Psychometric Evaluation of the Behavior Problems Inventory-01 and the Nisonger Child Behavior Rating Form with Children and Adolescents

This study was conducted to assess the psychometric properties of 2 assessment instruments, the Behavior Problems Inventory-01 (BPI-01; Rojahn, Matson, Lott, Esbensen, & Smalls, 2001 Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J. and Smalls, Y. 2001. The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggressive/destructive behavior in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31: 577–588. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and the Nisonger Child Behavior Rating Form (NCBRF; Aman, Tassé, Rojahn, & Hammer, 1996 Aman, M. G., Tassé, M. J., Rojahn, J. and Hammer, D. 1996. The Nisonger CBRF: A child behavior rating form for children with developmental disabilities. Research in Developmental Disabilities, 17: 41–57. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). The sample consisted of 237 ethnically diverse children and adolescents with intellectual disabilities who ranged in age from 4 to 22 years. Reliability parameters included internal consistency, interteacher agreement, teacher-parent agreement, and test-retest reliability. Factorial validity was assessed first by bivariate Spearman rank (ρ) correlations and then by examining the factor structure fit via confirmatory factor analysis (CFA). Convergent and discriminant validity was assessed by multiple regression analyses across the 2 instruments. Reliability coefficients (internal consistency, interteacher agreement, and test-retest reliability) of the BPI-01 and of the NCBRF subscales ranged from fair to excellent and from poor to excellent, respectively. The CFA suggested a poor fit between the present and the original BPI-01 and NCBRF factor structures, although item-total correlations were reasonable. Convergent and discriminant validity between the BPI-01 and the NCBRF, however, was strong. Limitations of the study are discussed and recommendations for future studies are presented.     

Prevalence and Correlates of Pica Among Adults with Intellectual Disability in Institutions

Increased knowledge of complex behaviors such as pica is needed to improve the support and services in the community for individuals with intellectual disability (ID). Though the prevalence of pica has been documented extensively in institutionalized settings, few studies have explored its etiology. The aim of this study is to explore the correlates of pica among institutionalized adults with ID. Secondary data analysis was performed on census-level data on 1,008 persons with ID residing in Ontario's remaining specialized institutions. All persons had been assessed using the interRAI Intellectual Disability (interRAI ID; Martin, Hirdes, Fries, & Smith, 2007 Martin, L., Hirdes, J. P., Fries, B. E and Smith, T. F. 2007. Development and psychometric properties of an assessment for persons with intellectual disability—The interRAI ID. Journal of Policy and Practice in Intellectual Disabilities, 4(1): 23–29.  [Google Scholar]) assessment instrument—a comprehensive and standardized instrument that supports service planning. Bivariate and multivariate analyses were used to explore the relation between pica and demographic, functional, and clinical characteristics. The overall prevalence of pica was 21.8%. Logistic regression analysis showed that being male, a diagnosis of autism, and use of nonverbal means of communication were associated with a higher likelihood of pica, whereas impairment in activities of daily living reduced that likelihood. A curvilinear relation was observed between cognitive functioning and pica. The prevalence of pica is quite high in Ontario's institutions, and nonverbal communication emerged as the strongest correlate of the behavior. The implications for education, training, and interventions are discussed.     

Psychometric Evaluation of Romanian Translations of the Behavior Problems Inventory-01 and the Nisonger Child Behavior Rating Form

Psychometric properties of Romanian translations of the Behavior Problems Inventory-01 (BPI-01; Rojahn, Matson, Lott, Esbensen, & Smalls, 2001 Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J. and Smalls, Y. 2001. The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31: 577–588. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and the Nisonger Child Behavior Rating Form (NCBRF; Aman, Tassé, Rojahn, & Hammer, 1996 Aman, M. G., Tassé, M. J., Rojahn, J. and Hammer, D. 1996. The Nisonger CBRF: A child behavior rating form for children with developmental disabilities. Research in Developmental Disabilities, 17: 41–57. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) were explored. Respondents completed the instruments for 115 children and adolescents with intellectual disabilities. Internal consistency of both instruments' total scales was good to excellent (Cronbach's α ranging from .88 to .95) and the subscale internal consistencies were fair to excellent (with α ranging from .74 to .94). The results based on bivariate Spearman correlations and multiple regression analyses provided strong convergent and discriminant validity of both instruments. Overall, the Romanian versions of the behavior rating scales had very good reliability (internal consistencies) and convergent and discriminant validity. It is hoped that this study will be a catalyst for Romanian clinicians and researchers as well as for transcultural researchers working with Romanian individuals with intellectual disabilities to continue the exploration of the utility and psychometric quality not only of the BPI-01 and the NCBRF but also of other English language psychopathology assessment instruments.     

