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Learning Effect of Sentences Production by the Voice-Output Communication Aid in a Stroke Patient

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Aims:Aphasia is a common symptom in stroke patients and often leads to the communicative disability. It can affect their daily living and social participation. Augmentative and alternative communication (AAC) is increasingly applied in clinical aphasia rehabilitation because it has been proven effective at enhancing the communication skills and efficiency of people with aphasia. The successful implementation of AAC needs sufficiently operating training. To support the clinical application of AAC in treating people with non-fluent aphasia after a stroke, this study explored the effectiveness of training the stroke with non-fluent aphasia to use voice-output communication aid “the Voice Symbol for iPad”. Subsequently, the accurately completed percentage of communicative sentences of communication situations and the generalization outcomes were investigated.
Methods: This study adopted a single-subject design to investigate the effectiveness of training a participant with non-fluent aphasia after a stroke to use the AAC. The collected data were illustrated and analyzed using visual analysis.
Results: According to the results, the participant exhibited significant improvement in the percentage of accurately completing sentences in the training phase. In addition, the learned effect was also to maintain after the training phase.
The results revealed the AAC training can help people with non-fluent aphasia after a stroke to completely express communicative sentences in a clinical therapeutic setting. However, we don’t have the opportunities to explore the performance of participant using this system in his real life. In further study, we would like to explore the effectiveness of this system in real life environment.

Author(s):

Ting-Fang Wu    
Graduate Institute of Rehabilitation Counseling, National Taiwan Normal University
Taiwan, Province Of China

Hung-Wen Yu    
Department of Rehabilitation, Mackay Memorial Hospital

Ming-Chung Chen    
Department of Special Education, National Chiayi University

 

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