Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia

Lee, Jaime B.; Sohlberg, McKay Moore

doi:10.1044/1058-0360(2013/12-0099)

Cited by 30 publications

(29 citation statements)

References 50 publications

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“…On the other hand, relative strengths in at least some areas of executive control (e.g., spatial short-term memory) may help to “bootstrap” language by offering alternative processing mechanisms and management strategies. Individuals with aphasia, for example, show activation of executive control networks to a greater extent than healthy controls during normal speech (Brownsett et al, 2014 ), and there is evidence that executive training may facilitate recovery from aphasia (Seniów et al, 2009 ; Lee and Moore Sohlberg, 2013 ). Given that executive control appears to be particularly vulnerable to aging in DS, it may be possible to encourage the development of executive skills very early in development to mitigate later cognitive decline.…”

Section: The Prefrontal Cortex Executive Control Network and Languamentioning

confidence: 99%

Building an adaptive brain across development: targets for neurorehabilitation must begin in infancy

Edgin

Clark

Massand

et al. 2015

Front. Behav. Neurosci.

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Much progress has been made toward behavioral and pharmacological intervention in intellectual disability, which was once thought too difficult to treat. Down syndrome (DS) research has shown rapid advances, and clinical trials are currently underway, with more on the horizon. Here, we review the literature on the emergent profile of cognitive development in DS, emphasizing that treatment approaches must consider how some “end state” impairments, such as language deficits, may develop from early alterations in neural systems beginning in infancy. Specifically, we highlight evidence suggesting that there are pre- and early postnatal alterations in brain structure and function in DS, resulting in disturbed network function across development. We stress that these early alterations are likely amplified by Alzheimer’s disease (AD) progression and poor sleep. Focusing on three network hubs (prefrontal cortex, hippocampus, and cerebellum), we discuss how these regions may relate to evolving deficits in cognitive function in individuals with DS, and to their language profile in particular.

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Section: The Prefrontal Cortex Executive Control Network and Languamentioning

confidence: 99%

Building an adaptive brain across development: targets for neurorehabilitation must begin in infancy

Edgin

Clark

Massand

et al. 2015

Front. Behav. Neurosci.

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“…It was hypothesised that this would increase the cognitive resources assigned to reading, with benefits for comprehension. Across two studies, ten individuals received a six-week attention training programme (Lee & Sohlberg, 2013;Lee, Sohlberg, Harn, Horner & Cherney, 2018). Outcomes varied, but half of those involved showed improvements on an assessment of text reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

Technology-Enhanced Reading Therapy for People With Aphasia: Findings From a Quasirandomized Waitlist Controlled Study

Caute

Woolf

Wilson

et al. 2019

J Speech Lang Hear Res

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Purpose This study investigated the effects of technology-enhanced reading therapy for people with reading impairments, using mainstream assistive reading technologies alongside reading strategies. Method The study used a quasirandomized waitlist controlled design. Twenty-one people with reading impairments following stroke were randomly assigned to receive 14 hr of therapy immediately or after a 6-week delay. During therapy, participants were trained to use assistive reading technology that offered a range of features to support reading comprehension. They developed skills in using the technology independently and in applying the technology to their personal reading goals. The primary outcome measure assessed reading comprehension, using Gray Oral Reading Test–Fourth Edition (GORT-4). Secondary measures were as follows: Reading Comprehension Battery for Aphasia–Second Edition, Reading Confidence and Emotions Questionnaire, Communication Activities of Daily Living–Second Edition, Visual Analog Mood Scales, and Assessment of Living With Aphasia. Matched texts were used with the GORT-4 to compare technology-assisted and unassisted reading comprehension. Mixed analyses of variance explored change between T1 and T2, when the immediate group had received therapy but the delayed group had not, thus serving as untreated controls. Pretherapy, posttherapy, and follow-up scores on the measures were also examined for all participants. Results GORT-4 results indicated that the immediately treated group improved significantly in technology-assisted reading following therapy, but not in unassisted reading. However, the data were not normally distributed, and secondary nonparametric analysis was not significant. The control group was unstable over the baseline, improving significantly in unassisted reading. The whole-group analysis showed significant gains in assisted (but not unassisted) reading after therapy that were maintained at follow-up. The Reading Confidence and Emotions Questionnaire results improved significantly following therapy, with good maintenance of change. Results on all other secondary measures were not significant. Conclusions Technology-assisted reading comprehension improved following the intervention, with treatment compensating for, rather than remediating, the reading impairment. Participants' confidence and emotions associated with reading also improved. Gains were achieved after 14 therapy sessions, using assistive technologies that are widely available and relatively affordable, meaning that this approach could be implemented in clinical practice.

