A material-control single-case study of the efficacy of treatment for written and oral naming difficulties

Sugishita, Morihiro; Seki, Kazuhiko; Kabe, Sumie; Yunoki, Kazuta

doi:10.1016/0028-3932(93)90052-2

Cited by 11 publications

(5 citation statements)

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“…Although a number of other studies have demonstrated generalisation to matched control words following lexical spelling therapies [14,39,40,12,13,41,19,29,15,16,42,43,44] this has either been attributed to the development and use of a strategy [40,12,13,19] or a strengthened graphemic buffer in participants with graphemic buffer disorder [41,19,29,15,16,32,44]. The two therapies provided in this study did not explicitly train use of a strategy and the participants did not all have symptoms of graphemic buffer disorder.…”

Section: Discussionmentioning

confidence: 64%

The role of learning in improving functional writing in stroke aphasia

Thiel

Sage

Conroy

2016

Disability and Rehabilitation

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Purpose: Improving writing in people with aphasia could improve ability to communicate, reduce isolation and increase access to information. One area that has not been sufficiently explored is the effect of impairment based spelling therapies on functional writing. A multiple case study was conducted with eight participants with aphasia subsequent to stroke. This aimed to measure the effects of spelling therapy on functional writing and perception of disability.Method: Participants engaged in ten sessions of copy and recall spelling therapy.Outcome measures included spelling to dictation of trained and untrained words, written picture description, spelling accuracy within emails, a disability questionnaire and a writing frequency diary.Results: All participants made significant gains on treated words and six demonstrated improvements to untreated words. Group analyses showed significant improvements to written picture description, but not email writing, writing frequency or perceptions of disability.Conclusions: These results show that small doses of writing therapy can lead to large gains in specific types of writing. These gains did not extend to improvements in frequency of writing in daily living, nor ecological measures of email writing. There is a need to develop bridging interventions between experimental tasks towards more multi-faceted and ecological everyday writing tasks. IntroductionIn recent years, written communication via the internet and mobile phones has become an increasingly important part of everyday life in social, educational and professional spheres [1,2]. Among the multiple disabilities that can result from brain injury, one that could significantly impede access to the internet is dysgraphia, an acquired disorder of writing [3]. Dysgraphia frequently occurs as one symptom of aphasia [4], an acquired multi-modal language disorder caused by traumatic brain injury, brain tumour, surgery, infection, or most commonly, stroke [5]. A recent survey study conducted by Menger, Morris & Salis [6] found that people with aphasia use the internet less than people with stroke and no aphasia. Moreover, people with aphasia reported that their aphasia was the main barrier to using the internet.The writing rehabilitation literature is dominated by single case studies evaluating model-driven impairment-based therapies, such as copy and recall therapy [7] and strategies such as visual-imagery [8] or phoneme to grapheme conversion (i.e., sounds to letters) [9]. The aim of many of these therapies has been to improve single word writing, and the effects on functional, everyday writing activities (e.g. letters,emails, text messages, shopping lists) have not usually been measured. However, there have been some exceptions. Several studies have encouraged participants to generalise gains of impairment-based spelling therapies to more natural writing contexts such as letters, emails and essays [8,10,11,12,13]. For example, Mortley, Enderby and Petheram [13] conducted a single case study with a participant wi...

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Section: Discussionmentioning

confidence: 64%

The role of learning in improving functional writing in stroke aphasia

Thiel

Sage

Conroy

2016

Disability and Rehabilitation

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“…They have all reported successful outcomes, and in most, cases this was for all participants. However, some studies had participants that did not respond to therapy Hatfield & Weddell, 1976;Sugishita et al, 1993). Suggested factors influencing response to therapy have included severity of impairment to cognitive, linguistic, or peripheral writing skills Hatfield & Weddell, 1976) and age (Sugishita et al, 1993).…”

Section: Lexical Therapiesmentioning

confidence: 99%

“…However, some studies had participants that did not respond to therapy Hatfield & Weddell, 1976;Sugishita et al, 1993). Suggested factors influencing response to therapy have included severity of impairment to cognitive, linguistic, or peripheral writing skills Hatfield & Weddell, 1976) and age (Sugishita et al, 1993). Of the 40 studies, 33 used statistical analyses to test for changes across time, and all of these showed significant improvements on at least one of their outcome measures (usually spelling accuracy of treated and/or untreated words).…”

