Pause Structure in Narratives of Neurologically Impaired and Control Subjects

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A System for Quantifying Verbal Output of High-Level Aphasic Patients

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Language-based Compensatory Training for Closed Head Injured Patients

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Efficiency of Information Exchange Between Aphasic Speakers and Communication Partners

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Self-Monitoring Abilities of Two Adults with Traumatic Brain Injury During Verbal Learning

Adults after traumatic brain injury (TBI) often display learning and executive function deficits. In this study, two adults with TBI and two control subjects were required to self-monitor their learning by making "judgments-of-learning" (JOL) predictions about future recall. When JOL predictions are delayed after learning rather than immediate, predictive accuracy is usually extremely high. In this study, TBI subjects' delayed monRoring accuracy was only slightly better than their immediate monitoring accuracy. Controls were highly accurate when predictions were delayed from the learning episode. Clinical implications regarding the importance of accurate monitoring in relationship to strategy selection will be discussed

Error Recognition Utilized to Improve Written Language in a Head Injured Patient

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The relationship between non-orthographic language abilities and reading performance in chronic aphasia : an exploration of the primary systems hypothesis

PURPOSE : This study investigated the relationship between non-orthographic language abilities and reading in order to examine assumptions of the primary systems hypothesis and further our understanding of language processing poststroke. METHOD : Performance on non-orthographic semantic, phonologic, and syntactic tasks, as well as oral reading and reading comprehension tasks, was assessed in 43 individuals with aphasia. Correlation and regression analyses were conducted to determine the relationship between these measures. In addition, analyses of variance examined differences within and between reading groups (within normal limits, phonological, deep, or global alexia). RESULTS : Results showed that non-orthographic language abilities were significantly related to reading abilities. Semantics was most predictive of regular and irregular word reading, whereas phonology was most predictive of pseudohomophone and nonword reading. Written word and paragraph comprehension were primarily supported by semantics, whereas written sentence comprehension was related to semantic, phonologic, and syntactic performance. Finally, severity of alexia was found to reflect severity of semantic and phonologic impairment. CONCLUSIONS : Findings support the primary systems view of language by showing that non-orthographic language abilities and reading abilities are closely linked. This preliminary work requires replication and extension; however, current results highlight the importance of routine, integrated assessment and treatment of spoken and written language in aphasia.The first author was supported by the American Speech-Language-Hearing Foundation New Century Scholars Doctoral Scholarship and the University of Washington Research Training in Speech & Hearing Sciences National Institute on Deafness and Other Communication Disorders training grant (T32000033).https://pubs.asha.org/journal/jslhrhj2019Speech-Language Pathology and Audiolog

A System for Assessing Grammaticality in Connected Speech of Mildly Aphasic Individuals

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A Comparison of Verbal, Pantomime, and Combined Instruction Modes With Severely Aphasic Individuals

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