Studied by 1 person
Assessment of Language Production
Highly structured v. less structured or non structured tasks
Identify pros/cons of discourse analysis
Highly structured
Confrontation naming
Category naming
Verbal fluency/divergent naming
Automatic closure naming/sentence completion
Automatic serial naming/automatic speech
Unstructured or Less Structured Speech Samples
Observation of communication (family, medical team, other patients)
Conversation with clinician (conversational discourse)
Picture description (less structured)
Story retelling
Procedural description tasks
Video narration
Sequential events through pictures
Descriptors (consider APROCSA)
Anomia
Abandoned utterances
Empty speech
Semantic paraphasias
Phonemic paraphasias
Neologisms
Jargon
Perseverations
Stereotypies and automatisms
Short and simplified utterances
Abandoned utterances
Omission of function words
Paragrammatism
Pauses between utterances
Pauses within utterances
Halting and effortful speech production
Reduced speech rate
Retracing
False starts
Conduite d'approche
Target unclear
Meaning unclear
Off-topic
Expressive aphasia
Apraxia of speech
Dysarthria
Overall communication impairment
1.0. COUNTING WORDS
Definition: To be included in the word count, words must be intelligible in context to someone who knows the picture(s) or topic being discussed. Context refers to what the scorer knows about the picture(s) or topic and what the scorer knows from the speaker's prior words. Words do not have to be accurate, relevant, or informative relative to the picture(s) or topic being discussed to be included in the word count.
COUNTING CORRECT INFORMATION UNITS
Definition: Correct information units are words that are intelligible in context, accurate in relation to the picture(s) or topic, and relevant to and informative about the content of the picture(s) or the topic. Words do not have to be used in a grammatically correct manner to be included in the correct information count. Each correct information unit consists of a single word and only words that have been included in the word count can be considered for inclusion in the correct information unit count."
Additional language analysis
Cohesion analysis
Morphological inflections
Syntactic construction
Phonology (segmental and suprasegmental)
Self Assessment
Interview
Questionnaires or rating scales: -Communicative Effectiveness Index (Lomas, 1989) -Communication Participation Item Bank (Baylor, 2013) -Aphasia Needs Assessment (Garrett & Beukelman , -Communication Confidence Rating Scale for Aphasia (Babbit & Cherney, 2010)
Practice (Helms Estabrooks , Assessment Case 2)
Transcribe: Write every word, part word, non word filler.
How many words?
How many content information units? (Just joking...)
Describe the speech/language characteristics (use vocabulary included in APROCSA.
What type of aphasia could this be?
