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

Autor/inn/en	Lee, Jaime B.; Sohlberg, McKay Moore
Titel	Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia
Quelle	In: American Journal of Speech-Language Pathology, 22 (2013) 2, (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2013/12-0099)
Schlagwörter	Aphasia; Adults; Attention; Training; Intervention; Metacognition; Short Term Memory; Executive Function; Reading Comprehension; Outcomes of Treatment; Cloze Procedure; Multiple Choice Tests; Reading Tests; Pretests Posttests; Feedback (Response); Oregon + Suchen Sie Ihr Suchwort? Expressive Aphasie; Aphasie; Aufmerksamkeit; Ausbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kurzzeitgedächtnis; Leseverstehen; Lückentext; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lesetest
Abstract	Purpose: This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia. Method: A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process Training--3 (APT-3). The primary outcome measure was a maze reading task. Pre- and posttesting included attention and reading comprehension measures. Visual inspection of graphed performance data across conditions was used as the primary method of analysis. Treatment effect sizes were calculated for changes in reading comprehension probes from baseline to maintenance phases. Results: Two of the study's 4 participants demonstrated improvements in maze reading, with corresponding effect sizes that were small in magnitude according to benchmarks for aphasia treatment research. All 4 participants made improvements on select standardized measures of attention. Conclusion: Interventions that include a metacognitive component with direct attention training may elicit improvements in participants' attention and allocation of resources. Maze passage reading is a repeated measure that appears sensitive to treatment-related changes in reading comprehension. Issues for future research related to measurement, candidacy, and clinical delivery are discussed. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10