Get in Sync: Active Ingredients and Patient Profiles in Scripted-Sentence Learning in Spanish Speakers with Aphasia

Autor/inn/en	Quique, Yina M.; Evans, William S.; Ortega-Llebaría, Marta; Zipse, Lauryn; Walsh Dickey, Michael
Titel	Get in Sync: Active Ingredients and Patient Profiles in Scripted-Sentence Learning in Spanish Speakers with Aphasia
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 4, S.1478-1493 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quique, Yina M.) ORCID (Evans, William S.) ORCID (Walsh Dickey, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Patients; Profiles; Spanish Speaking; Aphasia; Scripts; Speech Therapy; Outcomes of Treatment; Correlation; Monolingualism; Sentences; Language Rhythm; Cues; Comparative Analysis; Phonology; Language Processing; Contrastive Linguistics; Memory; Phrase Structure; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Patient; Charakterisierung; Profilanalyse; Expressive Aphasie; Aphasie; Skript; Entwicklungsproximale Sprachtherapie; Logotherapie; Korrelation; Sentence analysis; Satzanalyse; Sprachrhythmus; Stichwort; Fonologie; Sprachverarbeitung; Linguistics; Kontrastive Linguistik; Gedächtnis; Phrasenstruktur; Ausland; Kolumbien
Abstract	Purpose: Script training is a well-established treatment for aphasia, but its evidence comes almost exclusively from monolingual English speakers with aphasia. Furthermore, its active ingredients and profiles of people with aphasia (PWA) that respond to this treatment remain understudied. This study aimed to adapt a scripted-sentence learning protocol to Colombian Spanish speakers with aphasia, investigate speech entrainment (i.e., unison production of sentences) as an active ingredient for scripted-sentence learning, and identify patient profiles associated with better scripted-sentence learning. Method: Fourteen monolingual Spanish speakers with aphasia learned a set of 30 sentences. To examine speech entrainment as an active ingredient for scripted-sentence learning, we investigated whether sentences containing externally added rhythmic cues (involving stress-aligned vs. metronomic rhythmic cues) would result in better scripted-sentence learning compared with control sentences. Learning was measured via postsession probes and analyzed using mixed-effects logistic regression models. The relationship between scripted-sentence learning and baseline language and rhythmic processing measures was also examined. Results: Significant scripted-sentence learning over time indicated a successful adaptation of a script-training protocol to Spanish. PWA learned significantly more scripted sentences in the rhythmically enhanced conditions compared with the control condition. There were no differences between rhythmically enhanced conditions (stress-aligned vs. metronomic). In terms of patient profiles, it was found that PWA with more severe aphasia demonstrated larger learning gains, but rhythmic processing showed little association with learning estimates. Conclusions: To our knowledge, this study provides the first adaptation of a scripted-sentence learning protocol for monolingual Spanish speakers with aphasia, demonstrating cross-linguistic benefits of script training interventions. Highlighting rhythmic features during speech entrainment facilitated scripted-sentence learning in Spanish speakers with aphasia, suggesting that speech entrainment may be an active ingredient for scripted-sentence learning. More severe aphasia was associated with better scripted-sentence learning, suggesting that more severely impaired individuals are likely to benefit most from this treatment. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01