Developments in EEG Analysis,Protocol Selection,and Feedback Delivery

It stands to reason that the better the extracted information from the electroencephalogram (EEG), the better the data analysis and subsequent EEG biofeedback. At the core of digital signal processing used in our field is a linear filtering technology that discards significant EEG features. Brainwaves are nonlinear, nonstationary, and noisy signals. The purpose of this letter to the editor is to illuminate the Hilbert-Huang Transform's (HHT's) (Huang et al., 1998 Huang , N. E. , Shen , Z. , Long , S. R. , Wu , M. L. C. , Shih , H. H. , Zheng , Q. N. , … , Liu , H. H. ( 1998 ). The empirical mode decomposition and the Hilbert spectrum for nonlinear and non-stationary time series analysis . Proceedings of the Royal Society of London Series A-Mathematical Physical and Engineering Sciences , 454 ( 1971 ), 903 – 995 . [Google Scholar]) ability to empirically quantify nonlinear, nonstationary signals such as the EEG. I demonstrate how this technique can detect and extract a tiny noisy complex waveform from a raw signal while preserving the majority of the important information from the original source. I contrast and compare the HHT to other quantitative techniques.     

Service Utilization Patterns in Parents of Youth and Adults With Intellectual Disability Who Experienced Behavioral Crisis

Family caregivers play an important role in supporting people with intellectual disability (ID) and mental health problems or serious challenging behaviors across the life span. Relevant services for parents of people with ID may vary depending on the age of the child and the severity of mental health problems. Often, individuals with ID experience behavioral crisis, and the purpose of this study is to understand parents' service utilization patterns. Forty mothers of youth and adults with mild ID shared their experiences of crisis and commented on service needs, receipt, and effectiveness as well as on the barriers to service access using an adapted version of the Need for Help Questionnaire (Douma, Dekker, & Koot, 2006 Douma, J. C. H., Dekker, M. C. and Koot, H. M. 2006. Supporting parents of youths with intellectual disabilities and psychopathology. Journal of Intellectual Disability Research, 50: 570–581. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). All parents had high levels of service need. Although most parents noted that they received services, many found that service effectiveness was limited. A greater proportion of parents of youth rated the information and mental health care for their child as effective compared with parents of adults. Barriers to service access for parents of youth centered around perceptions of their child's problem behavior, whereas parents of adults focused on perceptions of the service system. Input from caregivers can help identify deficiencies in the system that lead them to crisis and help tailor services to meet their needs. Research is needed to further elucidate different ways of engaging parents of youth and of adults to help them promote mental health in people with ID and prevent behavioral crises from occurring.     

Successful remote delivery of a treatment for phonological alexia via telerehab

A growing body of literature supports the effectiveness of the remote delivery of rehabilitation services, i.e., telerehab. Aphasia treatment is particularly well suited for telerehab because of the verbal and visual nature of speech-language therapy, but scientific research investigating aphasia telerehab is in its infancy. No studies to date have evaluated whether treatment of acquired reading disorders by a live clinician can be feasibly, effectively, or efficiently conducted via telerehab. Here we address this gap in the literature by reporting our success remotely remediating the reading deficits of two participants with phonological alexia. We adapted for the telerehab setting a previously validated treatment for phonological alexia (Friedman, Sample, &; Lott, 2002 Friedman, R. B., Sample, D. M., &; Lott, S. N. (2002). The role of level of representation in the use of paired associate learning for rehabilitation of alexia. Neuropsychologia, 40(2), 223–234. doi: 10.1016/S0028-3932(01)00098-7[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), which uses a paired-associate design to train reading of problematic words. Both telerehab participants significantly improved their reading of trained words in similar time frames as previous participants (Friedman et al., 2002 Friedman, R. B., Sample, D. M., &; Lott, S. N. (2002). The role of level of representation in the use of paired associate learning for rehabilitation of alexia. Neuropsychologia, 40(2), 223–234. doi: 10.1016/S0028-3932(01)00098-7[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Kurland et al., 2008 Kurland, J., Cortes, C. R., Wilke, M., Sperling, A. J., Lott, S. N., Tagamets, M. A.,?…?Friedman, R. B. (2008). Neural mechanisms underlying learning following semantic mediation treatment in a case of phonological alexia. Brain Imaging and Behavior, 2(3), 147–162. doi:10.1007/s11682-008-9027-2[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Lott, Sample, Oliver, Lacey, &; Friedman, 2008 Lott, S. N., Sample, D. M., Oliver, R. T., Lacey, E. H., &; Friedman, R. B. (2008). A patient with phonological alexia can learn to read “much” from “mud pies”. Neuropsychologia, 46(10), 2515–2523. doi:10.1016/j.neuropsychologia.2008.04.004[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]); furthermore, both participants reported high satisfaction with the telerehab setting. Although telerehab with alexic patients poses unique challenges, we conclude that treatment for alexia via telerehab is nevertheless feasible, may be equally effective as in-person treatment, and saves substantial resources for participants as well as clinicians.     

Support Needs of Individuals With Mild and Moderate Intellectual Disabilities and Challenging Behaviors

This exploratory study examined relationships between support needs assessed with the French version of the Supports Intensity Scale (SIS; Thompson et al., 2004) and challenging behaviors as assessed with the Scales of Independent Behavior--Revised (Bruininks, Woodcock, Weatherman, & Hill, 1996 Bruininks, R. H., Woodcock, R. W., Weatherman, R. F. and Hill, B. K. 1996. “SIB-R”. In Scales of Independent Behavior--Revised: Comprehensive manual, Chicago: Riverside.  [Google Scholar]). The Sample included 191 persons between 16 and 75 year old, with either a mild or moderate intellectual disability. Using correlation and inferential analysis, it was found overall that high frequency in challenging behaviors was related to a need for greater support intensity, particularly social support, and maintenance of emotional well-being. The findings highlighted the importance of establishing specific support measures that target social skills, receptive and expressive communication, and the management of stress and anger.     

To Veil or Not to Veil: Detecting Lies in The Courtroom. A Comment on Leach et al. (2016)

For the past 40 years, lie detection has predominantly been studied in the context of police-suspect and investigative interviews. In their paper, Leach et al. (2016 Leach, A. M., Ammar, N.. England, D. N., Remigio, L. M., Kleinberg, B., &; Verschuere, B. J. (2016). Less is more? Detecting lies in veiled witnesses. Law and Human Behavior, 40, 401–410. Retrieved from http://dx.doi.org/10.1037/lhb0000189[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) examined whether niqabs or hijabs interfere with the trial judges’ ability to detect deception and concluded that veiling enhanced trial judges’ ability to make accurate veracity judgments. In this comment, we argue that the conclusions made by Leach et al. are based upon an inaccurate experimental court paradigm and suffer from methodological and analytical issues. It is our opinion that the applicability of their research findings to real-life court proceedings alongside potential changes to court practices and policies based on Leach et al. should be regarded as naïve and misinformed.     

People with severe and moderate aphasia and their partners as estimators of communicative skills: A client‐centred evaluation

Background: According to the philosophy of the social model of disability, clients are the best estimators of their own life situation. Eliciting the experiences of people with severe aphasia is demanding because of their language and possible other cognitive problems. They are therefore usually excluded from the studies. However, there is evidence that modified assessment tools are accessible for them and help them to give self‐reports.

Aims: The aim of the present study was to ascertain how people with aphasia evaluate their own communicative skills during rehabilitation by means of modified assessment tools. In addition, their answers were compared with the estimations of their significant others or other partners.

