How Evidence-Based Practice (E<sup>3</sup>BP) Informs Speech-Language Pathology for Primary Progressive Aphasia

Ruggero, Leanne; Croot, Karen; Nickels, Lyndsey

doi:10.1177/1533317520915365

Cited by 6 publications

(4 citation statements)

References 79 publications

(183 reference statements)

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“…In addition, as the list of trained and untrained stimuli were not strictly matched according to psycholinguistic parameters or to pre-treatment performance, there are important limitations on interpreting the results from generalization. Therefore, our conclusions and discussions should be considered at the level of "practicebased evidence" [9], in which we observed benefits from SLT in a large sample of PPA subjects. We proposed different interventions addressing not only naming and lexical retrieval, but also other language and speech impairments.…”

Section: Discussionmentioning

confidence: 90%

“…Practice-based evidence can also be demonstrated through case studies of individuals with PPA with gains after intervention [9]. Moreover, the ASHA report of the Joint Coordinating Committee on Evidence-Based Practice [70] argues for the importance of the initial investigation evidence, even when it does not meet rigorous quality standards.…”

Section: Discussionmentioning

confidence: 99%

“…Reporting the results from treatments that were implemented can also contribute to the level of practice-based evidence. Practicebased evidence can inform and support clinical decision making and is obtained from several sources, including case reports or case series in "real-life" clinical settings [9].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases

et al. 2021

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Background: Practice-based evidence can inform and support clinical decision making. Case-report series about the implementation of programs in real-world clinical settings may contribute to verifying the effectiveness of interventions for treating PPA in specific contexts, as well as illustrating challenges that need to be overcome. Objective: To describe and provide practice-based evidence on the effectiveness of four cognitive rehabilitation programs designed for individuals with PPA and directed to speech and language impairments, which were implemented in a specialized outpatient clinic. Methods: Multiple single-case study. Eighteen individuals with different subtypes of PPA were each assigned to one out of four training programs based on comprehensive speech and language assessments. The treatments targeted naming deficits, sentence production, speech apraxia, and phonological deficits. Pre- and post-treatment assessments were undertaken to compare trained and untrained items. Gains were generalized to a different task in the first two types of intervention (naming and sentence production). A follow-up assessment was conducted 1–8 months after treatment among 7 participants. Results: All individuals presented better performance in the trained items at the post-test for each rehabilitation program accomplished, demonstrating that learning of the trained strategies was achieved during the active phase of treatment. For 13 individuals, statistical significance was reached; while for five, the results were maintained. Results about untrained items, generalization to other tasks, and follow-up assessments are presented. Conclusion: The positive results found in our sample bring some practice-based evidence for the benefits of speech and language treatment strategies for clinical management of individuals with PPA.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

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Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases

et al. 2021

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“…Establishing the needs of people living with a diagnosis (service users) can be a valuable tool for managers and funders who are tasked with designing a service. This work can also assist clinicians, in the absence of a care pathway, in the adoption of evidence‐based interventions (in the broadest sense of the term ‘evidence‐based practice’ comprising three components: research‐based evidence, practice‐based evidence and informed patient preferences; Ruggero et al., 2020 ). This research aimed to address this issue by exploring the experiences and opinions of PwPPA and families to understand how SLT services can better meet their needs.…”

Section: Introductionmentioning

confidence: 99%

‘Like going into a chocolate shop, blindfolded’: What do people with primary progressive aphasia want from speech and language therapy?

Loizidou

Brotherhood

Harding

et al. 2022

Intl J Lang & Comm Disor

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Background: Primary progressive aphasia (PPA) describes a group of languageled dementias. PPAs are complex, diverse and difficult to diagnose, and therefore conventional models of aphasia and dementia treatment do not meet their needs. The research evidence on intervention for PPA is developing, but to date there are only a few case studies exploring the experiences of people with PPA (PwPPA) themselves.Aims: To explore the experiences and opinions of PwPPA and their communication partners (CPs) to understand how speech and language therapy (SLT) services can better meet their needs. Methods & Procedures:A qualitative research approach was used whereby PwPPA and their friends or family members were recruited to participate in focus groups, via advertisements in the Rare Dementia Support PPA group newsletters. Consenting participants were allocated to attend one of four focus groups hosted on an online video conferencing platform. Participants were asked about their communication difficulties, and how SLT could address these needs. All meetings were transcribed, and data were examined using reflexive thematic analysis.Outcomes & Results: Six PwPPA and 14 CPs representing all three PPA variants and mixed PPA participated in the focus groups. Four main themes were identified during the analysis of the focus group discussions: (1) CPs' burden, (2) adjusting to the diagnosis, (3) communication abilities and difficulties and (4) beyond language. A further 10 subthemes were identified. Conclusions & Implications:This study provides a greater understanding of the experiences and needs of PwPPA and their families in relation to SLT. This work underlines the importance of a person-centred approach that considers the This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“Please Don't Assess Him to Destruction”: The R.A.I.S.E. Assessment Framework for Primary Progressive Aphasia

Cartwright

Volkmer

Whitworth

et al. 2023

Am J Speech Lang Pathol

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Purpose: Speech-language pathologists (SLPs) assess people with primary progressive aphasia (PPA) through measurements of speech, language, communication, and well-being, with the aims of identifying challenges and strengths, monitoring change, and informing treatment directions and supports. The purpose of this clinical focus article is to highlight the necessity for person-centered assessment specific to PPA and to conceptualize a framework that acknowledges the multifaceted nature of assessment for this population. In this framework, the unique challenges posed by a diagnosis of PPA are addressed with the aim to provide practical guidance for clinicians and to support reflection on current practices. Method: In clinical and research practice, assessment of people with PPA requires an ever-evolving approach that is centered on the client. In this clinical focus article, a discussion-based consensus process was used to synthesize authentic longitudinal experiences of people with PPA to explore assessment approaches, tools, and philosophies. Results: This analysis of person-centered assessment identifies seven essential components of assessment in PPA that set the foundation for the five steps of the R.A.I.S.E. Assessment framework. These components each contribute to a clear definition of assessment that reveals clients' competencies with a strengths-based focus; prioritizes the reciprocity of benefits; promotes dynamic assessment; and recognizes the complexity, evolution of assessment over time, and advocacy. Conclusions: This clinical focus article takes a novel look at assessment in PPA by stepping away from assessment practices that focus on revealing deficits and decline and, instead, provides practical recommendations through the conceptualization of a PPA-specific assessment framework. The R.A.I.S.E. Assessment framework is grounded in principles of uplifting clients through person-centered assessment, keeps pace with best practice in PPA intervention, and contributes to a supportive experience for clients and families in the face of a progressive diagnosis over time.

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How Evidence-Based Practice (E³BP) Informs Speech-Language Pathology for Primary Progressive Aphasia

Cited by 6 publications

References 79 publications

Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases

Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases

‘Like going into a chocolate shop, blindfolded’: What do people with primary progressive aphasia want from speech and language therapy?

“Please Don't Assess Him to Destruction”: The R.A.I.S.E. Assessment Framework for Primary Progressive Aphasia

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How Evidence-Based Practice (E3BP) Informs Speech-Language Pathology for Primary Progressive Aphasia

Cited by 6 publications

References 79 publications

Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases

Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases

‘Like going into a chocolate shop, blindfolded’: What do people with primary progressive aphasia want from speech and language therapy?

“Please Don't Assess Him to Destruction”: The R.A.I.S.E. Assessment Framework for Primary Progressive Aphasia

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How Evidence-Based Practice (E³BP) Informs Speech-Language Pathology for Primary Progressive Aphasia