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A thesis submitted in partial fulfilment of - Queen Margaret University

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2.7 CURRENT THEORETICAL ACCOUNTS OF LANGUAGE REHABILITATION<br />

Byng and Black (1995) advise that the current work<strong>in</strong>g practice <strong>of</strong> speech and<br />

language therapists <strong>in</strong>volves the assessment <strong>of</strong> an <strong>in</strong>dividual’s particular<br />

manifestation <strong>of</strong> aphasia. The data are then <strong>in</strong>terpreted <strong>in</strong> terms <strong>of</strong> models <strong>of</strong><br />

normal language process<strong>in</strong>g, thus enabl<strong>in</strong>g hypotheses to be made about the<br />

specific nature <strong>of</strong> the person’s aphasia. Speech and language therapists have<br />

the use <strong>of</strong> <strong>in</strong>formation process<strong>in</strong>g models such as those based on the cognitive<br />

neuropsychology approach, which has established the normal stages and<br />

pathways <strong>in</strong>volved <strong>in</strong> s<strong>in</strong>gle word comprehension and expression (Ellis and<br />

Young, 1996). The cognitive neuropsychological model <strong>of</strong> s<strong>in</strong>gle word<br />

process<strong>in</strong>g is a static model on which a person’s language abilities may be<br />

mapped and impairments may be highlighted at any one moment <strong>in</strong> time. It<br />

developed from study<strong>in</strong>g dissociations between s<strong>in</strong>gle case studies <strong>of</strong> people<br />

with impairments <strong>in</strong> different areas <strong>of</strong> language function<strong>in</strong>g (Ellis and Young,<br />

1996). Language assessments have s<strong>in</strong>ce been developed which aim to target<br />

the various modules and pathways <strong>of</strong> this model such as the Psychol<strong>in</strong>guistic<br />

Assessments <strong>of</strong> Language Process<strong>in</strong>g <strong>in</strong> Aphasia (PALPA) (Kay, Lesser and<br />

Coltheart, 1992) (see Appendix 2.1 for examples). This enables the therapist to<br />

establish which spoken and written language functions are impaired, thereby<br />

guid<strong>in</strong>g them to the area <strong>of</strong> aphasia that requires rehabilitation. This tool also<br />

enables therapists to record change follow<strong>in</strong>g therapy where abilities/<br />

impairments aga<strong>in</strong> may be mapped on this model for comparison to pre-therapy<br />

basel<strong>in</strong>es.<br />

The rehabilitative process cont<strong>in</strong>ues with the development <strong>of</strong> language therapy<br />

programmes <strong>in</strong> order to provide structured experience-dependent learn<strong>in</strong>g that<br />

facilitate language recovery. However although the language impairment can be<br />

identified, Howard and Hatfield (1987) assert that this <strong>in</strong>formation does not<br />

determ<strong>in</strong>e which precise therapy programme is the most appropriate to target a<br />

particular area. As the <strong>in</strong>formation process<strong>in</strong>g models prove useful <strong>in</strong> identify<strong>in</strong>g<br />

46

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