Methods & Procedures: The data were collected during regular rehabilitation courses, which were carried out in two parts (8 + 4 days) with 3 months in between. Participants were 35 respondents with aphasia, aged 26 to 65 years, and 35 of their significant others or other partners, aged 29 to 71 years. The study was completed according to an initial, interim, and delayed post‐test questionnaire design. Two measures were used: the Finnish version of the Communicative Effectiveness Index (CETI) (Lomas et al., 1989 Lomas, J., Pickard, L., Bester, S., Elbard, H., Finlayson, A. and Zoghaib, C. 1989. The Communicative Effectiveness Index. Development and psychometric evaluation of a functional communicative measure for adult aphasia.. Journal of Speech and Hearing Disorders, 54: 113–124. [PubMed] , [Google Scholar]) and an investigator‐constructed questionnaire, the Use of Different Communication Methods (UDCM). The questionnaires for the people with aphasia were made more accessible by pictures.

Outcomes & Results: The self‐assessments of the participants with aphasia indicated that their functional communication skills did not change, but that the use of different communication methods improved slightly during the intervention. The significant others' and other partners' estimations showed that their communication skills improved significantly. Ratings of the two groups in functional communication skills differed significantly from each other before the intervention but thereafter the estimates correlated. There were no significant differences in the ratings of the use of different communication methods at any phase of the follow‐up study. However, the ratings correlated significantly only at the last assessment.

Conclusions: The results of the present study indicate that people with severe and moderate aphasia are able to assess their communication skills with modified, aphasia‐friendly self‐assessment tools. The results also indicate that people with aphasia and their partners perceive the communicative skills quite similarly, especially after the intervention has begun. The use of accessible measures enables people with severe aphasia to participate in the evaluation of therapy outcomes, as suggested by the philosophies of the social model of rehabilitation.     

An experimental analysis of acquisition,generalisation, and maintenance of naming behaviour in a patient with anomia

This paper examines the effects of a cueing hierarchy on naming in a patient with anomic aphasia. Using a single‐subject multiple baseline design across behaviors, the patient was trained to produce single inanimate nouns while generalization was tested to semantically related nouns matched for frequency of occurrence. Results showed successful acquisition and maintenance of trained words, but no generalization to untrained words. These data indicate that generalization does not occur as a natural by‐product of successful treatment and suggest, as pointed out by Baer, Wolf, and Risley (1968 Baer, D. M., Wolf, N. M. and Risley, T. R. 1968. Some current dimensions of applied behavior analysis.. Journal of Applied Behavior Analysis, 1: 91[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), that “generalization should be programmed rather than expected or lamented”.     

True and false alibis among prisoners and their detection by police detectives

The present study was designed to determine whether differences exist between true and false alibis and how accurate police detectives and lay people are in determining the veracity of alibis. This article provides a replication of the research by Culhane et al. (2013 Culhane, S. E., Kehn, A., Horgan, A. J., Meissner, C. A., Hosch, H. M., &; Wodahl, E. J. (2013). Generation and detection of true and false alibi statements. Psychiatry, Psychology and Law, 20, 619–638. doi:10.1080/13218719.2012.729018[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) with more representative participants. In the first experiment, real suspects in a remand prison generated true or false alibis. In the second experiment, a subset of those alibis were written out and were provided to experienced police officers and students for alibi evaluation and discrimination. Our results show that differentiating between true and false alibis is difficult, and even when more representative materials and participants are included, the accuracy did not exceed 60%. Interestingly we found that students and police officers focus on other aspects during the alibi discrimination. Thus, research using student participant cannot be, directly, used in alibi discrimination studies.     

