CASL
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/22
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Item 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.Item 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, JamesBackground: 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 & FrancisItem New word learning in people with aphasia(2009) Kelly, Helen; Armstrong, LindaBackground: 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.