Phonological Rehabilitation of Anomia and Alexia in an Individual with Aphasia

Left hemisphere stroke often results in aphasia characterized by anomia and alexia. Research has shown that treatment focused at the level of the phoneme and phoneme sequences improves anomia (Kendall et al., 2006; Kendall et al., 2008) and phonological/deep alexia (Conway et al., 1998; Kendall et al.,1998; Kendall et al., 2003). This study presents pre and post treatment data for one individual from a group study who presented with mild aphasia and phonological alexia.  Results indicate that multi-modal treatment focused at the level of the phoneme and phoneme sequences can improve naming and reading abilities in an individual post-stroke

SWOSU Fall 2021 Fact Book

The 30th annual Southwestern Oklahoma State University Fact Book provides a ready source of information to answer frequently asked questions about the University and its operations. The Fact Book is compiled annually by the Office of Institutional Research to assist the university with strategic planning, academic program reviews, grant writing, accreditation, and institutional information to help guide decision-making. The report is designed to help faculty, staff, administrators, and external stakeholders better understand the student body and university trends. The data analyzed for this report was collected from 2012 to 2021. Unless otherwise noted, the information in the Fact Book is collected on the tenth class day of each fall semester from standard internal reports as well as standard reports provided to State and Federal offices. The Fact Book includes multiple data sections that describe general information about the University. This information is public, and hopefully will prove helpful in meeting the general needs of people at SWOSU. We would like to caution the reader, however, to carefully read footnotes and understand that some data will not completely describe a situation. To illustrate, the retention rate of the Elementary Education program is presented in a table. If a student switches from the Elementary Education program to the Early Childhood program, then that student is not retained in the Elementary Education program, even though he or she is still pursuing a degree at SWOSU and likely taking many of the same courses. If there are any questions about the proper interpretation of Fact Book data, please call the Office of Institutional Research at 580-774-3212 for explanation. The office also asks for your input to help make future documents more useful

SWOSU Fact Book Fall 2020

The 29th annual Southwestern Oklahoma State University Fact Book provides a ready source of information to answer frequently asked questions about the University and its operations. The Fact Book is compiled annually by the Office of Institutional Research to assist the university with strategic planning, academic program reviews, grant writing, accreditation, and institutional information to help guide decision-making. The report is designed to help faculty, staff, administrators, and external stakeholders better understand the student body and university trends. The data analyzed for this report was collected from 2011 to 2020. Unless otherwise noted, the information in the Fact Book is collected on the tenth class day of each fall semester from standard internal reports as well as standard reports provided to State and Federal offices. The Fact Book includes multiple data sections that describe general information about the University. This information is public, and hopefully will prove helpful in meeting the general needs of people at SWOSU. We would like to caution the reader, however, to carefully read footnotes and understand that some data will not completely describe a situation. To illustrate, the retention rate of the Elementary Education program is presented in a table. If a student switches from the Elementary Education program to the Early Childhood program, then that student is not retained in the Elementary Education program, even though he or she is still pursuing a degree at SWOSU and likely taking many of the same courses. If there are any questions about the proper interpretation of Fact Book data, please call the Office of Institutional Research at 580-774-3212 for explanation. The office also asks for your input to help make future documents more useful

SWOSU Fact Book Fall 2022

The 31st annual Southwestern Oklahoma State University Fact Book provides a ready source of information to answer frequently asked questions about the University and its operations. The Fact Book is compiled annually by the Office of Institutional Research to assist the university with strategic planning, academic program reviews, grant writing, accreditation, and institutional information to help guide decision-making. The report is designed to help faculty, staff, administrators, and external stakeholders better understand the student body and university trends. The data analyzed for this report were collected from 2013 to 2022

SWOSU Fall 2019 Fact Book

The 28th annual Southwestern Oklahoma State University Fact Book provides a ready source of information to answer frequently asked questions about the University and its operations. The Fact Book is compiled annually by the Office of Institutional Research to assist the university with strategic planning, academic program reviews, grant writing, accreditation, and institutional information to help guide decision-making. The report is designed to help faculty, staff, administrators, and external stakeholders better understand the student body and university trends. The data analyzed for this report was collected from 2010 to 2019. Unless otherwise noted, the information in the Fact Book is collected on the tenth class day of each fall semester from standard internal reports as well as standard reports provided to State and Federal offices. The Fact Book includes multiple data sections that describe general information about the University. This information is public, and hopefully will prove helpful in meeting the general needs of people at SWOSU. We would like to caution the reader, however, to carefully read footnotes and understand that some data will not completely describe a situation. To illustrate, the retention rate of the Elementary Education program is presented in a table. If a student switches from the Elementary Education program to the Early Childhood program, then that student is not retained in the Elementary Education program, even though he or she is still pursuing a degree at SWOSU and likely taking many of the same courses. If there are any questions about the proper interpretation of Fact Book data, please call the Office of Institutional Research at 580-774-3212 for explanation. The office also asks for your input to help make future documents more useful

Masked priming treatment for anomia

This Phase 1 single-subject study explored the use of masked repetition priming to improve word retrieval for picture naming in anomia. Masked priming is one means of activating the implicit language processes that typically support rapid, accurate use of language, and that may be impaired in aphasia. This study used computer-based presentation of masked primes repeatedly paired with pictures to encourage re-establishment of implicit language networks. Results from one participant show positive training effects, suggesting that masked primes may be an effective way to directly address repair or rebuilding of language networks in anomia

Examining inhibition during spoken word production in aphasia

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Effects of Phonomotor Treatment on the Reading Abilities of Individuals with Aphasia and Phonological Alexia

A left hemisphere stroke often results in aphasia characterized by impaired reading (Cherney, 2004; Webb & Love, 1983) and phonological processing abilities (Blumstein, Baker, & Goodglass, 1977; den Ouden & Bastiaanse, 2005). Research has shown that treatment focused at the level of the phoneme improves reading abilities in persons with aphasia (PWA) and phonological alexia (Conway et al., 1998; Kendall et al., 1998; Kendall et al., 2003). These findings are theoretically supported by a connectionist model of phonology (Nadeau, 2001), and a multimodal model of phonological processing and reading (Alexander & Slinger, 2004)

Using error type on confrontation naming as an indicator of improved linguistic processing following phonomotor treatment

This paper presents initial data on the influence of phonomotor treatment on word retrieval accuracy and error type from pre- and post-treatment confrontation naming probe responses produced by 10 individuals with aphasia. This study is part of a Phase II clinical rehabilitation research program which trains real- and non-words, comprised of low phonotactic probability and high neighborhood density phoneme sequences, to improve word retrieval in 30 subjects with left hemisphere lesion and aphasia. The treatment program is a logical advance on existing Phase I and Phase II clinical rehabilitation research (Kendall et al 2003, Kendall et al 2006a, Kendall et al 2006b, Kendall et al 2006c, Kendall et al 2008) and is motivated by a parallel distributed processing model of phonology (Nadeau, 2001)