Psychotherapy with Suicidal People: The Commonalities

This review article outlines the research basis for an effective approach to psychotherapy with suicidal people. It answers the question, “Is psychotherapy effective with suicidal people?” Based on the notable historical publications and the most recent (Lambert, 2004 Lambert , M. , Bergin , A. , & Garfield , S. (2004). Introduction and historical overview. In M. Lambert (Ed.), Bergin and Garfield's handbook of psychotherapy and behavior change () , 5th edition (pp. 3–15). New York : John Wiley & Sons. [Google Scholar]), it is shown that psychotherapy works, largely because there are commonalities (i.e., common factors) that may be the overriding important factor in all forms of psychotherapy. The therapeutic relationship is primary; this and other common factors are illustrated with suicidal people. Patient qualities, therapist qualities, and a multi-modal or multi-component approach are reviewed. On an empirical basis, it is concluded that one has to be person-centered (or patient centered): You have to know whom you are treating.     

Non-Suicidal Self-Injury Elevates Suicide Risk among United States Military Personnel with Lifetime Attempted Suicide

Military psychiatric inpatients with and without a lifetime history of non-suicidal self-injury (NSSI), combined with a history of at least one suicide attempt, were compared on suicide ideation severity, number of suicide attempts, and Interpersonal-Psychological Theory of Suicide variables. Data were derived from baseline assessments performed in a psychotherapy randomized controlled trial. Lifetime history of NSSI and lifetime number of suicide attempts were assessed using the Columbia Suicide Severity Rating Scale (C-SSRS; Posner et al., 2011 Posner, K., Brown, G. K., Stanley, B., Brent, D. A., Yershova, K. V., Oquendo, M. A., … Mann, J. J. (2011). The Columbia–suicide severity rating scale: Initial validity and internal consistency findings from three multisite studies with adolescents and adults. American Journal of Psychiatry, 168(12), 1266–1277. doi:10.1176/appi.ajp.2011.10111704[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Individuals with versus without a combined lifetime history of attempted suicide and NSSI showed significant elevations on thwarted belongingness and acquired capability for suicide. No significant between-group differences were found on perceived burdensomeness, frequency, duration, and controllability of suicide ideation, or number of lifetime suicide attempts. A history of NSSI, above and beyond attempted suicide, appears to increase service members’ social alienation and acquired capability for suicide.     

Technological memory aid use by people with acquired brain injury

Evans, Wilson, Needham, and Brentnall (2003 Evans, J. J., Wilson, B. A., Needham, P., &; Brentnall, S. (2003). Who makes good use of memory aids? Results of a survey of people with acquired brain injury. Journal of the International Neuropsychological Society, 9(6), 925–935. doi: 10.1017/S1355617703960127[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) investigated memory aid use by people with acquired brain injury (ABI) and found little use of technological memory aids. The present study aims to investigate use of technological and other memory aids and strategies 10 years on, and investigate what predicts use. People with ABI and self-reported memory impairments (n?=?81) completed a survey containing a memory aid checklist, demographic questions and memory questionnaires. Chi-square analysis showed that 10 of 18 memory aids and strategies were used by significantly more people in the current sample than in Evans et al. (2003 Evans, J. J., Wilson, B. A., Needham, P., &; Brentnall, S. (2003). Who makes good use of memory aids? Results of a survey of people with acquired brain injury. Journal of the International Neuropsychological Society, 9(6), 925–935. doi: 10.1017/S1355617703960127[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). The most commonly used strategies were leaving things in noticeable places (86%) and mental retracing of steps (77%). The most commonly used memory aids were asking someone to remind you (78%), diaries (77%), lists (78%), and calendars (79%) and the most common technologies used were mobile phone reminders (38%) and alarms/timers (38%). Younger people who used more technology prior to their injury and who use more non-technological memory aids currently were more likely to use technology. Younger people who used more memory aids and strategies prior to their injury and who rated their memory as poorer were more likely to use all types of memory aids and strategies.     

Use of AAC to enhance linguistic communication skills in an adult with chronic severe aphasia

Background: Individuals with non‐fluent aphasia (NA) exhibit sparse verbal output and impaired word‐finding skills. For some, traditional speech‐language therapy aids in regaining verbal communication. For other aphasic individuals these techniques are unsuccessful. Augmentative and alternative communication (AAC) provides a means of communicating through devices/techniques when spoken skills are not adequate. Individuals with chronic NA can use AAC to communicate; however, many investigations do not include strategies to facilitate communication or caregiver participation. Also, variables influencing treatment efficiency (length, intensity) have not been sufficiently evaluated.

