In order to identify the process or processes responsible for impaired naming by aphasic patients, ten aphasic adults and ten normal adults performed three independent tasks—picture naming, modified Sternberg picture recognition, and modified Sternberg random shape recognition (Sternberg, 1966). Response times and error percentages were the dependent variables. Independent variables in naming were stimulus codability measured in bits of uncertainty (two levels) and number of naming trials (three trials). Independent variables in the recognition tasks were uncertainty (two levels), number of stimuli to be remembered (two or four stimuli) and response type (“yes” or “no”). The results showed that uncertainty had significant effects on naming but not on recognition performance. The aphasic group produced significantly longer naming response times regardless of uncertainty level. The differences between groups were much greater for high-uncertainty pictures (1100 msec) than for low-uncertainty pictures (270 msec). A comparison of estimates of word retrieval times showed that the two subject groups differed significantly for high-uncertainty but not for low-uncertainty items. It was concluded that (1) use of the term “word retrieval problem” rather than “loss of memory problem” was justified to describe the major component in the aphasic naming impairment for high-uncertainty items, and (2) when naming low-uncertainty items these aphasic subjects did not demonstrate a word retrieval problem. The results indicate that treatment procedures designed to improve naming should be process rather than content oriented.
Two subjects with chronic Broca's aphasia were taught to produce third person singular auxiliary is in sentence contexts to determine if is production would generalize to untrained auxiliary is items and to copula is contexts. A single subject (ABAB) reversal design was employed. Results revealed that training a few exemplars of the present tense auxiliary is resulted in generalized responding to untrained auxiliary is and copula is plus predicate adjective items. Generalized responding to untrained copula is plus predicate nominative and locative items was marked by individual variability. Although auxiliary and copula is verb production was maintained on 2- and 6-week follow-up probes, transfer to spontaneous speech was negligible. The results were interpreted as providing partial support for the existence of a functional or generative response class between verbal auxiliary and the copula is verbs.
This article discusses negative and positive predictors for acquiring esophageal speech. These indicators are grouped under two broad categories: anatomidphysiologic and psychological/ social. The success and failure rates and advantages and disadvantages of esophageal speech are also presented. Consideration of all factors will enable professionals to counsel patients realistically about their potential for successful acquisition of this method of alaryngeal speech. HEAD & NECK SURGERY 10:S105-S109,1988T h e literature is replete with clinical impressions, findings from investigative studies, and results of questionnaire surveys suggesting factors that impact negatively or positively on a laryngectomized individual's ability to acquire esophageal speech. Before professionals can counsel patients adequately about the advantages or disadvantages of this mode of communication, they must be aware of these factors and be willing to weigh them against succesdfailure rates.
Advisement programs, a part of the total guidance service provided by many secondary schools, involve the entire teaching staff and provide personalized guidance services to all secondary students (7–12) in the following areas: program planning, self‐assessment, school offerings awareness, parent relations and conferences, feedback evaluation, decision‐making skills, career planning and preparation, and school and community issues. Advisement enhances counseling and offers counselors the opportunity to practice their specialized skills more fully. The Ferguson‐Florissant advisement program, described in this article, emphasizes positive change in students' attitudes toward themselves and school.
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