Format(s):
SIG Perspectives
This SIG 2 activity, participants explore aspects of service delivery and advocacy for people with aphasia that are innovative and/or unique. The first article describes the creation of community aphasia groups and includes guidance for creating aphasia-friendly materials for a variety of purposes. The second article describes the challenges of people with aphasia in navigating the justice system and discusses strategies to support their success within that unique environment. The third article describes the nature of verbal short-term memory impairment in people with aphasia, methods of assessment, and potential directions for treatment.
Format(s):
SIG Perspectives
These SIG 2 Perspectives articles focus on counseling skills for working with persons with aphasia, “counseling+” activities for patients with mild cognitive impairment and dementia, and resilience in neurorehabilitation. Topics include counseling skills; counseling roles of SLPs; care partner training; and resilience in persons with acquired brain injury, aphasia, dementia, and Alzheimer’s disease.
Format(s):
SIG Perspectives
These SIG 2 articles focus on clinical assessment and practices for individuals with aphasia. Topics covered included challenges associated with diagnosing primary progressive aphasia (PPA) and the impact of adaptive yoga programs for persons with aphasia. First, Aimee Dietz, E. Susan Duncan, Lauren Bislick, Sarah Stegman, Jenna Collins, Chitrali Mamlekar, Rachel Gleason, and Michael J. McCarthy provide an overview of the potential impact adapted yoga programs can have for people with stroke-induced aphasia. Second, Adithya Chandregowda raises awareness about the challenges associated with encountering primary progressive aphasia (PPA) patients in the acute hospital setting.
Format(s):
SIG Perspectives
First, Julie Case and Maria Grigos provide a review of speech motor control literature in
childhood apraxia of speech (CAS) and give clinical implications to the assessment and
treatment of CAS. Second, Kristen Allison reviews approaches to measuring speech
intelligibility in children with motor speech disorders. Third, Tricia McCabe, Donna
Thomas, and Elizabeth Murray describe Rapid Syllable Transition Treatment (ReST) as
a treatment for CAS. Fourth, Nancy Tarshis, Michelle Winner, and Pamela Crooke
explore how communication challenges in CAS impact social competency and how
speech motor challenges impact social development. Finally, Nina Benway and
Jonathan Preston evaluate if features of CAS in the literature could be replicated in a
sample of school-age children. Readers will describe how speech motor skills have been
found to change with practice in CAS, list the linguistic factors that can influence
intelligibility, describe the quality of the research that supports ReST, explain ways to
consider social cognition in therapy for CAS, and rank the speech features that
distinguish the narrow phonetic transcriptions of children with CAS and speech sound
disorders.
Format(s):
SIG Perspectives
First, Katie Strong and Barbara Shadden provide an overview of the relationship
between narrative, identity, and social co-construction for persons with aphasia and
narrative treatment approaches for identity renegotiation. Second, Jamie Azios and Jack
Damico relate the Lifetime Participation Approach to Aphasia (LPAA) and issues in longterm
care (LTC) along with practice recommendations for implementing LPAA in LTC.
Third, Jerry Hoepner and Tom Sather examine the potential approaches for teaching
and mentoring students in LPAA. Fourth, Rochelle Cohen-Schneider, Melodie Chan,
Denise McCall, Allison Tedesco, and Ann Abramson explore balancing relationshipcentered
care and professionalism. Finally, Sarah Wallace, Elena Donoso Brown, Anna
Saylor, Erica Lapp, and Joanna Eskander describe aphasia-friendly modifications for
occupational therapy assessments and home programs.
Format(s):
SIG Perspectives
These Perspectives (SIG 2) articles focus on approaches for early identification, service delivery, and treatment of traumatic brain injury (TBI). In the first article, Juliet Haarbauer-Drupa and Michael Brink describe the existing literature on preschool children with traumatic brain injury (TBI) and illustrate a model of care for a community. Next, Lori Cook, Nellie Caulkins, and Sandra Chapman explore the potential for cognitive training delivered via telepractice to enhance cognitive performance after mild TBI in adolescence. Lastly, Mary Kennedy offers an update on the evidence the provides possible explanations for speech-language pathologists’ experiences while implementing a coaching approach with college students with TBI.
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