Browsing by Person "McGrane, 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.
An Investigation into the Ability of Adults with Post-Stroke Aphasia to Learn New Vocabulary
(Queen Margaret University, Edinburgh, 2006-05-31) McGrane, Helen
Recent studies have established that adults with post-stroke aphasia can learn to establish connections between familiar words and abstract images, and nonwords with familiar objects. What has not been investigated was whether adults with aphasia could learn non-words with abstract images/ novel meanings i.e. new vocabulary. The main objective of this study was to investigate whether adults with post-stroke aphasia could learn 'novel' word forms with 'novel' word meanings, despite phonological and/or semantic impairment. Specific research questions included: Can post-stroke adults with aphasia learn new vocabulary? If so, what factors affect their capacity to learn? Is it possible to predict which individuals will learn most successfully? The methodology was developed using preliminary studies both with adults of normal language and cognitive functioning and post-stroke non-aphasic and aphasic adults. It incorporated learning theory and a cognitive neuropsychological model of language. A range of assessments was used to facilitate the capture of new learning. 'New learning' was measured not only in terms of the accurate production of the new stimuli but also the recognition and knowledge of the word forms and meanings of this new vocabulary. In the main investigation twenty novel word forms with 20 novel meanings were taught to 12 aphasic adults (< 65 years), over a four day period, using an errorless learning paradigm. Immediate recall of these newly learnt representations was investigated as well as delayed recall. Quantitative and qualitative results from a case series of 12 participants are presented and discussed. Despite semantic and phonological difficulties, all but three participants demonstrated substantial learning of the new vocabulary. The participants' range of learning ability (from both immediate and delayed recall data) was analysed in relation to severity of aphasia, cognitive factors (including attention, memory and executive function), as well as variables such as age, months post-stroke and number of years in education. With an intensive training period, these participants with aphasia demonstrate varying degrees of ability for new learning. Possible influencing factors and implications for speech and language therapy rehabilitation are discussed.
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.