The impact of supported conversation strategies on persons with acute verses chronic aphasia and there conversation partners
Hollinger, Deborah C.
AdvisorScherz, Julie W.
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The purpose of this study was to determine if a difference existed in the efficacy of "Supported Conversation for Adults with Aphasia" (SCA) strategies between persons in the acute and chronic stages of aphasia. Additionally, did any change occur in the personal satisfaction of conversational interaction when SCA strategies were implemented and if so, was there a relationship between the degree of change and the stage of aphasia. Four dyads representing two persons with acute aphasia and their conversation partners and two persons with chronic aphasia and their conversation partners participated in the study. Data was obtained from three 5-minute videotaped conversations for each dyad at pre-, post-, and 1-month post-training phases. A half-day group training session in SCA strategies, in addition to a short individualized training session was provided to the conversation partners of each dyad prior to the post-training videotaping. Measures were used to assess the skill of the PWA for conversational interaction and transaction and the ability of the conversation partner to both acknowledge and reveal the competence of the PWA during a communicative interaction. A five-point analog scale was used to assess the personal satisfaction of dyad members after each videotaped session. Informal interviews were held with the participants of each dyad at the end of the study to provide qualitative data and additional study support. At the end of the study, no difference was suggested in the results between persons with acute and chronic aphasia at the post-training phase when the use of SCA strategies was implemented. Additionally, although all dyads showed a trend towards a positive change in personal conversation satisfaction at post-training and 1-month post-training, the acute dyads displayed a greater degree of change at these phases.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders