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PubMed1977

Effect of auditory prestimulation on naming in aphasia.

In five aphasic subjects, picture naming alone was compared with picture naming in the presence of four different auditory cues. Eighty words represented by pictures were associated with the following auditory cues: the first phoneme of the target word; an open-ended sentence designed to elicit the target word; three words, one of which was the target word; three words, all semantically related to the target word. Three conditions--the phonetic cue, the open-ended sentence, and the set of three words containing the target word--facilitated naming significantly. The condition making use of semantically related words resulted in a significant decrease in naming performance. Implications of these findings for theories of verbal recall, impairment of verbal recall in aphasia, and language therapy are discussed.

Acoustic Stimulation↗
PubMed1976

Relaxation training: effects on the communicative ability of aphasic adults.

A verbal test battery (VTB) of four 15-item tests was administered to 16 aphasic adults following a period of relaxation training and a control period. Results indicate that verbal communication of aphasic persons is positively influenced by relaxation training. Subjects had significantly higher overall VTB scores and naming test scores following relaxation. Findings are discussed in terms of the use of relaxation procedures as an adjunct to conventional language therapy approaches for the aphasic adult.

Adult↗
PubMed1992

Family-centered early intervention: an opportunity for creative practice in speech-language pathology.

Services for developmentally delayed children from birth to age three consider the family first. Eligibility for services is determined through a multidisciplinary assessment. Once a child qualifies for service, a multidisciplinary team that includes the family develops an IFSP. The SLP may serve as the service coordinator for the plan or as a team member. The plans must contain specific information that includes documentation of current status and major outcomes for the coming year. An SLP may find that contributing effectively to an IFSP requires new competencies. First, the SLP will need to learn to function in the family-centered, multidisciplinary process of early intervention. Second, the SLP may need to develop creative models to deliver effective service. SLPs can contribute valuable information to the IFSP by finding ways to activate daily life routines to promote a child's communication skills. SLPs can explore the child's life-space, including routines and partners, as a source of contexts for treatment. SLPs also can explore partner communication strategies, note their effects on the child's communication experiences, and recommend additional strategies for treatment. The case study illustrated an individual, home-based intervention program (Gillette, 1989; Lombardino and Magnan, 1983). Other service delivery models can include classroom-based approaches (Wilcox, Kouri, and Caswell, 1991); group parent training approaches (Weistuch, Lewis, and Sullivan, 1991; Cheseldine and McConkey, 1979); and video-assisted approaches (McConkey, 1988; Johnson and Harrison, 1990; Gillette, in press). Many SLPs may find that the process of early intervention with the birth-to-three population offers unique opportunities for practice in their profession. To function effectively in this process, the SLP needs communication-based information to promote the child's communication skills within his or her daily life and sensitivity with which to design a plan that considers the family first, yet meets the needs of the child. Although alternative models of delivering speech-language service have been explored, the process of early intervention will continue to require professionals who can creatively match family priorities with the child's intervention needs.

Child↗
PubMed1979

Critique of concepts and therapy in the action language approach to psychoanalysis.

Critical evaluation is made of the attempts to reformulate basic psychoanalytic concepts in terms of a theory of action language. The criticism focuses on issues of the scientific status of psychoanalytic knowledge, the role of experience as the basis of psychoanalytic knowledge, the role of metaphor in the formulation of psychoanalytic theory (focusing particularly on the issue of anthropomorphism and the forms of acceptable metaphor in the theory), and the problem of levels of abstraction in theoretical conceptualization. Particular issues in the action language approach, which are challenged from a more traditional process-oriented psychoanalytic perspective, are the notion of action; the status of mind; the specific formulations and conceptualizations of drives and motives, conflicts, resistance, affects, and internalization; the nature of the concepts of self and identity. The critique developed in these areas is then utilized as the basis for assessment of clinical implications, particularly their application in specific psychoanalytic contexts.

Affect↗
PubMed1979

Teaching autistic children to use sign language: some research issues.

Three questions are raised with respect to the use of sign language as an alternative system of communication for nonverbal autistic children. First, does teaching a child to sign facilitate speech development? The data suggest that following simultaneous communication training, mute children are not likely to learn to talk; however, a combination of simultaneous communication training and separate vocal training may have a synergetic effect on speech development. In contrast, children who initially have good verbal imitation skills apparently show gains in speech following simultaneous communication training alone. Second, what is the upper limit of sign acquisition? Data suggest that abstract concepts, syntax, and generative skills can be taught. Procedures used in the operant conditioning of speech may prove useful in training complex signing skills. Third, does sign acquisition result in a general improvement in adaptive functioning? It appears that following sign training, some children do show increases in spontaneous communication, decreases in self-stimulatory behavior, and improvement in social skills. However, these outcomes are often difficult to interpret. Some data are described that help clarify the relationship between sign training and general behavioral improvement.

