iTechnology in addition to Communicative Drawing as long as Individuals with AphasiaJennifer A. Os
Bannard, Doug, News Director has reference to this Academic Journal, PHwiki organized this Journal iTechnology in addition to Communicative Drawing as long as Individuals with AphasiaJennifer A. Ostergren, PhD, CCC-SLP Jennifer Raminick, B.A. WelcomeDrawing on an iPad by an individual with aphasia (Ostergren, 2012)Thank YouTo our clients (our wonderful teachers)Thank you as long as your inspiration in addition to willingness to participate in our researchTo my students (future SLPs)Thank you as long as your help in preparing this presentation. In particular thank you Kristen Churney as long as her guest appearance in describing the CDP
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House KeepingA h in addition to out as long as this presentation, including links to the technology discussed is available at:– (insert CD page web address once loaded)AgendaMulti-Modality Communication in addition to AphasiaCorrelations with NeuroplasticityDrawing in addition to AphasiaiTechnologies as long as Communicative DrawingExamples of available iAppsFeatures of available iAppsRecommendations as long as SelectionCommunicative Drawing in addition to iTechnology in a Clinical SettingNew Directions in addition to Future ResearchQuestions in addition to AnswersAgendaMulti-Modality Communication in addition to AphasiaCorrelations with NeuroplasticityDrawing in addition to AphasiaiTechnologies as long as Communicative DrawingExamples of available iAppsFeatures of available iAppsRecommendations as long as SelectionCommunicative Drawing in addition to iTechnology in a Clinical SettingNew Directions in addition to Future ResearchQuestions in addition to Answers
What is Multimodality CommunicationUsing different modes of communication to meet the needs of the individual in addition to to allow them the opportunity to participate in their communities (ASHA, 2004) WritingGesturingDrawingAND SpeechTotal Communication Use in PWA (Rautakoski, 2011)Many people with aphasia (PWA) use nonverbal methods of communication spontaneously, including:PointingGesturingFacial expressionsPantomimeDrawingConcrete signs Some PWA also use low-tech devicesNot used as much as the spontaneous nonverbal communicationSome PWA need special training in use of total communicationKey Elements to Multimodality Communication (Beukelman & Mirenda, 2012)Co-ConstructionPartner TrainingVaried Approaches Given:Partner Dependent CommunicatorsPartner Independent CommunicationsDirect training in addition to generalization to real-world settings is KEY!
AS: Example of Multimodality CommunicationWhat did you do yesterdayDrew a hamburgerSaid, Hamburger. BigPut up four fingersWrote : UCLA, DDS, 2 Viet, 1 Japan, in addition to 2 whiteThe client had gone out to eat hamburgers with four of his friends from dental school at UCLA; two friends were Vietnamese in addition to two were Caucasian, in addition to the 1 Japan was referring to himself. NeuroplasticityRich body of research on neuroplasticity in the past decade (Saur & Hartwigsen, 2012)Neuroplasticity is defined as, functional reorganization/ compensation within residual neural tissue, mediated by changes in neural circuitry (Gonzalez Rothi, Musson, Rosenbeck, & Sapienza, 2008)Educating Clients about NeuroplasticityEmpowering Individuals with Aphasia with Neuroplastic Principles: From Theory to Practice. Birtler, E., Hayes, M., Kim, J., Sibby, K., Weltz, K., Navarro, A., & Ostergren, J. (2012). Cali as long as nia Speech in addition to Hearing Association (CSHA) Magazine, 42 (1), July 2012.
