Newcastle University Aphasia Therapy Resources

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1 Newcastle University Aphasia Therapy Resources in association with the Tavistock Trust for Aphasia Further information: Sentence Processing The Sentence Processing resources provide a set of therapy resources for use with people with aphasia focused on sentence processing, with particular emphasis on verb retrieval and sentence production. They are suitable for use with people with aphasia who have problems understanding and producing verbs and sentences. A comprehensive range of graded tasks around everyday vocabulary allows extended practice. The resources contain a large set of excellent drawings, produced for these resources which provide the user with a rich set of therapy materials. To provide the user with background and particularly with the theoretical rationale for the materials, the manual contains discussion of the main difficulties experienced by people with aphasia, the theoretical models used to interpret them and approaches to assessment and therapy that have been reported in the literature. There are three sections within sentence processing. Within each section, there is a wide range of tasks. Section 1: Verb comprehension and retrieval This section focuses on the comprehension and production of single verbs. Section 2: Verb and noun comprehension and retrieval This section focuses on the relationship between everyday verbs and objects, with a view to improving word retrieval within sentences and connected speech. Section 3: Sentence production This section focuses mainly on the production of sentences. It contains some comprehension activities which are designed to facilitate production.

2 Section 1: Verb comprehension and retrieval This section focuses predominantly on the understanding and production of single verbs. The resources are predominantly picture based. Comprehension tasks include spoken word to picture matching, written word to picture matching and picture word matching tasks. In each case, distracters are graded in terms of their semantic relatedness to the target. An example of the written word to picture matching task (with closely related distracters) is shown below. In this task, the person must read the word and select the appropriate picture. An example of the written word to picture matching task counting Verb production tasks include verb naming to picture, verb naming with semantic and phonological cues and sentence completion tasks. An example of the sentence completion task is shown below. An example of sentence completion task with pictures Target word is dancing the girl is..

3 Additional tasks focus on the production of the verbs in a sentence and help the person to think about the components needed and the syntactic structure of the sentence. These are included as verb retrieval difficulties often co-occur with sentence processing difficulties. An example of a sentence production task which involves the initial cueing of arguments is below. In this task, the person thinks about what is needed in the sentence and retrieves the words before producing the complete sentence. An example of sentence production via cueing of arguments Target word is bake What is the action? Who is doing it? What is she doing it to? So the sentence is:

4 Section 2: Verb and Noun Comprehension and Retrieval This section focuses on the relationships between common actions and objects. The activities aim to improve word retrieval and sentence production and are particularly suitable for people who have significant word retrieval difficulties in conversation. In the activities in Part A, people are presented with the action word and have to select or retrieve nouns that go with them. The materials contain a wide range of tasks e.g. sentence completion, yes/no judgements, noun selection. Tasks are graded in terms of the semantic relatedness of the distracters and the number of responses needed. Verb pictures and sentence activities are included for the verbs used in these tasks. An example of a sentence completion task with semantically related distracters is shown below. In this task, the person must select the word which correctly completes the sentence. An example of sentence completion task with semantically related distracters Select the word which completes the sentence. e.g. The man is drinking the juice the stamp lunch 1. The boy is reading. the newspaper the picture the plane 2. The girl is wearing. the magazine the towels the hat In the activities in Part B, people are presented with object words and have to select or retrieve verbs that go with them. The materials contain a wide range of tasks e.g. sentence completion, yes/no judgements, verb selection. Tasks are graded in terms of the semantic relatedness of the distracters and the number of responses needed. An example of a verb selection task is shown below. In this task, the person must identify which of the actions go with the object.

5 An example of selection task with semantically related distracters Select all of the actions that go with the object. In each case, they are actions that can be done to the object. e.g. a car to drive to sail to park to start to climb to moor 1. your face to wash to polish to shower to dress to wipe to shave 2. a game to play to hide to inherit to make to win to lose In Part C, there are a series of general sentence completion worksheets. These are graded in terms of whether the sentences are simple or complex and whether the words required are everyday, concrete words or more abstract words.

6 Section 3: Sentence Production This set of resources focuses on sentence production, with particular emphasis on the production of active and passive sentences. The resources in this section are suitable for use with people with aphasia who have problems accessing predicate argument structure information, assigning thematic roles and mapping between argument structure and syntactic structure. The materials use contrastive pictures which help people to think about the structure of sentences, hoping that they can then use this information to help them to produce the structures. An example of a contrastive sentence completion task which helps people to think about the argument structure associated with particular verbs is below. The pictures can be used in a number of different ways but in each case, the person is encouraged to think about who is doing the action, what they are doing and what they are doing it to. An example of the contrastive sentence completion task The boy is. the dishes The boy is the dishes The tasks which target thematic role assignment and mapping use reversible sentences. An example of a reversible set of pictures used to promote the production of passive sentences is shown below.

7 Example of sentence completion of passive sentences The girl is being painted by the man. The is being painted by the. These resources provide an excellent set of materials, with a theoretical rationale which will allow the therapist to conduct clearly motivated therapy with people with aphasia. For further information or to purchase the resources, please contact the address below or visit

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