Aims: The current study expanded on Johnson, Hough, King, Vos, and Jeffs (2008 Johnson, R. K., Hough, M. S., King, K. A., Vos, P. and Jeffs, T. 2008. Functional communication in individuals with chronic severe aphasia using augmentative communication.. Augmentative & Alternative Communication, 24(4): 1–12.  [Google Scholar]), investigating if a gentleman with severe, chronic NA could learn to use an AAC device, monitoring communication skill improvement periodically throughout treatment.

Methods & Procedures: TE, a 56‐year‐old left‐handed, Caucasian male with severe NA and apraxia of speech resulting from left CVA participated. The Western Aphasia Battery‐Revised and ASHA FACS were administered pre‐treatment, at 1 and 2 months, and post‐treatment. The American Speech‐Language Hearing Association Quality of Communication Life Scale and Communicative Effectiveness Index were administered pre‐ and post‐treatment. The AAC device used was Dialect by Zygo with Speaking Dynamically Pro. The treatment protocol was similar to Koul, Corwin, and Hayes (2005 Koul, R., Corwin, M. and Hayes, S. 2005. Production of graphic symbol sentences by individuals with aphasia: Efficacy of a computer‐based augmentative and alternative communication intervention.. Brain and Language, 92(1): 58–77. [Crossref], [Web of Science ®] , [Google Scholar]) and Johnson et al. (2008 Johnson, R. K., Hough, M. S., King, K. A., Vos, P. and Jeffs, T. 2008. Functional communication in individuals with chronic severe aphasia using augmentative communication.. Augmentative & Alternative Communication, 24(4): 1–12.  [Google Scholar]). Treatment was 1 hour, 4 days weekly, over 3 months. The first stage, four‐level symbol identification, organised a hierarchical structure in which TE was to identify each symbol on the display. The second stage involved navigation to category, choosing a symbol requested by the clinician, which evolved into scenario role‐play; TE was asked questions about life situations and daily schedules. The next phase, sentences, involved answering questions about everyday activities/interests with short phrases using symbols. The spouse received training that included overview on navigating symbol levels, hierarchy structure used with symbols, facilitation strategies, and cues/prompts to incorporate device use outside therapy.

Outcomes & Results: Results revealed that TE performed all stages of the treatment programme, allowing progression to each phase of treatment. He completed the programme in 40 therapy sessions. WAB scores (AQ, CQ) showed that performance continually improved on both scores throughout the entire protocol, with most increases in the last month. ASHA FACS scale ratings also yielded continuous increases throughout the regimen for all communication scales.

Conclusions: Findings support previous research indicating that individuals with chronic NA can learn symbol‐meaning association using AAC. Implementation of a device should be a viable consideration for chronic, severe NA.     

Connectionist diagnosis of lexical disorders in aphasia

Background: In the cognitive neurolinguistic approach to lexical deficits in aphasia, impaired levels of processing are localised in a cognitive model. Model-oriented treatment may target these impaired components. Thus a precise assessment of the disorder is crucial. Connectionist models add to this by using computer simulation to specify the details of the functioning of these components. The connectionist semantic-phonological model of lexical access (Dell, Martin, & Schwartz, 2007 Dell, G. S., Martin, N. and Schwartz, M. F. 2007. A case-series test of the interactive two-step model of lexical access: Predicting word repetition from picture naming. Journal of Memory and Language, 56: 490–520. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Schwartz, Dell, Martin, Gahl, & Sobel, 2006 Schwartz, M. F., Dell, G. S., Martin, N., Gahl, S. and Sobel, P. 2006. A case-series test of the interactive two-step model of lexical access: Evidence from picture naming. Journal of Memory and Language, 54: 223–264.  [Google Scholar]) explores the impairment by simulating error patterns in naming and repetition.

Aims: The purpose of the present study was to investigate the model's range of application as a diagnostic tool, and to derive recommendations for the model's use in clinical settings.

