Can a Writing Intervention Using Mainstream Assistive Technology Software Compensate for Dysgraphia and Support Reading Comprehension for People with Aphasia?
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| Title: | Can a Writing Intervention Using Mainstream Assistive Technology Software Compensate for Dysgraphia and Support Reading Comprehension for People with Aphasia? |
|---|---|
| Language: | English |
| Authors: | Becky Moss (ORCID |
| Source: | International Journal of Language & Communication Disorders. 2024 59(3):1090-1109. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Writing (Composition), Writing Instruction, Intervention, Assistive Technology, Computer Software, Learning Disabilities, Reading Comprehension, Aphasia, Writing Difficulties, Writing Improvement, Scores, Neurological Impairments, Speech Therapy, Outcome Measures, Computer Assisted Instruction |
| DOI: | 10.1111/1460-6984.12975 |
| ISSN: | 1368-2822 1460-6984 |
| Abstract: | Background: Stroke profoundly affects quality of life (QOL), including loss of employment, reduced social activity, shrinking social networks and low mood. Dysgraphia (impaired writing) is a common symptom of aphasia yet is rarely targeted in rehabilitation. Recent technological advances might challenge this, since much communication is now conducted digitally through writing. The rehabilitation of writing may therefore help to address the wider consequences of stroke and aphasia. Aims: Can assistive technology (AT) training for people with dysgraphia: (1) improve written output, and are gains achieved only with AT? (2) improve reading comprehension scores, and are gains achieved only with AT? and (3) affect social participation, mood or QOL. Methods and Procedures: Design: A mixed-methods, repeated measures, small group study design was adopted (qualitative outcomes will be reported elsewhere). Participants: Recruited from community settings, for example, Stroke Association communication support groups. Inclusion criteria: over 18 years old, aphasia due to stroke, acquired dysgraphia, writing more impaired than speech, fluent English prior to stroke, access to computer and Internet. Exclusion criteria: currently receiving speech and language therapy, significant cognitive impairment, neuromuscular/motor-speech impairments/structural abnormalities, developmental dyslexia, uncorrected visual/auditory impairments. Procedures: Screening and diagnostic assessments at time T1 (first baseline). Outcome measures at T1; repeated at T2 (second baseline), T3 (end of intervention), T4 (3-month follow up). Social participation assessment and cognitive monitoring at T2, T3, T4. Intervention: Seven-ten hours individual therapy weekly and additional email support. Participants were trained to operate Dragon NaturallySpeaking (speech to text package) and ClaroRead (read writing aloud). Outcome measures were administered on pen and paper (control) and on computer, with AT enabled only at T3, T4. Outcomes and Results: Computer narrative writing was significantly improved by AT training (Friedman's X[superscript 2] (3) = 8.27, p = 0.041), indicating a compensatory effect of AT. Though reading comprehension significantly improved in the computer condition (Friedman's X[superscript 2] (3) = 21.07, p = 0.001), gains could not be attributed to the AT. Gains were achieved only when measures were administered on the keyboard, with AT enabled. Thus, a compensatory rather than remediatory effect was suggested. Social network size significantly increased; there were no significant changes in mood/QOL. Individual success rates varied. Conclusion and Implications: The customisable AT training was acceptable to participants and resulted in significantly improved narrative writing. Compensatory AT interventions are a useful adjunct to remediatory writing interventions and may particularly support functional writing. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423610 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1423610 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Can a Writing Intervention Using Mainstream Assistive Technology Software Compensate for Dysgraphia and Support Reading Comprehension for People with Aphasia? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Becky+Moss%22">Becky Moss</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0340-533X">0000-0003-0340-533X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jane+Marshall%22">Jane Marshall</searchLink><br /><searchLink fieldCode="AR" term="%22Celia+Woolf%22">Celia Woolf</searchLink><br /><searchLink fieldCode="AR" term="%22Katerina+Hilari%22">Katerina Hilari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2091-4849">0000-0003-2091-4849</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. 2024 59(3):1090-1109. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Aphasia%22">Aphasia</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Neurological+Impairments%22">Neurological Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Therapy%22">Speech Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1111/1460-6984.12975 – Name: ISSN Label: ISSN Group: ISSN Data: 1368-2822<br />1460-6984 – Name: Abstract Label: Abstract Group: Ab Data: Background: Stroke profoundly affects quality of life (QOL), including loss of employment, reduced social activity, shrinking social networks and low mood. Dysgraphia (impaired writing) is a common symptom of aphasia yet is rarely targeted in rehabilitation. Recent technological advances might challenge this, since much communication is now conducted digitally through writing. The rehabilitation of writing may therefore help to address the wider consequences of stroke and aphasia. Aims: Can assistive technology (AT) training for people with dysgraphia: (1) improve written output, and are gains achieved only with AT? (2) improve reading comprehension scores, and are gains achieved only with AT? and (3) affect social participation, mood or QOL. Methods and Procedures: Design: A mixed-methods, repeated measures, small group study design was adopted (qualitative outcomes will be reported elsewhere). Participants: Recruited from community settings, for example, Stroke Association communication support groups. Inclusion criteria: over 18 years old, aphasia due to stroke, acquired dysgraphia, writing more impaired than speech, fluent English prior to stroke, access to computer and Internet. Exclusion criteria: currently receiving speech and language therapy, significant cognitive impairment, neuromuscular/motor-speech impairments/structural abnormalities, developmental dyslexia, uncorrected visual/auditory impairments. Procedures: Screening and diagnostic assessments at time T1 (first baseline). Outcome measures at T1; repeated at T2 (second baseline), T3 (end of intervention), T4 (3-month follow up). Social participation assessment and cognitive monitoring at T2, T3, T4. Intervention: Seven-ten hours individual therapy weekly and additional email support. Participants were trained to operate Dragon NaturallySpeaking (speech to text package) and ClaroRead (read writing aloud). Outcome measures were administered on pen and paper (control) and on computer, with AT enabled only at T3, T4. Outcomes and Results: Computer narrative writing was significantly improved by AT training (Friedman's X[superscript 2] (3) = 8.27, p = 0.041), indicating a compensatory effect of AT. Though reading comprehension significantly improved in the computer condition (Friedman's X[superscript 2] (3) = 21.07, p = 0.001), gains could not be attributed to the AT. Gains were achieved only when measures were administered on the keyboard, with AT enabled. Thus, a compensatory rather than remediatory effect was suggested. Social network size significantly increased; there were no significant changes in mood/QOL. Individual success rates varied. Conclusion and Implications: The customisable AT training was acceptable to participants and resulted in significantly improved narrative writing. Compensatory AT interventions are a useful adjunct to remediatory writing interventions and may particularly support functional writing. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1423610 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1460-6984.12975 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1090 Subjects: – SubjectFull: Writing (Composition) Type: general – SubjectFull: Writing Instruction Type: general – SubjectFull: Intervention Type: general – SubjectFull: Assistive Technology Type: general – SubjectFull: Computer Software Type: general – SubjectFull: Learning Disabilities Type: general – SubjectFull: Reading Comprehension Type: general – SubjectFull: Aphasia Type: general – SubjectFull: Writing Difficulties Type: general – SubjectFull: Writing Improvement Type: general – SubjectFull: Scores Type: general – SubjectFull: Neurological Impairments Type: general – SubjectFull: Speech Therapy Type: general – SubjectFull: Outcome Measures Type: general – SubjectFull: Computer Assisted Instruction Type: general Titles: – TitleFull: Can a Writing Intervention Using Mainstream Assistive Technology Software Compensate for Dysgraphia and Support Reading Comprehension for People with Aphasia? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Becky Moss – PersonEntity: Name: NameFull: Jane Marshall – PersonEntity: Name: NameFull: Celia Woolf – PersonEntity: Name: NameFull: Katerina Hilari IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1368-2822 – Type: issn-electronic Value: 1460-6984 Numbering: – Type: volume Value: 59 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Language & Communication Disorders Type: main |
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