Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia Purpose This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia. Method A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process ... Supplement Article
Supplement Article  |   May 01, 2013
Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia
 
Author Affiliations & Notes
  • Jaime B. Lee
    University of Oregon, Eugene
  • McKay Moore Sohlberg
    University of Oregon, Eugene
  • Disclosure Statement
    Disclosure Statement×
    The second author receives royalty benefits from the Attention Process Training–3 program that was used as the intervention in this study.
    The second author receives royalty benefits from the Attention Process Training–3 program that was used as the intervention in this study.×
  • Correspondence to Jaime B. Lee: jlee6@uoregon.edu
  • Editor: Swathi Kiran
    Editor: Swathi Kiran×
  • Associate Editor: Sharon Antonucci
    Associate Editor: Sharon Antonucci×
Article Information
Language Disorders / Aphasia / Attention, Memory & Executive Functions / Supplement: Select Papers From the 42nd Clinical Aphasiology Conference
Supplement Article   |   May 01, 2013
Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia
American Journal of Speech-Language Pathology, May 2013, Vol. 22, S318-S333. doi:10.1044/1058-0360(2013/12-0099)
History: Received July 30, 2012 , Revised November 12, 2012 , Accepted January 17, 2013
 
American Journal of Speech-Language Pathology, May 2013, Vol. 22, S318-S333. doi:10.1044/1058-0360(2013/12-0099)
History: Received July 30, 2012; Revised November 12, 2012; Accepted January 17, 2013
Web of Science® Times Cited: 4

Purpose This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia.

Method A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process Training—3 (APT–3). The primary outcome measure was a maze reading task. Pre- and posttesting included attention and reading comprehension measures. Visual inspection of graphed performance data across conditions was used as the primary method of analysis. Treatment effect sizes were calculated for changes in reading comprehension probes from baseline to maintenance phases.

Results Two of the study's 4 participants demonstrated improvements in maze reading, with corresponding effect sizes that were small in magnitude according to benchmarks for aphasia treatment research. All 4 participants made improvements on select standardized measures of attention.

Conclusion Interventions that include a metacognitive component with direct attention training may elicit improvements in participants' attention and allocation of resources. Maze passage reading is a repeated measure that appears sensitive to treatment-related changes in reading comprehension. Issues for future research related to measurement, candidacy, and clinical delivery are discussed.

Acknowledgments
We wish to thank the participants for their contributions to this study. Additional gratitude is extended to the graduate student clinicians who assisted with administering the intervention.
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