Methods & Procedures: We demonstrate how we adapted the error analysis to 15 German-speaking patients with aphasia, analysed the model's accuracy in assessing naming and repetition disorders, and explained deviations between the error pattern produced by each patient and the one produced by the model's simulation by appealing to an extended version of the model.

Outcomes & Results: Overall, the model yielded good fits of the patients' error patterns. Larger model–patient deviations could be explained by the model's limited set of lesionable components.

Conclusions: The “connectionist diagnosis” of naming and repetition disorders in the semantic-phonological model is a reasonable tool in model-oriented assessment. However, the diagnosis needs to be complemented by further language tests.     

A randomised controlled crossover trial evaluating Television Assisted Prompting (TAP) for adults with acquired brain injury

Assistive technologies for cognition (ATC) provide an effective means to compensate for prospective memory failures among adults with acquired brain injury (ABI; de Joode, van Heugten, Verhey, & van Boxtel, 2010 de Joode, E., van Heugten, C., Verhey, F. and van Boxtel, M. 2010. Efficacy and usability of assistive technology for patients with cognitive deficits: A systematic review. Clinical Rehabilitation, 24: 701–714. doi:10.1177/0269215510367551[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Sohlberg et al., 2007 Sohlberg, M. M., Kennedy, M., Avery, J., Coelho, C., Turkstra, L., Ylvisaker, M. and Yorkston, K. 2007. Evidence-based practice for the use of external aids as a memory compensation technique. Journal of Medical Speech-Language Pathology, 15(1): 15–51.  [Google Scholar]). This study evaluated a novel ATC device, the Television Assisted Prompting (TAP) system, which provides audiovisual reminders at scheduled prospective times on a person's home television. A randomised, controlled crossover design evaluated task completion for two preferred, two non-preferred, and two structured experimental tasks among 23 adults with ABI between two conditions: TAP prompting or typical (TYP) practice, without TAP reminders. Main outcomes showed a significant advantage of prospective memory prompting (72% completion) over no prompting (43% completion) and higher task completion with TAP prompting for researcher-assigned experimental tasks (81%) compared to self-selected preferred (68%) or non-preferred (68%) tasks. Results are discussed in the context of ATC efficacy to support prospective memory prompting following ABI, with contributions and future directions for continued investigation of customisation of prompts to maximise task completion.     

Using voice recognition software to treat dysgraphia in a patient with conduction aphasia

Background: Augmentative and alternative communication (AAC) has primarily been utilised for motor speech deficits or as an aid for communicating basic needs in the acute stages of aphasia rehabilitation. However, AAC strategies can be employed for individuals with aphasia across a wide range of severity levels and at different stages of recovery. For individuals with chronic impairments in language, voice recognition software can further enhance communication by providing an alternative means for written expression.

Aims: To investigate the functional and linguistic effects of a treatment program that used voice recognition software to improve written communication in an individual with chronic aphasia.

Methods & Procedures: A 65-year-old woman with conduction aphasia participated in a prospective case study. During baseline testing the individual was evaluated on measures of language (i.e., Boston Diagnostic Aphasia Examination, 3rd edition, Goodglass, Kaplan, & Baressi, 2001 Goodglass, H., Kaplan, E. and Barresi, B. 2001. Boston Diagnostic Aphasia Examination, 3rd, Baltimore, MD: Lippincott Williams & Wilkins.  [Google Scholar]; Boston Naming Test, Kaplan, Goodglass, & Weintraub, 2001 Kaplan, E., Goodglass, H. and Weintraub, S. 2001. Boston Naming Test, 2nd, Philadelphia, PA: Lippincott Williams & Wilkins.  [Google Scholar]), computer skills, and functional communication (i.e., ASHA FACs, Frattali et al., 1995 Frattali, C., Thompson, C. K., Holland, A. L., Wohl, C. B. and Ferketic, M. K. 1995. American Speech-Language-Hearing Association Functional Assessment of Communication Skills for Adults, Rockville, MD: American Speech-Language-Hearing Association.  [Google Scholar]; Quality of Communication Life Scales, Paul et al., 2004 Paul, D., Frattali, C., Holland, A., Thompson, C., Caperton, C. and Slater, S. 2004. Quality of Communication Life Scale (ASHA QCL), Rockville, MD: American Speech-Language-Hearing Association.  [Google Scholar]). A cursory examination of the oral peripheral structure was administered. Treatment consisted of 10 one-hour sessions of training on the Dragon NaturallySpeaking^© Program. Following treatment, measures of language, computer skills, quality of life, and functional communication were re-administered. Further, to evaluate if skills in written expression could be utilised to communicate via e-mail, a distance-learning program was implemented.

