OS07.5A Diagnostic Instrument for Mild Aphasia (DIMA): sensitive and valuable addition to standard language assessment in glioma patients

2021 ◽  
Vol 23 (Supplement_2) ◽  
pp. ii10-ii11
Author(s):  
S Mooijman ◽  
A Vincent ◽  
E De Witte ◽  
E Visch-Brink ◽  
D Satoer

Abstract BACKGROUND Low-grade glioma (LGG) patients typically suffer from mild aphasia that often cannot be detected with standard aphasia tests. The Diagnostic Instrument for Mild Aphasia (DIMA) is the first standardized test-battery to assess mild language disorders. We investigate pre- and postoperative linguistic abilities of LGG and high-grade glioma (HGG) patients with the DIMA. METHODS The DIMA consists of subtests that tap phonology (word, compound, non-word, sentence repetition), semantics (odd-picture-out), and syntax (sentence completion). Additionally, we administered the Boston Naming Test, Category- and Letter Fluency, and the Token Test. Patients were assessed before awake surgery (T1, N=98), three-months (T2, N=69), and one-year (T3, N=30) postoperatively. DIMA performance was compared to healthy controls (N=214). Group differences were examined with parametric (t-test) and nonparametric (Mann-Whitney-U, Wilcoxon) tests. RESULTS DIMA: Preoperatively, patients deviated on sentence repetition and sentence completion (p<0.05). HGG patients performed worse than LGG on word, non-word, and sentence repetition (p<0.05). There was no effect of hemispheric tumor localization. At T2, compound repetition and odd-picture-out also became impaired (p<0.05) and there was a decline compared to T1 on all repetition tasks (p<0.05). At T3, only sentence completion remained impaired (p<0.01) with a deterioration compared to T1 (p<0.01). Standard tests: At T1, patients were impaired on BNT, Category- and Letter Fluency (p<0.01). HGG patients performed worse than LGG patients on BNT and TT (p<0.01). Patients with left-hemispheric tumors performed worse on BNT and Letter Fluency compared to right-hemispheric tumors (p<0.05). At T2, TT also became impaired (p<0.05) and patients declined compared to T1 on Verbal Fluency tests (p<0.01). At T3, only BNT and Category Fluency remained impaired (p<0.05), with no significant declines compared to T1. CONCLUSION The DIMA is the first test-battery to detect peri-operative impairments at different linguistic levels (phonology, semantics, syntax) in patients with left- or right-hemispheric gliomas. It even appeared more sensitive to detect surgical effects than standard tests: all phonological DIMA subtests captured short-term decline (T1-T2), in line with earlier evidence for the value of (non-)word repetition. DIMA sentence completion detected long-term decline (T1-T3), reflecting earlier spontaneous speech analyses. As expected, Verbal Fluency was also sensitive to short-term postoperative decline. Left-hemispheric tumor localization only affected standard test performance. HGG patients had more severe impairments than LGG on DIMA repetition and standard tests (BNT and TT). We advise adding the DIMA to standard language evaluation of glioma patients, as it allows for more detailed counseling about language outcome.

2019 ◽  
Vol 34 (6) ◽  
pp. 925-925
Author(s):  
A Guerra ◽  
J Moses ◽  
J Rivera ◽  
M Davis ◽  
K Hakinson

