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A Clinical Training Program for Auditory-Perceptual Rating of Connected Speech in Aphasia.

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Title: A Clinical Training Program for Auditory-Perceptual Rating of Connected Speech in Aphasia.
Authors: Casilio, Marianne1 marianne.e.casilio@vanderbilt.edu, Dutta, Manaswita2 mdutta@pdx.edu, Bryan, Katherine1, Crouch, Kelly1, DeWall, Zachary1, Feld, Ilana1, Kile, Jennifer1, McMahan, Keely1, Samora, Jacqueline1, Shibata, Kiiya1, Steel, Stacey2, Kasdan, Anna V.1, Walljasper, Lily1, de Riesthal, Michael1, Wilson, Stephen M.1,3
Source: American Journal of Speech-Language Pathology. Jan2026, Vol. 35 Issue 1, p52-68. 17p.
Subject Terms: *Human services programs, *Educational outcomes, *Discourse analysis, *Research methodology, *Clinical competence, *Auditory perception, *Speech perception, *Inter-observer reliability, Diagnosis of aphasia, Research funding, Rehabilitation of aphasic persons, Evaluation of human services programs, Mann Whitney U Test, Descriptive statistics, Confidence intervals, Webinars
Abstract: Purpose: Although discourse analysis has been receiving growing interest among aphasia researchers and speech-language pathologists (SLPs), several key challenges, such as limited time, insufficient training, and a lack of accessible tools, preclude its practical application in clinical settings. To address these barriers, we developed and evaluated a clinical training program for Auditory Perceptual Rating of Connected Speech in Aphasia (APROCSA; Casilio et al., 2019), a time-efficient and psychometrically robust transcription less system for quantifying a range of speech-language impairment features. Method: A collaborative working group was established, comprising five researchers with expertise in discourse analysis in aphasia and eight SLPs who actively worked with individuals with aphasia in clinical or research roles. Through this partnership, SLP members provided feedback regarding their training needs, which informed the creation of a comprehensive training program that included a manual, webinar, and hybrid training sessions. Program effectiveness was measured by comparing SLPs’ interrater agreement on six discourse samples before and after the training relative to expert consensus ratings, as well as post training perceptions on the program. Adoption of APROCSA into SLPs’ work settings at approximately 1 year post training was also quantified. Results: Interrater agreement improved as a function of training and newer clinicians appeared to benefit the most from the training. Post training perceptions were complementary to the interrater agreement findings, with nearly all SLPs indicating that the training was very helpful. At 1 year post training, most SLPs reported using APROCSA, primarily for assessment purposes, highlighting its effectiveness in helping them characterize spoken discourse in clinical contexts. Conclusions: The APROCSA training program addresses key barriers to implementation, with preliminary evidence supporting its effectiveness and adoption into clinical work settings. Results overall support APROCSA’s feasibility in clinical use and emphasize the benefits of targeted training for clinical discourse assessment. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A Clinical Training Program for Auditory-Perceptual Rating of Connected Speech in Aphasia.
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  Data: <searchLink fieldCode="AR" term="%22Casilio%2C+Marianne%22">Casilio, Marianne</searchLink><relatesTo>1</relatesTo><i> marianne.e.casilio@vanderbilt.edu</i><br /><searchLink fieldCode="AR" term="%22Dutta%2C+Manaswita%22">Dutta, Manaswita</searchLink><relatesTo>2</relatesTo><i> mdutta@pdx.edu</i><br /><searchLink fieldCode="AR" term="%22Bryan%2C+Katherine%22">Bryan, Katherine</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Crouch%2C+Kelly%22">Crouch, Kelly</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22DeWall%2C+Zachary%22">DeWall, Zachary</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Feld%2C+Ilana%22">Feld, Ilana</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kile%2C+Jennifer%22">Kile, Jennifer</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22McMahan%2C+Keely%22">McMahan, Keely</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Samora%2C+Jacqueline%22">Samora, Jacqueline</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shibata%2C+Kiiya%22">Shibata, Kiiya</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Steel%2C+Stacey%22">Steel, Stacey</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Kasdan%2C+Anna+V%2E%22">Kasdan, Anna V.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Walljasper%2C+Lily%22">Walljasper, Lily</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22de+Riesthal%2C+Michael%22">de Riesthal, Michael</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Stephen+M%2E%22">Wilson, Stephen M.</searchLink><relatesTo>1,3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Jan2026, Vol. 35 Issue 1, p52-68. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Auditory+perception%22">Auditory perception</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+perception%22">Speech perception</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnosis+of+aphasia%22">Diagnosis of aphasia</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Rehabilitation+of+aphasic+persons%22">Rehabilitation of aphasic persons</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mann+Whitney+U+Test%22">Mann Whitney U Test</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Webinars%22">Webinars</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Although discourse analysis has been receiving growing interest among aphasia researchers and speech-language pathologists (SLPs), several key challenges, such as limited time, insufficient training, and a lack of accessible tools, preclude its practical application in clinical settings. To address these barriers, we developed and evaluated a clinical training program for Auditory Perceptual Rating of Connected Speech in Aphasia (APROCSA; Casilio et al., 2019), a time-efficient and psychometrically robust transcription less system for quantifying a range of speech-language impairment features. Method: A collaborative working group was established, comprising five researchers with expertise in discourse analysis in aphasia and eight SLPs who actively worked with individuals with aphasia in clinical or research roles. Through this partnership, SLP members provided feedback regarding their training needs, which informed the creation of a comprehensive training program that included a manual, webinar, and hybrid training sessions. Program effectiveness was measured by comparing SLPs’ interrater agreement on six discourse samples before and after the training relative to expert consensus ratings, as well as post training perceptions on the program. Adoption of APROCSA into SLPs’ work settings at approximately 1 year post training was also quantified. Results: Interrater agreement improved as a function of training and newer clinicians appeared to benefit the most from the training. Post training perceptions were complementary to the interrater agreement findings, with nearly all SLPs indicating that the training was very helpful. At 1 year post training, most SLPs reported using APROCSA, primarily for assessment purposes, highlighting its effectiveness in helping them characterize spoken discourse in clinical contexts. Conclusions: The APROCSA training program addresses key barriers to implementation, with preliminary evidence supporting its effectiveness and adoption into clinical work settings. Results overall support APROCSA’s feasibility in clinical use and emphasize the benefits of targeted training for clinical discourse assessment. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2025_AJSLP-24-00552
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      – SubjectFull: Diagnosis of aphasia
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