Explaining Neuroplasticity to PWAWHAT YOUR BRAIN IS DOING FOR YOU .Researchers have identified four strategies your brain uses to compensate as long as damaged areas:1. Homologous area adaptation2. Cross-modal reassignment3. Map expansion4. Compensatory masqueradeNo matter how long since your stroke, your brain is stillworking to get the job done!Grafman (2000). Conceptualizing NeuroplasticityExplaining Neuroplasticity to PWAWHAT YOU CAN DO FOR YOUR BRAIN .Repeat, Repeat, RepeatWhy does your clinician make you keep repeating the same thing over in addition to overRaymer et. al (2008). Translational research in aphasia Explaining Neuroplasticity to PWARaymer et. al (2008). Translational research in aphasia
Explaining Neuroplasticity to PWAPulvermüller & Berthier (2008). Aphasia therapy on a neuroscience basisOutcome of EducationClients in addition to family members are very receptive to in as long as mation about neuroplasticityVisual aids in addition to reducing jargon criticalQualitative changes were noted immediately:Increased motivation/participationMore attempts to verbalizeMore willingness to try alternative modalitiesSeeking areas of change in their own environments EDUCATING CLIENTS ABOUT DRAWING, as part of multimodality communication, is critical!AgendaMulti-Modality Communication in addition to AphasiaCorrelations with NeuroplasticityDrawing in addition to AphasiaiTechnologies as long as Communicative DrawingExamples of available iAppsFeatures of available iAppsRecommendations as long as SelectionCommunicative Drawing in addition to iTechnology in a Clinical SettingNew Directions in addition to Future ResearchQuestions in addition to Answers
Effects of Brain Damage on DrawingLeft hemisphere lesionsMay have difficulty depicting internal details of a target picture, but little difficulty depicting external shapeSome are unable to generate a mental image of the target itemsSome may have difficulty choosing the correct color as long as imagesRight hemisphere lesionsMay retain ability to produce internal details but fail to correct spatial relations or relative sizeMay omit all or the left half of external configurationMay interfere with ability to discriminate between colors(Helm-Estabrooks & Albert, 2004)Left or Right Hemisphere LesionRight hemisphereLeft hemisphere(Helm-Estabrooks & Albert, 2004)History of Drawing in addition to AphasiaLong history in the research literature (Lyons, 1995)Two primary areas of emphasis in the research:Realm of AAC in addition to improving functional communication (Beeson & Ramage, 2000; Sacchett, 2002; Sacchett & Lindsay, 2007; Helm-Estabrook & Albert, 2004)For its impacts on verbal output as a source of de-blocking in addition to semantic access (Davis, Farias, Baynes, 2005; Farias, Davis, Harrington, 2006)
Drawing in addition to AACDrawing can be used to compensate when a PWA is not able to use written or verbal language (Lyons, 1995) Advantage – no limitations caused by deficits in short-term memory in addition to /or sequential ability (Sacchett, 2002)A move toward interactive (Sacchett, 2002)Supplementing LanguageCommunication is enhanced by the drawings, so the emphasis is on the exchange of in as long as mation in addition to ideasSubstituting LanguageDrawings are the communication, so emphasis is on producing recognizable content units. De-blocking, Semantic Access, in addition to DrawingDrawing vs. writing as a cue as long as verbal expressionDrawing more effective in increasing verbal naming (Davis, Farias, Baynes, 2005; Farias, Davis, Harrington, 2006)Quality of the drawings has no impact on the ability to access the semantic features of a word (Farias, Davis, Harrington, 2006)PossibleExplanationCommunicative Drawing Program (CDP)The functional goal of the CDP is as long as patients with aphasia who are unable to convey desired messages through speech or writing to communicate instead through drawing.(Helm-Estabrooks & Albert, 2004, pg. 273)
CDP C in addition to idate Profile (Helm-Estabrooks & Albert, 2004) Overview of StepsBasic semantic-conceptual knowledgeKnowledge of object color propertiesOutlining pictures of objects with distinct shape propertiesCopying geometric shapesCompleting drawings with missing internal in addition to external featuresDrawing objects with characteristic shapes from memoryDrawing objects to comm in addition to from stored representationsDrawing objects within superordinate categoriesGenerative drawing- animals in addition to modes of transportationDrawing cartooned scenes(Helm-Estabrooks & Albert, 2004)Circle the objects that belong together.Criterion: 100% identification of the 5 items in 5 different superordinate categoriesStep 1 Basic Semantic-Conceptual Knowledge
Select the correct color (from 12 colored markers) in addition to color that item.Criterion: Correct color choices as long as all nine items.Step 2 Knowledge of Object Color PropertiesSelect the correct color (from 12 colored markers) in addition to color that item.Criterion: Correct color choices as long as all nine items.Step 2 Knowledge of Object Color PropertiesTake this pen in addition to draw an outline around each object without touching the lines of the picturesCriterion: Each object outline con as long as ms to shape in addition to does not touch or trace the lines of printed stimuliStep 3 Outlining Pictures of Objects with Distinct Shape Properties
ReferenceSaur, D., & Hartwigsen, G. (2012). Neurobiology of language recovery after stroke: Lessons from neuroimaging studies. Archives of Physical Medicine in addition to Rehabilitation, 93(1), Supplement, S15-S25Toyssy, S. in addition to Helenius, M. (2006). About malicious software in smartphones. Journal in Computer Virology, 2, 109-119.van de S in addition to t-Koenderman WM. (2011). Aphasia rehabilitation in addition to the role of computer technology: can we keep up with modern times. International Journal of Speechlanguage Pathology 13(1):21-7.
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