A thesis submitted in partial fulfilment of - Queen Margaret University

More documents

Recommendations

Info

Appendix 4.2 (Continued) Hospital Anxiety and Depression Scale (HADs) A I can sit at ease and feel relaxed: Definitely 0 Usually 1 Not often 2 Not at all 3 D I feel as if I am slowed down: Nearly all the time 3 Very often 2 Sometimes 1 Not at all 0 A I get a sort of frightened feeling like ‘butterflies’ in the stomach: Not at all 0 Occasionally 1 Quite often 2 Very often 3 D I have lost interest in my appearance: Definitely 3 I don’t take as much care as I should 2 I may not take quite as much care 1 I take just as much care as ever 0 A I feel restless as I have to be on the move: Very much indeed 0 Quite a lot 1 Not very much 2 Not at all 3 D I look forward with enjoyment to things: As much as I ever did 0 Rather less than I used to 1 Definitely less than I used to 2 Hardly at all 3 A I get sudden feelings of panic: Very often indeed 3 Quite often 2 Not very often 1 Not at all 0 319
Appendix 4.2 (Continued) Hospital Anxiety and Depression Scale (HADs) D I can enjoy a good book or radio or TV program: Often 0 Sometimes 1 Not often 2 Very seldom 3 Scoring Add the As = anxiety and add the Ds = depression The norms below give an indication of Anxiety and Depression levels 0-7 = Normal 8-10 = Borderline abnormal 11-21 = Abnormal 320
Page 1 and 2:
An Investigation into the Ability o
Page 3 and 4:
Abstract Recent studies have establ
Page 5 and 6:
Christine Malcolm (Chief Speech and
Page 7 and 8:
2.6.2.1 Lesion size and site 37 2.6
Page 9 and 10:
3.6.1.2 Number and type of items to
Page 11 and 12:
4.8 Chapter summary 132 Chapter 5 T
Page 13 and 14:
5.9.1.1 Personal attributes 176 5.9
Page 15 and 16:
5.15.1.1 Personal attributes 208 5.
Page 17 and 18:
6.3.3.5 The impact of clock drawing
Page 19 and 20:
Appendices 2.1 Main representative
Page 21 and 22:
5.2 Raw and percentage scores for n
Page 23 and 24:
Figures 2i Cognitive neuropsycholog
Page 25 and 26:
Younger people who are having and s
Page 27 and 28:
Chapter 2 Review of the literature
Page 29 and 30:
sentences. As aphasia also affects
Page 31 and 32:
continue to experience significant
Page 33 and 34:
noted that there were three areas t
Page 35 and 36:
natural reaction to the loss of abi
Page 37 and 38:
2.3.3 Impact of aphasia on the fami
Page 39 and 40:
facets of a person’s life as well
Page 41 and 42:
with the literature regarding the l
Page 43 and 44:
Rehabilitation is not thought to al
Page 45 and 46:
everything that we learn and experi
Page 47 and 48:
eorganisation in hemiplegic stroke
Page 49 and 50:
(Kasten and Sabel, 1995) and replic
Page 51 and 52:
1998), tingling, itching or painful
Page 53 and 54:
Emission Tomography (PET) scans ana
Page 55 and 56:
ehabilitation, function can be limi
Page 57 and 58:
Studies have not always found age t
Page 59 and 60:
larger intracranial capacity could
Page 61 and 62:
permanent loss of particular skills
Page 63 and 64:
depression in people with severe ap
Page 65 and 66:
maintenance of permanent records of
Page 67 and 68:
intensity aphasia rehabilitation wa
Page 69 and 70:
2.7 CURRENT THEORETICAL ACCOUNTS OF
Page 71 and 72:
people with apparently similar char
Page 73 and 74:
Additionally, harmful or redundant
Page 75 and 76:
information about a word (Harley, 2
Page 77 and 78:
(as in semantic dementia) as well a
Page 79 and 80:
esearchers (Breedin et al., 1998; W
Page 81 and 82:
As many adults have acquired a wide
Page 83 and 84:
healthy individuals as mentioned ab
Page 85 and 86:
et al. (2001) evaluated the ability
Page 87 and 88:
