Browsing by Person "Kelly, Helen"

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A bright SPPARC
(2003) Armstrong, Linda; McGrane, Helen; Kelly, Helen
Supporting Partners of People with Aphasia in Relationships and Conversation (SPPARC) was developed in London and is a proven method of improving interpersonal communication. SPPARC brings together carer support and conversational analysis. This article describes a project which investigated whether these positive findings could be replicated in a rural area where distance and population density are different. The first half of the 28 once weekly sessions provides participants with information and support on stroke and aphasia. The second part aims to increase knowledge of conversation, including the use of video recordings. Twenty carers were invited to participate of whom ten were unable to attend through employment and other commitments. Two groups were set up, one in a town with good transport services, and the other in a small rural town. Only two of the carers and their partners were willing to video themselves and one of these was unrepresentative of normal conversation, so video clips from the programme were used to illustrate and facilitate more effective two-way conversation. Evaluations were very positive about the benefits of SPPARC. As a result of the project a monthly evening carers' group has been set up for those who attended as well as others who were unable to attend the daytime programme.
Narrowing the digital divide--facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study
(Taylor & Francis, 2016-03) Kelly, Helen; Kennedy, Fiona; Britton, Hannah; McGuire, Graham; Law, James
Background: Despite advances in technology and the universal accessibility of the Internet, the aptly named digital divide- still prevents equal access to, and use of, computer technology by people with aphasia. The use of technology has clear potential for improved quality of life in terms of increased methods for communicating as well as the facilitation of self-management; however, substantial barriers still pervade. Aims: The aims of this study were to evaluate a bespoke computer training course appropriate for people with aphasia and examine the personal experiences of a small sample of individuals with aphasia following their participation on the course. Methods & Procedures: This feasibility study with mixed-methods evaluation recruited participants with a range of aphasia severity and different experiences in using computers. Participants (n = 17) discussed their personal experiences of attending the computer course, gathered through topic-guided small focus groups, immediately postcourse and follow-up Refresher class. A Framework Method approach was considered an appropriate methodological design and data were analysed using thematic analysis. Participants also self-rated their skills in using computers before and following this bespoke computer course (n = 16) and at follow-up (n = 10), which was statistically analysed. Outcomes & Results: Statistically significant differences were found in the improved self-rated ability of a range of computer skills following course attendance. However, participants who attended a Refresher class (5, 9, or 12 months following course completion) reported that without support a number of these skills had notably declined. Three main themes emerged from the focus group data: (i) Facilitation of Social Engagement-technology offered new opportunities to communicate and more independently self-manage day-to-day tasks; (ii) Course Framework-participants reflected on their preferred model of delivery of the course; and finally (iii) Overcoming Barriers to Technology-the advantages of bespoke computer training, and requirements for ongoing support were highlighted as essential components of a training course appropriate for people with aphasia. Conclusions: The personal experiences of this group of people with aphasia highlight the advantages of accessing technology as a way of facilitating increased communication and an enhanced ability to manage their day-to-day lives. Yet, despite these benefits and the necessity for many people with aphasia to learn or relearn computer skills, finding courses that can accommodate individual needs is problematic. This research highlights the need for bespoke computer training and follow-on support, and highlights the necessary components of such training as identified by this group of people with aphasia. 2015 Taylor & Francis
New word learning in people with aphasia
(2009) Kelly, Helen; Armstrong, Linda
Background: The theory of speech and language therapy intervention for people with aphasia is still under-articulated, and some people with aphasia respond better to therapy than others. The reasons for individual variation in response to therapy have not yet been fully established but may partially reflect a person with aphasia's ability to utilise a range of cerebral mechanisms, such as re-accessing damaged neural pathways and establishing new ones. Most current therapies aim to help the person with aphasia access their previously available language abilities. New learning may offer an alternative therapy approach. However, there is little evidence to date on the effect of aphasia on a person's capability to learn new linguistic information. Aim: To explore the new vocabulary learning potential of people with aphasia. Methods & Procedures: Twelve participants, under the age of 65 years and with a range of aphasia severity and personal backgrounds, were taught 20 novel words over four consecutive days. Their learning of this new vocabulary was measured via a range of single-word processing tasks based on the cognitive neuropsychological model. Ten participants repeated the tasks a few days later to establish whether the new vocabulary had been retained in long-term memory. Outcomes & Results: All of the participants demonstrated some ability to learn the new vocabulary (both novel word forms and novel word meanings), with scores ranging from 15% to 99% on the various assessments. At the follow-up session, the ten participants retained between 49% and 83% of their previous scores. Conclusions: This study has important implications for aphasia rehabilitation as it has shown that people with aphasia have the potential to learn new linguistic material, even in the presence of severe language impairments. This capacity could be exploited in therapy. Previously known words could be taught as new. Pre-therapy assessment of the person with aphasia's learning capacity and style would promote individually-tailored learning experiences and so, potentially, more effective therapy and better clinical outcomes.
