Sze, Wei Ping;
(2024)
The “Write” Cue – Investigating the Facilitation and Therapy Effects of Orthographic Cues in Spoken Word-Finding Rehabilitation for Adults with Acquired Aphasia.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
Word-finding difficulty (anomia) is commonly observed in individuals with aphasia after stroke. In the first study, a systematic search was conducted on anomia therapy research published between 2008-2018. Intervention details and outcomes from 222 individuals with spoken word-retrieval deficits post-stroke were extracted and analysed using random forest. Therapy components involving orthographic cues emerged to be strong predictors of successful outcomes on both treated and untreated items. However, much remains unclear on what types of orthographic cues will achieve optimal outcomes and how durable their effects are. Two primary research studies were thus conducted. The first is a facilitation case-series (n = 5 adults with anomia post-stroke) that compared effects of a single application of four facilitation cues, created by crossing two factors – 2 (Size of orthographic unit: ‘Initial Letter’ versus ‘Whole Word’) x 2 (Modalities: ‘Orthography’ versus ‘Orthography and Phonology’). Outcomes of picture-naming were tracked across four time points (two baselines, 15 minutes and one week post-facilitation). Across group and individual-level participant analyses, facilitation effects of ‘orthography only’ cues (‘Initial Letter: Orthography’ and ‘Whole Word: Orthography’ cues) appeared robust. Finally, a therapy case-series (n = 5 adults with anomia post-stroke) clarified the benefits of initial letter and whole word ‘orthography-only’ cues, based on 10 sessions of cueing. Support for both initial letter and whole word written prompts were identified across group and individual-level analyses, although ‘Whole Word: Orthography’ cues improved naming in more dimensions (final naming accuracy, response time) at the group-level and in more individuals. Visual short-term memory span measured by the ‘Corsi Block Tapping Test’ appeared important for initial letter orthographic cues to work. Error analyses further revealed that participants made significantly fewer ‘no response(s)’ across time, but this might not be therapy-related. Overall, clinicians are encouraged to administer written cues, where applicable.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | The “Write” Cue – Investigating the Facilitation and Therapy Effects of Orthographic Cues in Spoken Word-Finding Rehabilitation for Adults with Acquired Aphasia |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10190131 |
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