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Efficacy of a Hierarchical Treatment of Aphasic Perseveration (TAP) Program : A Case Study
Jeong, Ok Ran,Lee, Sang Heun,Cho,Tae Hwan,Sohn, Jin Ho,Yeh, Mi Kyung 한국음성과학회 2001 음성과학 Vol.8 No.1
This paper explored the effectiveness of a hierarchical Treatment of Aphasic Pcr-Teveratiorx (TAP) program on an aphasic in two regards: decrease in the frequency of perseveration and improvement in naming ability. The subject was a 54-year-old female with Transcortical Sensory (TC) aphasia following a left ischemic crcbrovascular Accident (CVA). It was concluded that the hierarchical TAIL program was more effective and efficient in terms of decreasing perseveration and increasing correct naming performance. Within the data of the hierarchical TAP program, however, a substantial decrease in the frequency of occurrence of perseverative behaviors did not necessarily result in proportionate improvement of naming ability. The probable causes and reasons were discussed,
The Effect of Olfactory Stimulation on Word Retrieval Performance in Aphasics
Jeong, Ok-ran,Lee, Young Mi 한국음성과학회 2000 음성과학 Vol.7 No.1
The present study attempted to determine the effect of olfactory stimulation on word retrieval deficit in Korean aphasics. Eleven nonfluent and 9 fluen aphasic patients served as subjects. The 20 subjects' age ranged from 14 to 65 with the mean of 43.0 (SD: 17.6). A neuroloist examined them and diagnosed that they had no visual, auditory, and olfactory impairment. The study consisted of 2 experiments: Experiment I included visual stimulation while experiment II included visual and olfactory stimulation. The subjects were presented with 19 pictures for them to name in the experiment I, whereas they were exposed to the 19 pictures along with the corresponding olfactory stimulus in the experiment II. The 19 items included soy sauce, chilly pepper, kimchi, chewing gum, cigarette (smoked), soybean paste, lemon, banana, alcohol (wine), apple, fish, vinegar, cuttlefish (dried), milk, rose, sesame oil, melon,coffee, and perfume. The results were as follows: First, olfactory stimulation tended to improve aphasics' word retrieval deficit although the improvement was not statistically significant. Second, the nonfluent aphasics seemed to take more advantage from olfactory stimulation compared to the fluent aphasics. Third, olfactory stimulation (olfactory + visual) did not produce a different naming performance compared to visual stimulation in the pre- and post-test when the pre- and post-test was composed of naming tasks through auditory + visual stimulation. Fourth, the fluent aphasics performed better with unpleasant olfactory stimulus while the nonfluent aphasics performed better with pleasant olfactory stimulus. Keywords : olfactory stimulation, visual stimulation, word retrieval deficit
Visual Presentation of Connected Speech Test(CST)
Jeong, Ok Ran,Lee, Sang Heun,Cho, Tae Hwan 한국음성과학회 1998 음성과학 Vol.3 No.-
The Connected Speech Test (CST) was developed to test hearing aid performance using realistic stimuli (connected speech) presented in a background of noise with a visible speaker. The CST has not been investigated as a measure of speech reading ability using the visual portion of the CST only. Thirty subjects were administered the 49 test lists of the CST using visual presentation mode only. Statistically significant differences were found between the 48 test lists and between the 12 passages of the CST (48 passages divided into 12 groups of 4 lists which were averaged.) No significant differences were found between male and female subjects; however, in all but one case, females scored better than males. No significant differences were found between students in communication disorders and students in other departments. Intra- and inter-subject variability across test lists and passages was high. Suggestions for further research include changing the scoring of the CST to be more contextually based and changing the speaker for the CST. Keywords: connected speech test, speech reading In summary, the 48 test lists of the Connected Speech Test (CST) were administered to 30 subjects in a random order. The subjects responded to the visual display from the recorded test and were scored using the key word scoring currently used for the audio and audio-visual presentation of the CST as suggested by the creators of the test (Cox, et al., 1989). Within the confines of this study, the authors found: 1. The 48 test lists were not equivalent when presented visually and scored using key words as designated by Cox et al. (1989). 2. The 12 passages were not equivalent when presented visually and scored as designated by Cox et al. (1989) 3. Inter and intra subject variability was high. 4. No statistically significant differences existed between gender or major area of study (CMDIS vs NON-CMDIS). 5. The CST can not be standardized as a speech reading test using the current administration and scoring procedures. The investigators suggest changes in the administration and scoring of the CST specific to visual presentation only. Further testing of the CST including these changes is necessary to determine if changing the test will facilitate its standardization as a speech reading test.