Adaptation, Psychological↗
PubMed1979

Generalization by autistic-type children of verbal responses across settings.

Generalization of verbal behavior by autistic-type children across physically different settings was assessed. Four boys learned responses to common questions in two settings at school and were probed to determine transfer of learning to home. Three of the children demonstrated little generalization to home when trained in a cubicle. Greater generalization was indicated when they received training at varied locations. The fourth child generalized most responses to his home regardless of training setting. Simple manipulations of the school environment to more closely simulate home conditions may facilitate transfer of training to the natural environment.

Autistic Disorder↗
PubMedDate not supplied

[Depression in the elderly. Contribution of music therapy to grief work].

If one understands the physical manifestation of minor depressions or multiple functional disorders in the elderly as being indirectly expressed dissatisfaction because of unfulfilled aims in life, a practical recovery process is necessary in order to confront the underlying psychic process. The aging person has to come to terms with his eventual demise. If he faces this, he will have a chance at renewed energy to accomplish incomplete aims. Many people need help in order to continue the recovery process. Even if speech or reflexive possibilities are inhibited, it is possible accomplish therapy by the medium of sound, which is a preverbal language. Music therapy is able to work at a psychotherapeutic level in persons seemingly unable to be influenced by conventional psychotherapeutic-methods. Two case studies with different techniques (singing of well known songs and free improvisation) illustrate this theses.

Adaptation, Psychological↗
PubMed1978

[Neuropsychological and psychiatric aspects of language development disorder of a nine year old patient.(author's transl)].

Problems of terminology, differential diagnosis, etiology and therapy of language development disorders are demonstrated by a casuistic example. Besides the importance of clinical date special attention was laid on neuropsychological diagnostic procedures and their therapeutic implications. Therapeutic interventions concerning language deficits should be developed individually and in accordance to the diagnostic findings. An early and reliable objectivation of etiology as well as of the degree of the language development disorder is necessary in order to avoid detours of the children through different intitutions.

Age Factors↗
PubMed1992

A review and critical analysis of treatment research related to articulation and phonological disorders.

This article contains a summary of aspects of research designs and strategies found in 63 published reports in which the effectiveness of treatment of articulation or phonological disorders was evaluated. These research reports were published in four nationally refereed journals that contained most of the literature published in the decades of the 1970s and 1980s. A total of 91 items were evaluated in each report by two reviewers working independently, including types of research designs, details about subjects, sampling, and types of independent and dependent variables used by researchers. Comparisons were made within each decade and across both decades to identify strengths and limitations. Some significant differences in research designs and variables under investigation occurred between the decades. A critical analysis was performed, and suggestions for changes are discussed.

Articulation Disorders↗
PubMedDate not supplied

Causes and management of dysphasia.

Dysphasia comprises a wide-ranging complex of linguistic impairments. Comprehensive and individual description of the verbal and non-verbal aspects is required for the tailoring of an approach to therapy and management.

Aphasia↗
PubMed1979

Adapted melodic intonation therapy: a case study of an experimental language program for an autistic child.

In order to develop a useful communication system, a 3-year-old, non-verbal autistic boy was treated for 1 year with a Simultaneous Communication method involving signed and verbal language. As this procedure proved not useful in this case, an adaptation of Melodic Intonation Therapy (signing plus an intoned rather than spoken verbal stimulus) was tried. With this experimental language treatment, the patient produced trained, imitative and, finally, spontaneous intoned verbalizations which generalized to a variety of situations.

Autistic Disorder↗
PubMed1979

Motivational factors in aphasia therapy: research suggestions.

Following Wepman (1953), the process of recovery from aphasia is seen as involving stimulation, motivation, and facilitation. The most adequate studies of aphasia therapy outcome focus on facilitation to the virtual exclusion of stimulation and motivation, although clinical experience suggests their importance. Motivation includes both the subjective and experiential aspects of the patient's response to aphasic disablement (anxiety, feelings of inadequacy) and the quality of the speech-therapist/patient alliance during the treatment. Retrospective studies utilizing sufficiently improved aphasics and ratings of the patient-therapist alliance are suggested as preliminary means of defining "motivation" in this context more accurately. Research approaches are also outlined which would assess the importance of and interaction between the three factors implicated in recovery for therapeutic outcome.

Aphasia↗