Section: Lexical Therapiesmentioning

confidence: 99%

“…However, 13 of the 40 lexical therapy studies reviewed showed positive changes to untreated items in at least one of their participants Behrmann, 1987;Deloche et al, 1993;Hillis & Caramazza, 1987;Mortley et al, 2001;Panton & Marshall, 2008;Pound, 1996;Rapp, 2005;Rapp & Kane, 2002;Raymer et al, 2003;Seron et al, 1980;Sugishita et al, 1993;Thiel & Conroy, 2014). Some of these studies have attributed generalisation to the development and use of a strategy (Deloche et al, 1993;Hillis & Caramazza, 1994;Mortley et al, 2001;Pound, 1996), while Behrmann (1987) hypothesised that therapy (a homophone training programme) improved her participant's lexical and visual processing, which benefited untreated items.…”

Section: Lexical Therapiesmentioning

confidence: 99%

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Retraining writing for functional purposes: a review of the writing therapy literature

2014

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Background: Acquired dysgraphia (impaired writing/spelling skills) can significantly restrict people from participating in social, professional, and educational life. Using writing in order to access the Internet via computers, tablets, and mobile phones has become an important part of everyday life for people of all ages. Improving writing in people with acquired dysgraphia could facilitate communication, reduce isolation, and increase access to information. Aims: This review evaluates the writing therapy literature in terms of its usefulness in guiding clinicians in training writing in adults with acquired dysgraphia generally, with specific reference to functional writing activities. The databases Web of Knowledge and Psychinfo were searched for studies evaluating writing therapies for participants with acquired dysgraphia following brain injury. Studies were categorised according to type of treatment (e.g., impairment-based or assistive technology training) and outcome measures (e.g., single words or sentences). Main Contribution: Sixty-two studies were found. Of these, 54 described impairmentbased writing therapies targeting single words or sentences using either lexical or phonological therapies. A small body of 14 studies evaluated the use of assistive writing technologies either alone or in conjunction with an impairment-based therapy. Although all studies reported positive effects of some kind, only 28 measured the effects of therapy on functional or spontaneous writing and only 21 explicitly encouraged the transfer of writing skills to functional tasks. Conclusions: The writing therapy literature has a dominant tradition of using theoretically motivated treatments to improve single-word writing. It provides limited guidance to clinicians treating functional writing, especially in natural contexts. There may be a specific therapeutic role for assistive technologies which have been as yet largely unexplored in the literature. Furthermore, the cognitive requirements of effective use of assistive technology for dysgraphia warrant research in order to understand which people with dysgraphia may benefit from their use.

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“…Although phonological self-cueing was the intended focus of the treatment, they concluded that the stimulation from written naming appeared to be "more critical to the observed gains in verbal naming than the tactile cueing" (p. 477). A more direct examination of treatment combining spoken and written word stimulation was implemented by Sugishita and colleagues with 22 native speakers of Japanese who had aphasia subsequent to cerebrovascular pathology (Sugishita et al, 1993). Treatment involved repeated copying of kana phonograms (hiragana) paired with oral repetition of the words.…”

Section: Introductionmentioning

confidence: 99%

Combining treatment for written and spoken naming

Beeson

Egnor

2006

J. Inter. Neuropsych. Soc.

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Individuals with left-hemisphere damage often have concomitant impairment of spoken and written language. Whereas some treatment studies have shown that reading paired with spoken naming can benefit both language modalities, little systematic research has been directed toward the treatment of spelling combined with spoken naming. The purpose of this study was to examine the therapeutic effect of pairing a lexical spelling treatment referred to as Copy and Recall Treatment (CART) with verbal repetition of target words. This approach (CART + Repetition) was compared with treatment using verbal repetition without the inclusion of orthographic training (Repetition Only). Two individuals with moderate aphasia and severe impairment of spelling participated in the study using a multiple baseline design across stimulus sets and treatment conditions. Both participants improved spelling of targeted words as well as spoken naming of those items, but improvement in spoken naming was marked for one individual in the CART + Repetition condition, while the other participant made smaller gains in spoken than written naming irrespective of treatment condition. Consideration of the participant profiles suggested that CART + Repetition provides greater benefit when there is some residual phonological ability and the treatment serves to stimulate links between orthography and phonology.

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A material-control single-case study of the efficacy of treatment for written and oral naming difficulties

Cited by 11 publications

References 20 publications

The role of learning in improving functional writing in stroke aphasia

The role of learning in improving functional writing in stroke aphasia

Retraining writing for functional purposes: a review of the writing therapy literature

Combining treatment for written and spoken naming

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