Download PDF by Anne Whitworth: A Cognitive Neuropsychological Approach to Assessment and

By Anne Whitworth

ISBN-10: 0203493508

ISBN-13: 9780203493502

ISBN-10: 1841693456

ISBN-13: 9781841693453

This publication presents either a theoretical and sensible connection with cognitive neuropsychological methods to speech and language therapists operating with individuals with aphasia. Having advanced from the job of a gaggle of clinicians operating with individuals with aphasia, it's a hugely functional advisor that goals to interpret the theoretical literature because it pertains to aphasia and hyperlink it on to to be had evaluation instruments and treatment innovations. the hole portion of the publication offers an outline of the idea underpinning the process and the way it may be utilized to the overview and interpretation of language-processing impairments. the second one part deals a operating rationalization of other parts of language processing, outlining the deficits which may come up from impairment to every part. additionally, the clinician is guided to to be had checks to check out scientific hypotheses and provided interpretations of functionality styles. the ultimate part presents a finished review of the remedy literature with systematic summaries of the treatments undertaken and a synthesis of the findings so far. This booklet has been written through clinicians with hands-on event. will probably be a useful source for clinicians and scholars of speech and language treatment and comparable disciplines.

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Extra info for A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia: A Clinician's Guide

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Auditory comprehension of spoken words 37 General notes on assessment Impaired auditory phonological analysis will impair performance on assessments of the phonological input lexicon. Consideration of performance on, for example, minimal pair tasks discussed above will be essential in determining the contribution of any impairment in auditory phonological analysis to the integrity of the phonological input lexicon. Key assessment areas and available methods Area of assessment Examples of available assessment tools Response type Auditory lexical decision PALPA 5: Auditory lexical decision: Imageability and frequency Yes/no response ADA Comprehension Battery L1: Lexical decision Yes/no response Additional assessment options Area of assessment Examples of available assessment tools Response type Repetition of real words if unable to repeat nonwords PALPA 9: Imageability and frequency repetition Repetition ADA Comprehension Battery L2: Word repetition test Repetition PALPA 3: Minimal pair discrimination requiring written word selection Written word selection PALPA 4: Minimal pair discrimination requiring picture selection Picture selection ADA Comprehension Battery S2: Spoken word picture matching (phonological distractors) Picture selection Picture–word decision test (Howard & Franklin, 1988) Yes/no response Identification of spoken words using phonological distractors (written and picture response modalities) Picture verification of words (phonological real word and nonword distractors) 38 Deficits and assessment Interpretation ✔ Good performance on lexical decision tasks implies that the phonological input lexicon is intact.

G. worse performance with words of greater phoneme length), similar errors (phonological errors identified primarily by phoneme omissions and substitutions) and similar levels of accuracy, there is strong evidence that the person’s deficit is located in the processes of phonological assembly. A second example is seen in the process of sub-lexical orthographic-tophonological conversion being required for nonword reading. g. deciding that PHAIP and FAPE are homophones) and for phonological lexical decision (deciding that KRAIT would sound like a real word when pronounced, but BRAIT would not).

How errors are to be classified is, to a considerable extent, a matter of judgement. There are no correct answers that can be identified in advance. This is one reason why, in our view, errors constitute just one source of evidence about levels of breakdown. 2 It is also important to realise that, as Cutler (1981) pointed out, errors are multiple determined. In other words, an error can have more than one source. So, for instance, semantic errors in production may occur either when semantics are impaired or when the lexical form of the target word is unavailable (Caramazza & Hillis, 1990).

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A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia: A Clinician's Guide by Anne Whitworth

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