conducted with âStephenâ, a 63 -year old man with fluent aphasia and severe acquired dysgraphia and dyslexia limiting his social participation and ability to return to work. Treatment consisted of 16 one-hour sessions. Stephen was trained to use Dragon NaturallySpeakingRTM VRS to assist writing and Read+WriteGoldRTM text-to-speech software to assist reading, and to develop computer skills required to use email. Outcome measures evaluated writing efficiency and communicative effectiveness, the functional impact of the intervention, and changes in participation.
Results
Training produced significant gains in the efficiency and communicative effectiveness of Stephenâs writing, despite his underlying writing impairment remaining unchanged. Gains generalised to everyday functional communication, leading to increased social participation with Stephen undertaking a wider range of social activities and increasing his social network following treatment. Gains were maintained at follow-up assessment.
Discussion
Results indicate that a relatively short training period with assistive technologies achieved extensive generalisation to independent, functional communicative writing. Indeed, for this case, VRS training may have exceeded the degree of improvement in functional text writing that could have been achieved through impairment therapy, since gains were not limited to treated vocabulary. Some challenges were encountered in training Stephen to use VRS but, through adaptations to the training process, were largely overcome. Importantly, regaining independent writing skills resulted in profound and life-changing improvements to social participation. This may have resulted in Stephen reconnecting with important aspects of his pre-stroke identity, and improving his self-esteem.
Conclusion
This case adds to a small evidence base indicating that training in the use of VRS, in combination with text-to-speech software, may be an effective way to address writing impairments in chronic aphasia for individuals with relatively well-preserved spoken output. Not only can these technologies improve the efficiency and communicative effectiveness of writing, they can also lead to significant gains in functional communication and social participation. Further research is needed trialing this approach with a larger group of people with aphasia
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Gesture and naming therapy for people with severe aphasia: a group study
In this study, the authors (a) investigated whether a group of people with severe aphasia could learn a vocabulary of pantomime gestures through therapy and (b) compared their learning of gestures with their learning of words. The authors also examined whether gesture therapy cued word production and whether naming therapy cued gestures
An Alternative Ethics? Justice and Care as Guiding Principles for Qualitative Research
The dominant conception of social research ethics is centred on deontological and consequentialist principles. In place of this, some qualitative researchers have proposed a very different approach. This appeals to a range of commitments that transform the goal of research as well as framing how it is pursued. This new ethics demands a participatory form of inquiry, one in which the relationship between researchers and researched is equalized. In this paper we examine this alternative approach, focusing in particular on two of the principles that are central to it: justice and care. We argue that there are some significant defects and dangers associated with this new conception of research ethics
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Evaluating the Benefits of Aphasia Intervention Delivered in Virtual Reality: Results of a Quasi-Randomised Study
Introduction
This study evaluated an intervention for people with aphasia delivered in a novel virtual reality platform called EVA Park. EVA Park contains a number of functional and fantastic locations and allows for interactive communication between multiple users. Twenty people with aphasia had 5 weeksâ intervention, during which they received daily language stimulation sessions in EVA Park from a support worker. The study employed a quasi randomised design, which compared a group that received immediate intervention with a waitlist control group. Outcome measures explored the effects of intervention on communication and language skills, communicative confidence and feelings of social isolation. Compliance with the intervention was also explored through attrition and usage data.
Results
There was excellent compliance with the intervention, with no participants lost to follow up and most (18/20) receiving at least 88% of the intended treatment dose. Intervention brought about significant gains on a measure of functional communication. Gains were achieved by both groups of participants, once intervention was received, and were well maintained. Changes on the measures of communicative confidence and feelings of social isolation were not achieved. Results are discussed with reference to previous aphasia therapy findings
Engaging audiences with difficult pasts: the Voices of â68 Project at the Ulster Museum, Belfast
Can history museums influence the relationship between divided communities? This paper explores why an initially modest collaboration between the authors and the Ulster Museum on the nonâviolent Northern Ireland Civil Rights Movement of 1968/69, eventually had substantial impact beyond the museumâs walls. Having placed the Northern Ireland Civil Rights Movement within the context of both the international protests of 1968 and the specific environment of Northern Ireland, particularly the virtual civil war known as the Troubles, the paper turns to the role of museums in responding to the legacy of this past, and the evolving practice of the Ulster Museum, as background to the project. The latter began as a limited intervention within an existing display, based on oral histories and underpinned by the theory of âagonismâ, proposing that divided communities must learn to live with difference. It eventually included exhibitions, workshops, school study days, curricular materials and online provision. It has directly influenced the Northern Ireland GCSE History Curriculum and been held up as an example of good practice within the provinceâs peace process. The paper discusses why the project succeeded â location within a national museum; credibility with protagonists, academics, communities and audiences; starting small; a willingness to take risks and share control; multiple perspectives; and an acceptance that not everyone will be satisfied. With a version of the Voices of 68 exhibition now installed in the Museumâs permanent gallery, the next challenges are longitudinal studies on its impact and assessing the approachâs relevance to other museums working in postâconflict societies
Northern Irelandâs 1968 at 50: agonism and protestant perspectives on civil rights
2018 marked the fiftieth anniversary of the seminal events of Northern Irelandâs 1968: a milestone offering up an opportunity to reassess a pivotal moment in the provinceâs recent past. This article will argue that the civil rights period has fitted into a common model of the past being used to perpetuate the divisions at the heart of Northern Irish society. It will go on to demonstrate how an innovative methodological and theoretical approach, based on oral history, education and â most crucially â agonism, has facilitated the unearthing and integration of complex and hitherto marginalised Ulster Protestant perspectives
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