Opinion: SIGN 118 overlooks new evidence on aphasia
(Royal College of Speech and Language Therapists, 2011-01) Brady, M.; Mackenzie, C.; Enderby, P.; Whitworth, A.; Kelly, Helen; Sellars, C.
Dr Marian Brady and colleagues express their concerns over the SIGN 118 guidelines on the management of patients with stroke
Optimising rehabilitation outcomes for aphasia following stroke through new learning
(2007) Kelly, Helen
Published Abstract - Many people with aphasia retain residual language impairments to varying degrees of severity following rehabilitation. Currently there is no theory of rehabilitation that explains the therapeutic process involved in the restoration of a damaged language system. Therefore it is not possible to discern what approaches/tasks would be most successful at restoring particular language functions. Does rehabilitation facilitate the accessing of the damaged language system or could it involve new learning resulting in the creation of new language representations? The main objective of this study was to investigate whether adults with aphasia could learn new vocabulary. The methodology incorporated procedures based on evidence from the literature in order to facilitate and promote optimum learning. The novel stimuli (20 new words) were taught to 12 adults (<65 years) who presented with varying degrees of severity of aphasia. The training procedure incorporated learning theory and a cognitive neuropsychological model of language. The immediate and delayed recall of this vocabulary was investigated using a range of assessments to facilitate the capture of new learning which was measured not only in terms of the accurate production of the stimuli but also the recognition and knowledge of the word forms and meanings. Overall findings of this investigation with the presentation of select case studies demonstrate the ability of people to learn new language representations despite severe language impairment. The findings, which strongly suggest that language rehabilitation could incorporate the process of new learning, have significant clinical relevance in terms of developing a theory of rehabilitation and to the procedures employed in speech and language therapy.
Speech and Language Therapy for Aphasia Following Stroke
(The Cochrane Collaboration, 2010) Kelly, Helen; Brady, M.; Enderby, P.
Language problems following a stroke are called aphasia (or dysphasia). About one-third of all people who experience stroke develop aphasia, which can affect one or more areas of communication (speaking, understanding spoken words, reading and writing). Speech and language therapists are involved in the assessment, diagnosis and treatment of aphasia at all stages of recovery, and work closely with the person with aphasia and their carers. There is no universally accepted treatment that can be applied to every person with aphasia. We identified 30 trials involving 1840 randomised participants that were suitable for inclusion in this review. Overall, the review shows evidence from randomised trials to suggest there may be a benefit from speech and language therapy but there was insufficient evidence to indicate the best approach to delivering speech and language therapy.
Speech and language therapy for aphasia following stroke - Cochrane systematic review
(2007) Kelly, Helen
Strength in compromise.
(2001) McGrane, Helen; Stansfield, Jois; Kelly, Helen
This article describes Mark (age 26) who has severe dysarthria following a head injury. He accepted AAC (SpeechViewer) as a short-term measure, but was keen to use technology (the electropalatograph) he saw promoted in the media to improve his oral skills. His speech and language therapists feel that this will not help him. The ethical issues involved in the case are discussed and illustrated by the use of Seedhouse's ethical grid. These include the levels of practicality, the general level of outcome to be achieved, the level of duties expected, and the principles behind health work. Issues which impact on Mark's expectations of the speech and language therapy service and which remain unresolved are the gaps in NHS provision for young head injured individuals as their circumstances change, and the tendency of the media to overstate the benefits of new approaches to disability.
The Maytor, the Shorpine and the Traigol
(2008) Kelly, Helen; Armstrong, Linda
In spite of a range of available resources, many questions about whether - and how - aphasia therapy works remain. Helen McGrane and Linda Armstrong share some findings from Helen's research project, which considered one possible cerebral mechanism by which people with aphasia might be able to benefit in therapy - new linguistic learning using optimal learning approaches such as errorless learning. Helen created 20 mythical creatures for the research, so both the word forms and the word meanings were new. All 12 participants learned some new linguistic information, even those with significant language impairment. The detailed response of one client, who had severe aphasia, is described. Helen and Linda argue that the findings justify direct work on language with people with chronic aphasia, and consideration of an individual's learning style when planning th