Background: The relation between language deficits and inhibitory control as the hallmark component of executive function in persons with aphasia is controversial. Studies that have been done in aphasia syndrome and language impairment have documented difficulties in executive function abilities as well. Inhibitory control issues are common in aphasic persons who demonstrate word retrieval deficits. The current project is a study protocol with the aim to develop a treatment paradigm, which simultaneously considers word retrieval and inhibitory control mechanism. Methods: A total of 20 literate, right-handed, 30 to 65 years-old native Farsi speakers with post stroke aphasia without severe motor speech disorder will be recruited to participate in this randomized, double-blind clinical trial protocol. Subjects in 2 experimental and active control groups will undergo 12 sessions of treatment. The experimental group will include 10 patients who receive the combined treatment and the rest of patients in the active control group will be presented the errorless naming treatment. A 2nd speech and language pathologist will evaluate the participants before and after the treatment and at 1 month follow up. Discussion: Based on previous studies that suggest the co-morbidity of word retrieval deficits and inhibitory control problems in aphasia syndrome, it is predicted that the combined treatment will affect word retrieval deficits more than errorless naming treatment alone.
Studies have shown that most children before the age of 5 are capable to comprehend and express wh-questions in daily conversations. This study aimed at comparing the ability of wh-questions' production in 4-6-year-old children in spontaneous and elicited conditions. Methods: In this descriptive-analytic study, 72 (n=72) 4-6-year-old Persian-speaking children were selected randomly from kindergartens of Hamadan, Iran. Three different probes were used to evaluate the spontaneous and elicited conditions in the expression of questions with "what, where, who, why, and when". In the first probe, children were encouraged to ask questions spontaneously about experimental pictures. While in the second probe, the verbal prompt was presented about wh-questions, and wh-words were provided as keywords in the third probe. Repeated measures analysis of variance test with between-subjects' factors of sex (male, female) and age group (4-5 years, 5-6 years) and within-subjects' factor of the method (I, II, III) was performed in the study. Results: There was a main effect of probes in "where, who, and when" questions and the mean scores of the II and III probes were significantly higher than those of probe I. Children in probe I received higher scores for why questions than the other probes. "What" questions were expressed more by children in probe II. "Why, when, and where" scores were significantly higher for 5-6 years group than for 4-5 years group. There was no significant effect on all wh-questions. Discussion: The higher accuracy of wh-questions in probe II and III compared to probe I suggested that this competence is significantly developed by the use of elicited procedures (verbal prompt or providing wh-words as keywords) in comparison with no elicitation.
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