Outcomes & Results: Findings revealed that, with intensive instruction, the participant was able to independently access the computer and the Dragon NaturallySpeaking^© Program. At the conclusion of the treatment phase, functional writing abilities approximated spoken communication. Some minor changes in reading, repetition, and conversation were suggested on formal and informal assessment measures. The participant made substantial gains in using the program in her activities of daily living, but only achieved minor success in demonstrating her skills during distance learning.

Conclusions: The potential benefits of AAC devices may change throughout the course of recovery from aphasia. New technologies may facilitate gains in communication in individuals with aphasia throughout their lifespan. This study demonstrated that intensive training in the use of voice recognition software can enhance functional writing in an individual with chronic aphasia. Although marked progress in written expression was achieved, transfer of skills for use on the Internet was limited. Clinical management should include assessment of various assistive technologies across different modalities of communication for people at different stages of recovery from aphasia.     

Problem‐solving abilities of participants with and without diffuse neurologic involvement

Background: Impaired problem solving is a frequent consequence of brain trauma and other conditions that result in diffuse neurologic involvement. Information about how individuals with diffuse neurologic involvement solve problems is important to the development of strategies designed to help them achieve the highest degree of independent living despite neuropsychological compromise, and may aid clinical decision making in general.

Aims: To examine and compare problem‐solving abilities of participants with and without diffuse neurologic involvement.

Methods & Procedures: We used the Rapid Assessment of Problem Solving test (RAPS; Marshall, Karow, Morelli, Iden, & Dixon, 2003a Marshall, R. C., Karow, C. M., Morelli, C. A., Iden, K. and Dixon, J. 2003a. A clinical measure for the assessment of problem‐solving abilities in brain‐injured adults.. American Journal of Speech‐Language Pathology, 12: 333–347.  [Google Scholar]), a modification of Mosher and Hornsby's (1966 Mosher, F. A. and Hornsby, J. R. 1966. “On asking questions.”. In Studies in cognitive growth, Edited by: Bruner, J. S, Olver, R. B and Greenfield, P. M. 86–102. New York: Wiley.  [Google Scholar]) 20 Question task, to examine the problem‐solving abilities of two groups of neurologically intact (NI) participants and three groups of participants with diffuse neurologic involvement (DNI). The RAPS is a clinical test of problem‐solving abilities in which the client asks yes/no questions to identify a “target picture” in a 32‐item array. The DNI groups included individuals with recent and chronic acquired traumatic brain injuries, and a third group of participants with severe mental illness. It was hypothesised that participants with DNI would perform less well on the RAPS than the NI participants, and that these differences would be reflected in lower scores on the RAPS and differences in the frequency with which certain types of questions were used to solve problems.

Outcomes & Results: Findings revealed significant differences between NI groups and two of the three DNI groups on objective scores, types of questions asked, and the strategies used to solve problems on the RAPS. The NI participants used a more systematic, organised approach to solving problems, whereas participants with DNI were less organised, inconsistent, and sometimes inflexible in their use of problem‐solving strategies.

Conclusions: Findings suggest the problem‐solving abilities of participants with and without DNI are distinguishable in terms of selected components of Scholnick and Friedman's (1993 Scholnick, E. K. and Friedman, S. L. 1993. Planning in context: Developmental and situational characteristics.. International Journal of Behavioural Development, 16: 145–167. [Web of Science ®] , [Google Scholar]) developmental theory of planning. These include a decision to plan, strategy choice and execution, and monitoring effects of prior actions.