of new vocabulary where both the wo
Page 89 and 90:
syllables in each word, therefore t
Page 91 and 92:
vocabulary; facilitate the demonstr
Page 93 and 94:
methodology developed and used in t
Page 95 and 96:
Chapter 3 Preliminary Studies 3.1 I
Page 97 and 98:
for the main investigation by the n
Page 99 and 100:
3.2.1.4 Delayed recall Approximatel
Page 101 and 102:
written recall assessment task (par
Page 103 and 104:
indicates a large reduction of item
Page 105 and 106:
ehearsal taking place prior to the
Page 107 and 108:
one were discussed with each partic
Page 109 and 110:
Graph 3.2 Comparison of number of i
Page 111 and 112:
As with preliminary study one, part
Page 113 and 114:
during the training session, some p
Page 115 and 116:
3.5 PRELIMINARY STUDY FOUR This stu
Page 117 and 118:
Fifty four percent of participants
Page 119 and 120:
preliminary studies the British Nat
Page 121 and 122:
where main investigation participan
Page 123 and 124:
perhaps reduce the number of items
Page 125 and 126:
preliminary studies as described in
Page 127 and 128:
emember the route taking them from
Page 129 and 130:
4.3 TRAINING SESSION PROCEDURE Each
Page 131 and 132:
4.3.2.1 Training of stimuli: phonol
Page 133 and 134:
assessments was administered both i
Page 135 and 136:
to match the name and skill present
Page 137 and 138:
4.4.3 Results of P1’s post-traini
Page 139 and 140:
Table 4.4 Pilot Study One Total raw
Page 141 and 142:
session. This reflected the general
Page 143 and 144:
4.4.5 Summary of pilot study one Pi
Page 145 and 146:
4.5.2 Results of P2’s performance
Page 147 and 148:
P2 recalled 14 (70%) of the new wor
Page 149 and 150:
demonstrate this learning during im
Page 151 and 152:
4.6.3 Methodological issues A numbe
Page 153 and 154:
would be asked not to repeat the wo
Page 155 and 156:
4.8 CHAPTER SUMMARY The three pilot
Page 157 and 158:
Chapter 5 Main Investigation 5.1 IN
Page 159 and 160:
- The medical stability of particip
Page 161 and 162:
The methodology for the training an
Page 163 and 164:
(i.e. C1, P3 and C2) remained the t
Page 165 and 166:
the immediate recall was not the sa
Page 167 and 168:
Table 5.5 Characteristics of error
Page 169 and 170:
scores (Zigmond and Snaith, 1983) a
Page 171 and 172:
expected that younger participants
Page 173 and 174:
5.4.2.3 Severity of aphasia While t
Page 175 and 176:
5.5 PARTICIPANT C1 Participant C1
Page 177 and 178:
SPOKEN WORD PICTURE WRITTEN WORD Au
Page 179 and 180:
written form again without the aid
Page 181 and 182:
vocabulary than younger participant
Page 183 and 184:
was non-fluent with many repetition
Page 185 and 186:
emembering 49% of information origi
Page 187 and 188:
5.7.1.1 Personal attributes C2 was
Page 189 and 190:
GOB pathways). C2’s speech was ch
Page 191 and 192:
assessment tasks (see Table 5.2), w
Page 193 and 194:
Page 195 and 196:
C3’s narration of the Cinderella
Page 197 and 198:
errors with six out of the 20 new w
Page 199 and 200:
Page 201 and 202:
5.9.1.4 Rehearsal and consolidation
Page 203 and 204:
achieved 100% recognition on the li
Page 205 and 206:
Page 207 and 208:
any other fictional stories so he w
Page 209 and 210:
the reading task. C5 matched eight
Page 211 and 212:
Page 213 and 214:
some word-finding difficulties with
Page 215 and 216:
Page 217 and 218:
pathways), spell words and non-word
Page 219 and 220:
(reading) words she made 15 false p
Page 221 and 222:
Page 223 and 224:
and PLC pathways). C8’s speech wa
Page 225 and 226:
Page 227 and 228:
C9’s data (see Table 5.26 and Fig
Page 229 and 230:
assessments indicated that she had
Page 231 and 232:
