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Selecting Aphasia Treatment: Case Examples

presented by Jacqueline Hinckley and Janet Patterson

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Disclosure Statement:

Financial: Dr. Patterson is employed by VA Northern California Health Care System. Dr. Hinckley is employed by Nova Southeastern University. Dr. Patterson and Dr. Hinckley received honoraria for this course.

Non-Financial: Dr. Patterson is a member of the executive board of the Academy of Communicative Disorders and Sciences. Dr. Hinckley is on the advisory board of the National Aphasia Association.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
The purpose of this course is to explore in detail the process by which a clinician selects a therapy based on treatment goals. We will do this by using three case examples of individuals with different types and severities of aphasia. The two presenters will also discuss each case in terms of impairment-focused and participation-focused treatment choices.

Meet Your Instructors

Jacqueline Hinckley, PhD, CCC-SLP

Dr. Jacqueline Hinckley is currently Associate Professor in Speech-Language Pathology at Nova Southeastern University and Executive Director Emeritus at Voices of Hope for Aphasia. Dr. Hinckley is the author of two books, Narrative-Based Practice in Speech-Language Pathology and What Is It Like to Have a Communication Impairment? Simulations for Family, Friends, and Caregivers. She is…

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Janet Patterson, PhD, CCC-SLP

Janet Patterson, PhD, CCC-SLP, is Chief of the Audiology and Speech-Language Pathology Service at the VA in Northern California. Prior to that she held academic positions as faculty member, associate dean and department chair at California State University East Bay, Central Michigan University, and Michigan State University. With co-editor, Patrick Coppens, PhD, CCC-SLP, she published…

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Chapters & Learning Objectives

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1. Treatment Selection: Principles and Procedures

The guiding principles for treatment selection along with a step-by-step process will be discussed in this section. General techniques for finding and selecting evidence-based impairment and participation-focused treatments will be reviewed.

2. A Case of Moderate Fluent Aphasia

In this case example, the challenge of selecting treatment for fluent aphasia will be addressed. Impairment and participation-focused goals will be formulated based on case history, and evidence-based treatment selection will be demonstrated.

3. A Case of Severe Aphasia

In this case example, the challenge of selecting treatment for severe aphasia will be addressed. Impairment and participation-focused goals will be formulated based on case history, and evidence-based treatment selection will be demonstrated.

4. A Case of Mild Anomic Aphasia

In this case example, the challenge of selecting treatment for mild aphasia will be addressed. Impairment and participation-focused goals will be formulated based on case history, and evidence-based treatment selection will be demonstrated.

More Courses in this Series

Engaging Persons with Aphasia in Community Resources

Presented by Janet Patterson, PhD, CCC-SLP and Jacqueline Hinckley, PhD, CCC-SLP

Engaging Persons with Aphasia in Community Resources

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
The value of participating in group activities to an individual’s psychosocial and physical well-being is clear from research evidence. This is the case both for persons without and with aphasia. Gaps exist between the evidence base and implementing participation activities from the perspectives of community groups welcoming a person with aphasia (PWA), determining the interest or willingness of a PWA to participate in a group, and the strategies available to a PWA or caregiver to translate the desire into reality. This course will present the evidence describing the value of group membership to PWA and, through a series of case examples, will discuss the challenges faced by clinicians, PWA, and caregivers in accessing, joining, and sustaining membership in community groups.

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Evidence-Based Practice in Aphasia Treatment

Presented by Janet Patterson, PhD, CCC-SLP

Evidence-Based Practice in Aphasia Treatment

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Evidence-based practice (EBP) relates to how clinicians make assessment and treatment decisions with patients and families. EBP is taught in graduate programs in speech-language pathology. However, as students become practicing clinicians working in fast-paced, contemporary clinical environments, obstacles arise that may prevent consistent, active engagement in EBP. The intent of this course is to discuss EBP and practice-based evidence, provide a model for how to find evidence and determine its quality and relevance, and present suggestions for using the evidence to support good clinical decisions. Several readily available, easy to use tools for finding and evaluating evidence will be demonstrated. At the end of this course, the learner will have knowledge and skills that are readily transferable to clinical practice in any contemporary clinical speech-language pathology’s practice in hospitals, rehabilitation facilities, skilled nursing facilities, or home health care settings.

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How to Select the Best Therapy for Persons with Aphasia

Presented by Jacqueline Hinckley, PhD, CCC-SLP

How to Select the Best Therapy for Persons with Aphasia

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Many therapies exist for treating patients with aphasia. Following the World Health Organization Classification of Functioning, Disability, and Health, treatment strategies and techniques can be broadly classified into two groups: impairment-focused techniques and participation-focused techniques. Evidence exists to show that treatments in each group can facilitate improvement in the communication status and abilities of a person with aphasia. Because treatment techniques tend to be identified as impairment-focused techniques and participation-focused, clinicians tend to consider selection and application for treatment techniques as an “either-or” decision, which may not be the most efficient way to select treatment. In this course two models for selecting therapies will be discussed: the additive model in which therapies are often delivered in a sequential manner, and the integrative model in which therapy decisions are functionally guided from a top-down goal decomposition approach.

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