Facilitating Generalized Requesting Behavior in Broca's Aphasia: An Experimental Analysis of a Generalization Training Procedure

Doyle, Patrick J.; Goldstein, Howard; Bourgeois, Michelle S.; Nakles, Karen Oleyar

doi:10.1901/jaba.1989.22-157

Cited by 24 publications

(10 citation statements)

References 13 publications

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“…In JB's training probes, the effects of age and chronic disability appear to have been mitigated by preserved linguistic skills. This result supports a finding of Doyle, Oleyar, and Goldstein (1991) wherein a conversational training protocol produced a more balanced pattern of spoken language turn-taking in an aphasic individual with a similar aphasia quotient…”

supporting

confidence: 88%

Effects of conversational topic choice on outcomes of augmentative communication intervention for adults with aphasia

2001

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Few variables have been found to predict successful use of augmentative and alternative communication devices (AAC) by persons with aphasia. The present study used a single case alternating treatment design to test whether choice of conversational topic improved the ability of three adults with aphasia to use symbol-based communication aids in clinical dialogues with familiar and unfamiliar partners, and in natural environment conversations with family members and friends. Results showed that the youngest participant with most recent onset of aphasia benefited clinically from choice in communication aid training. However, the benefit of topic choice did not extend to natural environments. At home and in other natural environments, use of communication aids was dependent on multiple social and contextual factors. Findings of this study were interpreted using a model of human motivation that considers both personal and environmental influences on achievement.

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supporting

confidence: 88%

Effects of conversational topic choice on outcomes of augmentative communication intervention for adults with aphasia

2001

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“…In two cases subjective adequacy judgements made by naive observers did not change from preto post-treatment Bourgeois 1986, Doyle et al 1987). However, a third study (Doyle et al 1989), which required masters-level speech pathology students to judge several dimensions of videotaped conversational samples using a sevenpoint Likert-type scale,`indicated that the changes in subjects' communicative functioning were socially apparent and desirable ' (p. 169). Doyle et al (1996), however, studied samples of connected discourse taken from 25 aphasic adults at one point in time in order to determine the relationship between objective measures (direct magnitude estimation) and unfamiliar listeners' judgements of these patients'`communicative informativeness'.…”

Section: Introductionmentioning

confidence: 99%

Comparison of impairment and disability measures for assessing severity of, and improvement in, aphasia

Ross¹

1999

Aphasiology

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The relationship between impairment and disability measures was examined for assessing initial severity of, and change in, aphasia. Twenty-two aphasic adults were administered three aphasia tests at two points in time. Videotaped speech samples were collected and scored using Correct Information Unit and Main Concept analyses. Ten normal listeners viewed randomized, paired preand post-samples to provide a social judgement of change. Most impairment measures were signi®cantly related, and most predicted disability scores. Change on most impairment measures was not related, and change on only one impairment measure predicted change in disability. Three of the connected speech measures predicted listener judgements. Thus, some redundancy was observed among measures in the ability to determine severity and measure change, but the results do not support one measure as an adequate replacement for another. Moreover, the relationship between change on the standardized impairment and disability measures and listener perception of change was, at best, moderate.

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“…These changes reflect developments in ecological psychology (Warren & Rogers-Warren, 1983), pragmatics (Donnellan, Mirenda, Mesaros, & Fassbender, 1984;Gallagher, 1983;Reichle, Halle, & Johnston, 1993), operant psychology (Doyle, Goldstein, Bourgeois, & Nakles, 1989), and communication augmentation (Baumgart, Johnson, & Helmstetter, 1990;Mirenda, Iacono, & Williams, 1990). There is an increasing acceptance of functional, contextual, and interpersonal variables as the primary forces in the development of communication skills and a concomitant decreasing emphasis on linguistic structure in isolation from these variables (Owens, 1991, p, 7).…”

Section: Parallel Trends In the Study Of Language And In Best Practicesmentioning

confidence: 98%

Elements of a Theoretical Structure that Will Support Best Practices in Communication Facilitation

Jackson

1993

Journal of the Association for Persons with Severe Handicaps

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Communication programming for individuals with severe disabilities often does not meet the requirements ofbest practices. One reason for this is that a dominant psycholinguistic model, the Dictionary + Rules model (pronounced "Dictionary plus Rules model') provides a theoretical base that is inconsistent with best practices. In fact, the model's perspective on language and communication may be sufficiently inadequate and misleading to warrant not using this model as an approach to understanding the fundamental mechanisms underlying communicative behavior. An alternative model, the Context x Memory model (pronounced "Context times Memory model') is described. This model is shown to support a view ofcommunication and language that is consistent with emerging best practices and has new implications for language instruction. Adoption of this second model represents a paradigm shift, because this model's perspective on the relationship between cognition and language differs from that of the dominant model. DESCRIPTORS: assessment, communication assessment and training, language assessment and intervention, language theory, natural environmentCommunication is the transmission of information between two or more individuals (Green & Marler, 1979;Sanders, 1976;Owens, 1992). Communication skills are fundamental to participation within our culThis paper is based in large measure on a series of four papers (Jackson, 1992a(Jackson, , 1992b(Jackson, , 1992c(Jackson, , 1992d) that provide a comprehensive and detailed presentation of the theoretical and practical issues discussed here, including broader descriptions and reinterpretations of the concept of rule-governed behavior. Rhine for their invaluable comments and suggestions. He also thanks the graduate seminar students of the summer, 1991 for their emotional and intellectual support when this work was in a critical stage of development.143 ture and society. The competent communicator effectively uses language and related skillsto accessactivities and control resources, establish and maintain relationships, and support others in their realization of intentions and needs.Developing a repertoire of effective communication skills, ensuring access to a functional communication system, and supporting communication skill use are primary objectives of instruction with individuals who have severe disabilities. A primary concern facing the field is ensuring that practitioners use best practices in communication programming.' Actual intervention practices often reflect clinical and educational procedures that are based on older models of service delivery that are not consistent with best practices (Eger, 1992;Giangreco, 1990;Rowland, 1990).The lag between best practice and typical practice may result from the rapid changes that are occurring in instructional technology. Procedures in which discrete response topographies were taught in isolated settings

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Facilitating Generalized Requesting Behavior in Broca's Aphasia: An Experimental Analysis of a Generalization Training Procedure

Cited by 24 publications

References 13 publications

Effects of conversational topic choice on outcomes of augmentative communication intervention for adults with aphasia

Effects of conversational topic choice on outcomes of augmentative communication intervention for adults with aphasia

Comparison of impairment and disability measures for assessing severity of, and improvement in, aphasia

Elements of a Theoretical Structure that Will Support Best Practices in Communication Facilitation

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