5.15.1.1 Personal attributes C10 wa
Page 233 and 234:
naming. C10 had some difficulties c
Page 235 and 236:
Page 237 and 238:
SPOKEN WORD PICTURE WRITTEN WORD Au
Page 239 and 240:
Table 5.31 C11’s detailed perform
Page 241 and 242:
influencing factors (for example, a
Page 243 and 244:
each participant’s relevant data,
Page 245 and 246:
Table 5.32 Hierarchical cluster ana
Page 247 and 248:
for months post-stroke, severity of
Page 249 and 250:
Table 5.33 Correlation co-efficient
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
ecency and primacy effect, however,
Page 257 and 258:
drawing skills and the ability to l
Page 259 and 260:
with the creation of new neuronal c
Page 261 and 262:
5.8.2.1). Secondly, the participant
Page 263 and 264:
6.3.1.1 The impact of age on the le
Page 265 and 266:
education that an individual experi
Page 267 and 268:
unethical, even perhaps illegal, to
Page 269 and 270:
assessment and treatment of emotion
Page 271 and 272:
theories on the negative effects of
Page 273 and 274:
(CLQT) was developed as a screening
Page 275 and 276:
6.3.3.2 The impact of memory on the
Page 277 and 278:
(executive scores of moderate, mild
Page 279 and 280:
320). Additionally, the CLQT indica
Page 281 and 282:
6.3.4.1 Pre-training language scree
Page 283 and 284:
abilities of each participant and a
Page 285 and 286:
person with aphasia only ever produ
Page 287 and 288:
6.4.2 Methodology As previous resea
Page 289 and 290:
assessing the learning of new vocab
Page 291 and 292: provided flexibility not only for s
Page 293 and 294: presentation. It was proposed that
Page 295 and 296: participants also lexicalised the n
Page 297 and 298: module and how it communicates with
Page 299 and 300: theory of rehabilitation and in rel
Page 301 and 302: experience in different ways and ch
Page 303 and 304: upon language rehabilitation, for e
Page 305 and 306: the investigation of people with po
Page 307 and 308: Further statistical analyses with a
Page 309 and 310: extend the examination of the abili
Page 311 and 312: task), severity of aphasia and amou
Page 313 and 314: References Alexander, M. P. (1994)
Page 315 and 316: Candia, V., Schafer, Th., Taub, E.,
Page 317 and 318: Fillingham, J. K., Sage, K. and Lam
Page 319 and 320: Howard and Hatfield (1987) Aphasia
Page 321 and 322: Linebaugh, C. W. (1999) Merging the
Page 323 and 324: Nation, I. S. P. (1983) Teaching an
Page 325 and 326: Scheibel, A., Conrad, T., Perdue, S
Page 327 and 328: Warrington, E. K. and McCarthy (198
Page 329 and 330: Appendix 3.1 Preliminary study one:
Page 331 and 332: Appendix 3.2 (continued) Preliminar
Page 333 and 334: Appendix 3.4a Preliminary study two
Page 335 and 336: Appendix 3.6 Stimuli used for the m
Page 337 and 338: Appendix 3.6 (continued) Stimuli us
Page 339 and 340: Appendix 4.1 Methods of learning ne
Page 341: Appendix 4.2 Hospital Anxiety and D
Page 345 and 346: Appendix 4.4 Non-linguistic learnin
Page 347 and 348: Appendix 4.5 Language screening ass
Page 349 and 350: Appendix 4.6 Familiar, trained and
Page 351 and 352: Appendix 4.8 Examples of written an
Page 353 and 354: APPENDIX 5.2 Participant consent fo
Page 355 and 356: Appendix 5.3 (Continued) Narrations
Page 357 and 358: Appendix 5.3 (Continued) Narrations
Page 359 and 360: Appendix 5.4 (continued) Hierarchic
Page 365 and 366: Appendix 5.5 (continued) Group corr
Page 367 and 368: Appendix 5.5 (continued) Group corr
Page 369: Appendix 5.7 Total recall of tasks
show all

A thesis submitted in partial fulfilment of - Queen Margaret University

Create successful ePaper yourself

Delete template?

Save as template?