The Effects of Homework Practice on Performance in Therapy: Broca's Aphasia
Location
CSU Ballroom
Start Date
20-4-2015 2:00 PM
End Date
20-4-2015 3:30 PM
Student's Major
Speech, Hearing, and Rehabilitation Services
Student's College
Allied Health and Nursing
Mentor's Name
H. Sheen Chiou
Mentor's Email Address
hsinhuei.chiou@mnsu.edu
Mentor's Department
Speech, Hearing, and Rehabilitation Services
Mentor's College
Allied Health and Nursing
Description
The aim of this study was to examine the effects of regular homework practice on performance in an aphasia therapy. The benefits of homework components in therapy have not been well documented by researchers. This study addressed this gap in the literature and found results that can guide the creation of quality treatment plans for aphasia patients. The study participant was diagnosed with severe nonfluent aphasia. Her therapy focused on speech production of six short target phrases (e.g., “help me”) using a modified Melodic Intonation Therapy (MMIT) program. MMIT uses inner rehearsal, first sound practice, and intoned singing with left hand tapping to facilitate the verbal production of speech targets. With assistance from her spouse, the participant completed weekly homework to practice the targets. Accuracy of phrase productions in therapy and in homework was recorded numerically. Graphs were created and visually analyzed to compare the percent of phrases produced correctly in therapy and homework each week. The participant’s speech production of target phrases improved in homework practice and in treatment sessions over time. The data indicated a positive relationship between the completion of weekly homework practice and increased accuracy of phrase productions in treatment. The results addressed the gap in the literature as they indicated that homework practice appeared to show positive effects on performance in aphasia therapy. Clinical implications of this study suggest that clinicians should include homework in aphasia therapy on a regular basis as it is likely to facilitate speech production in adults with severe nonfluent aphasia.
The Effects of Homework Practice on Performance in Therapy: Broca's Aphasia
CSU Ballroom
The aim of this study was to examine the effects of regular homework practice on performance in an aphasia therapy. The benefits of homework components in therapy have not been well documented by researchers. This study addressed this gap in the literature and found results that can guide the creation of quality treatment plans for aphasia patients. The study participant was diagnosed with severe nonfluent aphasia. Her therapy focused on speech production of six short target phrases (e.g., “help me”) using a modified Melodic Intonation Therapy (MMIT) program. MMIT uses inner rehearsal, first sound practice, and intoned singing with left hand tapping to facilitate the verbal production of speech targets. With assistance from her spouse, the participant completed weekly homework to practice the targets. Accuracy of phrase productions in therapy and in homework was recorded numerically. Graphs were created and visually analyzed to compare the percent of phrases produced correctly in therapy and homework each week. The participant’s speech production of target phrases improved in homework practice and in treatment sessions over time. The data indicated a positive relationship between the completion of weekly homework practice and increased accuracy of phrase productions in treatment. The results addressed the gap in the literature as they indicated that homework practice appeared to show positive effects on performance in aphasia therapy. Clinical implications of this study suggest that clinicians should include homework in aphasia therapy on a regular basis as it is likely to facilitate speech production in adults with severe nonfluent aphasia.
Recommended Citation
Fruechte, Tara. "The Effects of Homework Practice on Performance in Therapy: Broca's Aphasia." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
https://cornerstone.lib.mnsu.edu/urs/2015/poster_session_B/3
