Primjena hijerarhije ključeva kod teškoća imenovanja osoba s afazijom

master's thesis

• Title (english): Using cueing hierarchies for naming difficulties in aphasia
• Author: Dora Međeral
• Mentor: Tatjana Prizl-Jakovac (mentor)
• Committee member: Tatjana Prizl-Jakovac (predsjednik povjerenstva)
• Committee member: Jasmina Ivšac Pavliša (član povjerenstva)
• Committee member: Ana Leko Krhen (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2017-09-11, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Jedna od najčešćih teškoća na koje nailaze osobe s afazijom jesu teškoće imenovanja. Poznato je da olakšavanju prizivanja riječi pridonose ključevi. Istraživanja izvještavaju o uporabi hijerarhije ključeva u dva smjera prilikom terapije imenovanja osoba s afazijom (Abel i sur., 2005; Conroy i sur., 2009). Jedan se odnosi na metodu pojačavanja ključeva (engl. increasing cues, errorful learning) u vidu polaska od podrške ključevima koja je za osobu s afazijom najmanja. Drugi način uporabe ključeva se odnosi na metodu oslabljivanja ključeva (engl. decreasing cues, errorless learning). Početni ključ ima najveću podršku za prizivanje riječi, a tendencija je prema oslabljivanju ključeva. Cilj ovog rada bio je utvrditi pospješuju li semantički ključevi učenje i prizivanje novih riječi podučavanih hijerarhijom leksičkih ključeva kod osoba s afazijom očuvanog semantičkog znanja te dobiti uvid u uspješnost učenja istih riječi s obzirom na njihovu dužinu. Dvije ispitanice s afazijom (L. Š. i I. K.) podučavane su riječima za koje se pokazalo provedbom Peabody slikovnog testa rječnika-III-HR (PPVT-III-HR; Dunn i sur., 2009) da ne postoje u njihovom receptivnom rječniku. Hijerarhijsko podučavanje dvjema skupinama riječi (skupina podučavana leksičkim ključevima uz definiciju riječi te skupina podučavana samo leksičkim ključevima) provodilo se tijekom 4 tjedna, a provjera naučenih riječi provela se 1. te 4. tjedan nakon zadnjeg podučavanja. Rezultati su pokazali da semantički ključ- definicija ne utječe statistički značajno na učenje (L.Š. p= 0.318; I.K. p= 0.227) i kasnije, na prizivanje riječi tijekom 1. i 4. tjedna nakon podučavanja (L.Š. p1= 1.00, p4= 1.00; I.K. p1=0.772, p4=0.508). Deskriptivna statistika ipak pokazuje bolje rezultate kod riječi podučavanih uz definiciju. S obzirom na dužinu riječi, ispitanica L. Š. najuspješnija je bila tijekom učenja trosložnih riječi (38,20%), dok je ispitanica I. K. najuspješnija bila tijekom učenja dvosložnih riječi (31,41%). Ovo istraživanje naglašava važnost pravilne izrade plana terapije ključevima.

Abstract (english)

Naming difficulties are one of the most common difficulties that people with aphasia have. It is widely acknowledged that cues facilitate word retrieval. There are two cueing hierarchies in therapy of aphasic people (Abel and col., 2005; Conroy and col., 2009). Increasing cueing hierarchy (or sometimes called errorful learning) starts with use of cues that have least support for aphasic person. Other, decreasing cueing hierarchy (or sometimes called errorless learning) starts with cues that have the biggest suport towards cues with least support for aphasic person. The purpose of this study was to determine if semantic cues help aphasic people (with well preserved semantic knowledge) learning and retrieving new words taught by hierarchies of lexical cues. In addition, we wanted to determine the efficacy of word learning in relation to word length. Two aphasic patients (L. Š. and I. K.) were taught words that were not existing in their receptive vocabulary. Those words were obtained trough application of Peabody picture vocabulary test-III-HR (PPVT-III-HR; Dunn i sur., 2009). Applying cueing hierarchies to words learning (one set taught by lexical cues with definition of words, and other one taught only by lexical cues) was conducted during four weeks and follow up assessment was conducted during first and fourth week after last treatment. Results show that semantic cue (definition of word) does not affect significantly on word learning (L.Š. p= 0.318; I.K. p= 0.227) nor the word retrieval during the first and fourth week following the assessment (L.Š. p1= 1.00, p4= 1.00; I.K. p1=0.772, p4=0.508). Nevertheless, descriptive statistic shows better results when words are taught using definition. Regarding word length, L. Š. was most successful with three syllables word learning (38,20%), while I. K. was most successful with two syllables word learning (31,41%). This research emphasizes the importance of development of correct cue therapy plan.

• Keywords: ključevi; hijerarhija ključeva; učenje novih riječi; afazija
• Keywords (english): cues; cueing hierarchies; new word learning; aphasia
• Language: croatian
• URN:NBN: urn:nbn:hr:158:157674
• Study programme: Title: Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-05-02 13:51:42