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“…CPTs have not yet been widely adopted by researchers interested in the attentional abilities of individuals with aphasia. Lee and Sohlberg (2013) used a CPT, the Conners’ Continuous Performance Test-II (CPT-II; Conners, 2000), to evaluate baseline attention performance and assess treatment-related changes in attention in four individuals with aphasia. Findings suggested the test was feasible for individuals with aphasia.…”

Section: Assessment Of Attentionmentioning

confidence: 99%

“…Attention assessments, such as the Test of Everyday Attention (Robertson et al, 1994) and the Paced Auditory Serial Attention Test (Gronwall, 1977), which require verbal responses are often too linguistically demanding to accurately assess attention skills of people with aphasia (Murray, 2002). While the CPT-II incorporates letter stimuli, the linguistic demands do not appear to interfere with participants’ ability to complete the task successfully (Lee & Sohlberg, 2013). Therefore, we selected the CPT-II as a standardized measure to assess the attention performance of a large sample of participants with post-stroke aphasia in the current study.…”

Section: Assessment Of Attentionmentioning

confidence: 99%

Attention in individuals with aphasia: Performance on the Conners’ Continuous Performance Test – 2nd edition

Lee

Kocherginsky

Cherney

2018

Neuropsychological Rehabilitation

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Studies suggest that individuals with aphasia present with impairments in attention. However, most research has been conducted with small sample sizes using experimental protocols that lack established psychometric properties. We examined the attention performance of 114 individuals with chronic post-stroke aphasia using a standardised, norm-referenced assessment of attention, the Conners' Continuous Performance Test-II (CPT-II; Conners, C. K. (2000). Conner s' Continuous Performance Test II. Toronto: Multi-Health Systems Inc). Participants completed the CPT-II and the Western Aphasia Battery-Revised (WAB-R; Kertesz, A. (2007). Western Aphasia Battery-Revised. San Antonio, TX: PsychCorp). As a group, variable performance on selected CPT-II measures was observed. Participants demonstrated impairments on omissions (48.2%) and hit reaction time (67.5%), with 11.4% demonstrating atypically slow performance and over half of the sample (56.1%) performing atypically fast. The Confidence Index, a summary score, was also within the impaired range for the majority of participants. However, there were also measures in which a greater percentage of participants demonstrated performance within normal limits. Using the WAB-R Aphasia Quotient (AQ) as a measure of severity, there was significantly worse performance in participants with more severe (AQ < 50) compared to less severe (AQ ≥ 50) aphasia. No significant differences in attention were identified between participants with fluent versus non-fluent aphasia. The CPT-II is a feasible measure for persons with aphasia, which may assist in identifying attention performance deficits that potentially affect language.

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Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia

Cited by 30 publications

References 50 publications

Building an adaptive brain across development: targets for neurorehabilitation must begin in infancy

Building an adaptive brain across development: targets for neurorehabilitation must begin in infancy

Technology-Enhanced Reading Therapy for People With Aphasia: Findings From a Quasirandomized Waitlist Controlled Study

Attention in individuals with aphasia: Performance on the Conners’ Continuous Performance Test – 2nd edition

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