Drawing assessment protocol for adults with aphasia: a rubric for scoring

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Authors
Lebrun, Nathalie
Advisors
Scherz, Julie W.
Issue Date
2013-05
Type
Thesis
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Abstract

The purpose of this study was to determine if a scoring rubric developed by the investigator could differentiate scores on the Drawing Assessment Protocol (DAP) (Alarcon, 2007) for persons with aphasia and for persons with no history of the specific language disorder. From these scores, the study also sought to explore whether adults with aphasia perform differently on the DAP compared to adults with no history of acquired brain injury. Additionally, the study was designed to investigate possible performance correlations between how adults with aphasia perform on DAP and to the drawing section of the Western Aphasia Battery-Revised (WAB-R) (Kertesz, 2006). Eight dyads containing six adults with aphasia and their communication partners as well as two dyads with no history of aphasia participated in the study. The two dyads with no history of aphasia were age and gender matched with two dyads in the aphasia group. The investigator obtained data from the administration of the drawing section of the WAB-R and DAP. The investigator rated the DAP drawings on the following measures: clarity, completeness, recognizability, and willingness to draw based the scoring rubric designed for this study. Scoring differentiation trends between the aphasia group and typical group indicated that the suggested rubric may be a beneficial scoring tool for the DAP. Parallels in scores between the WAB-R and DAP further supports this indication. Findings from this study warrant the use of the DAP and rubric with a larger pool of participants with aphasia in both research and clinical settings. Revisions to the recognizability measure should be made to help further differentiate scores along that measure.

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Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders
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Wichita State University
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