Factors Influencing Aphasia Assessment for Bilingual Adults

2022 ◽  
pp. 373-393
Author(s):  
Leslie W. Johnson
Keyword(s):  
Standardized Assessment ◽  
Medical Terminology ◽  
Hypothetical Case ◽  
Speech Language Pathologist ◽  
Factors Influencing ◽  
Linguistic Barriers

This chapter provides a brief overview of stroke, aphasia, and aphasia assessment. Additionally, it considers various issues associated with the standardized assessment of aphasia, including problems related to cultural and linguistic biases. The chapter also includes information on working with people who are bilingual, as well as working with interpreters. A hypothetical case study is presented as a teaching avenue to discuss these topics in greater length. This section contains details regarding how both cultural and linguistic barriers associated with the assessment of the patient's aphasia may have influenced the intervention provided by the speech-language pathologist (SLP). Medical terminology and procedures related to stroke intervention are also discussed as it relates to the SLP's plan of care.

Factors Influencing Aphasia Assessment for Bilingual Adults

2020 ◽  
pp. 196-216
Author(s):  
Leslie W. Johnson
Keyword(s):  
Standardized Assessment ◽  
Medical Terminology ◽  
Hypothetical Case ◽  
Speech Language Pathologist ◽  
Factors Influencing ◽  
Linguistic Barriers

This chapter provides a brief overview of stroke, aphasia, and aphasia assessment. Additionally, it considers various issues associated with the standardized assessment of aphasia, including problems related to cultural and linguistic biases. The chapter also includes information on working with people who are bilingual, as well as working with interpreters. A hypothetical case study is presented as a teaching avenue to discuss these topics in greater length. This section contains details regarding how both cultural and linguistic barriers associated with the assessment of the patient's aphasia may have influenced the intervention provided by the speech-language pathologist (SLP). Medical terminology and procedures related to stroke intervention are also discussed as it relates to the SLP's plan of care.

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

scholarly journals My Client Knows That He's About to Stutter: How Can We Address Stuttering Anticipation during Therapy with Young People Who Stutter?

2018 ◽  
Vol 39 (04) ◽  
pp. 356-370 ◽  
Author(s):  
Hope Gerlach ◽  
Naomi Rodgers ◽  
Patricia Zebrowski ◽  
Eric Jackson
Keyword(s):  
Decision Making ◽  
Young People ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Hypothetical Case ◽  
Clinical Tool ◽  
Goal Development ◽  
Internal Experience

AbstractStuttering anticipation is endorsed by many people who stutter as a core aspect of the stuttering experience. Anticipation is primarily a covert phenomenon and people who stutter respond to anticipation in a variety of ways. At the same time as anticipation occurs and develops internally, for many individuals the “knowing” or “feeling” that they are about to stutter is a primary contributor to the chronicity of the disorder. In this article, we offer a roadmap for both understanding the phenomenon of anticipation and its relevance to stuttering development. We introduce the Stuttering Anticipation Scale (SAS)—a 25-item clinical tool that can be used to explore a client's internal experience of anticipation to drive goal development and clinical decision making. We ground this discussion in a hypothetical case study of “Ryan,” a 14-year-old who stutters, to demonstrate how clinicians might use the SAS to address anticipation in therapy with young people who stutter.

Sign in / Sign up

Export Citation Format

Share Document