Phonological therapy for word-finding difficulties: A re-evaluation

By J. Hickin, W. Best, R. Herbert, David Howard, F. Osborne. 2002

161 citations recorded by the source corpus.

Background: Treatments for word-finding difficulties in aphasia using semantic techniques have been shown to be effective (e.g., Marshall, Pound, White-Thomson, & Pring, 1990). The evidence with regard to phonological treatment is more equivocal, however, with some studies reporting only short-term improvement in word retrieval (e.g., Howard, Patterson, Franklin, Orchard-Lisle, & Morton, 1985a) and other studies reporting lasting effects (e.g., Miceli, Amitrano, Capasso, & Caramazza, 1996). There is also little in the literature on the use of orthographic cues in treatment (Howard & Harding, 1998). Additionally, whereas several studies have reported the results of using cues in facilitation of word-finding difficulties (e.g., Patterson, Purrell, & Morton, 1983), none so far has attempted to relate response to facilitation and response to treatment using similar techniques in the same individuals. Aims: This study set out to investigate whether the use of phonological and orthographic cues in the treatment of word-finding difficulties could produce lasting improvements in word retrieval. The response of the participants to phonological and orthographic cues in a facilitation study was also related to their response to treatment using similar cues. Methods & Procedures: The study used a case series design. The participants were eight people with acquired aphasia who were all at least 1 year post-onset, had a single left CVA, and had word-finding difficulties as a significant aspect of their aphasia. Detailed assessment of each participant was carried out to identify the nature of their word-finding difficulties and this was related to response to treatment. Outcomes & Results: Results are given for the eight participants, seven of whom benefited overall from treatment. Both phonological and orthographic cues were effective in improving word retrieval. For the group as a whole there was a significant correlation between the overall outcome of facilitation and response to treatment.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/61a1e3392118048a8c11816380ebd3d13722a39d

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In Cognitive Neuroscience

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Citations in the corpus

Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters (2006, background): “This is akin to providing an aphasic patient with multiple alternative retrieval cues such as intonational (Sparks & Holland, 1976), phonological ( Hickin, Best, Howard, & Osborne, 2002 ), lexical semantic (Visch-Brink, Bajema, & Van de Sandt-Koenderman, 1997), pragmatic (Davis & Wilcox, 1991), conv”
Therapy for naming disorders: Revisiting, revising, and reviewing (2002, background): “942 NICKELS it is possible that for those individuals who can and do write or visualise letters, this orthographic cueing is already occurring.”