Abstract Objective Examine whether verbal abilities may help explain the learning strategies people employ when completing a short-term verbal memory task. Methods The assessment records of 296 American Veterans with diverse neuropsychiatric conditions were analyzed using Exploratory Factor Analyses. There were no exclusion criteria. All participants completed the Benton Serial Digit Learning Test – 9 Digits (SDL-9) and Visual Naming (VisNam), Sentence Repetition (SenRep), Controlled Word Association (COWA), and Token Tests of the Multilingual Aphasia Examination (MAE). Individual assessment instruments were factored using Principal Component Analyses (PCA). A three-factor solution of the SDL-9 was co-factored with the verbal components of the MAE to identify common sources of variance. Results A three-factor solution of the SDL-9 separated trials into three overlapping factors consisting of early (SDL-9_Early), middle (SDL-9_Middle), and late (SDL-9_Late) trials. Co-factoring the three new scales with the verbal components of the MAE produced a four-factor model explaining 67.85% of the shared variance: 1) SenRep loaded with SDL-9_Early, 2) COWAT loaded with SDL-9_Middle and SDL-9_Late, 3) Token loaded with SDL-9_Late, and 4) Vis Nam loaded with SDL-9_Late. Conclusions The results suggest that individuals may engage verbal abilities differently as they progress from simpler to more difficult verbal short-term memory tasks. It appears performance in early trials is mostly associated with rote repetition and performance on middle trials is mostly associated with verbal fluency, while performance on the late trials is associated with a combination of verbal fluency, auditory comprehension, and conceptual organization/naming. This may therefore indicate a shift in learning strategy to meet increased cognitive demands.


2010 ◽  
Vol 25 (15) ◽  
pp. 2641-2648 ◽  
Author(s):  
Stephany Fulda ◽  
Marie E. Beitinger ◽  
Simone Reppermund ◽  
Juliane Winkelmann ◽  
Thomas C. Wetter

2020 ◽  
Vol 3 ◽  
Author(s):  
Fahad Hasnain ◽  
David Pisoni ◽  
William Kronenberger

Background: Cochlear Implants (CIs) restore some hearing to deaf children, although some language domains such as verbal fluency (VF) are at risk for delay. VF, the ability to efficiently retrieve words from the mental lexicon, is critically important for learning, reasoning, and memory. In this study we used a novel assessment paradigm to understand how VF develops in youth with CIs and to investigate associations between VF, speech-language, and neurocognitive functioning. We hypothesized that phonemic VF (retrieving words based on sounds) would show greater delays than semantic VF (retrieving words within category) and that VF would relate to spoken language and memory outcomes.     Methods: 28 prelingually deaf, early-implanted (<4 years), long-term (≥7 years) child and adolescent users of CIs were compared with 33 age and nonverbal IQ-matched normal-hearing (NH) peers. VF measures were compared between CI and NH and were correlated with speech, language, and neurocognitive outcomes.     Results: Compared to NH peers, youth with CIs retrieved fewer words, had longer start latencies, and fewer word clusters in the phonemic VF test. Stronger phonemic VF in the CI sample was associated with better speech perception and language. Stronger VF in both samples was associated with better short-term/working memory and inhibition/concentration.     Conclusion: VF based on phonological (sound) characteristics of words is delayed in youth with CIs, whereas VF based on semantic meaning is relatively spared. Phonemic VF delays have downstream effects on speech perception and language in youth with CIs, whereas both types of VF are associated with verbal short-term/working memory and executive functioning.     Clinical Policy Impact and Implications: Study results indicate a need for assessment and intervention targeting VF (especially phonemic) in youth with CIs as a potential method for improving speech perception, language, verbal memory, and inhibition-concentration outcomes.  


Author(s):  
John W. Schwieter ◽  
Gabrielle Klassen

This study investigates lexical and morpho-syntactic development in comprehension and production among university-level students who participated in a second language (L2) study abroad program. Prior to and at the conclusion of the short-term study abroad experience, English language learners of Spanish participated in a verbal fluency measure along with comprehension and production tasks. The verbal fluency measure revealed rapid lexical gains. However, the comprehension and production tasks showed that the comprehension of grammatical gender agreement was excellent, while the accuracy in the production of morpho-syntactic agreement decreased over the limited time spent abroad. We analyze this counterintuitive trend as a shift in learning strategy: from grammatical accuracy to communicative ease, in line with a theory of U-shaped development in second language learners (e.g., Sharwood Smith & Kellerman, 1989) and previous observations about the study abroad environment (Isabelli-García, 2010). Other analyses of morpho-syntactic accuracy in our production data provide additional support for this argument.


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