The articles in this journal self-study focus on the characterization and clinical management of aphasia, one theme that researchers explored in the 2020 Clinical Aphasiology Conference (CAC) forum. Published in the American Journal of Speech-Language Pathology, these articles present cutting-edge research and discussion on word finding difficulties, sematic processing, and spoken discourse.

Learning Outcomes
You will be able to:

• Discuss how subjective patient perceptions and self-reported experiences can inform treatment planning for anomia 
• Explain why an assessment task that measures the effects of working memory load along with category typicality can aid assessment of people with mild aphasia 
• Summarize various theories of the relationship between gesture and language in people with aphasia 
• Summarize the main findings and next steps for an initial study on repetition priming in anomia intervention

Contents

The following articles are included in this course:

1. The Subjective Experience of Word-Finding Difficulties in People With Aphasia: A Thematic Analysis of Interview Data, by Mackenzie E. Fama, Erin Lemonds and Galya Levinson
2. Effect of Working Memory Load and Typicality on Semantic Processing in Aphasia, by Jessica Obermeyer, Laura Reinert, Rachel Kamen, Danielle Pritchard, Hyejin Park and Nadine Martin
3. Task-Specific Iconic Gesturing During Spoken Discourse in Aphasia, by Brielle C. Stark and Caroline Cofoid
4. Repetition Priming in Treatment of Anomia, by Rana Tabrizi, Logan Walton, Emily Simon and JoAnn P. Silkes

Related Courses

See more courses based on Clinical Aphasiology Conference articles.

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by October 10, 2027.

Author Disclosures

Article 1:

• Financial Disclosures: Mackenzie E. Fama, Erin Lemonds and Galya Levinson report no financial relationships to the content of this article.
• Nonfinancial Disclosures: Mackenzie E. Fama, Erin Lemonds and Galya Levinson report no nonfinancial relationships to the content of this article.

Article 2:

• Financial Disclosures: Research reported in this publication was supported by National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under multiple grant awards and supported portions of the salaries of Nadine Martin, Jessica Obermeyer, Laura Reinert and Danielle Pritchard at different points throughout the project. Laura Reinert is an affiliate of James Madison University.
• Nonfinancial Disclosures: Jessica Obermeyer, Laura Reinert, Rachel Kamen, Danielle Pritchard, Hyejin Park and Nadine Martin report no nonfinancial relationships to the content of this article.

Article 3:

• Financial Disclosures: Brielle C. Stark and Caroline Cofoid report no financial relationships to the content of this article.
• Nonfinancial Disclosures: Brielle C. Stark and Caroline Cofoid report no nonfinancial relationships to the content of this article.

Article 4:

• Financial Disclosures: Rana Tabrizi, Logan Walton, Emily Simon report no financial relationships to the content of this article. JoAnn P. Silkes receives salary from San Diego State University, and a portion of Silkes’s start-up funds paid for participants in this study.
• Nonfinancial Disclosures: Rana Tabrizi, Logan Walton, Emily Simon and JoAnn P. Silkes report no nonfinancial relationships to the content of this article.

Program History and CE Information

Content origination date: January 2022
End date: October 10, 2027

This course is offered for 0.65 ASHA CEUs (Advanced level, Professional area).