Aphasia and computerised writing aid supported treatment

Behrns, Ingrid; Hartelius, Lena; Wengelin, Åsa

doi:10.1080/02687030802436892

Cited by 20 publications

(32 citation statements)

References 13 publications

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“…Similarly, following their verb and sentence therapy, Murray and Karcher (2000) found that their participant improved on a written discourse task but demonstrated more marked improvements when using word prompt software. Eight studies evaluated the effects of training people with acquired dysgraphia to use computer technologies to directly compensate for writing difficulties, as opposed to this element being only a part of relearning of writing skills (Armstrong & MacDonald, 2000;Behrns et al, 2009;Bruce et al, 2003;Estes & Bloom, 2011;King & Hux, 1995;Manasse et al, 2000;Nicholas et al, 2005Nicholas et al, , 2011. Five of these had single case designs and three were multiple case studies.…”

Section: Training In the Use Of Assistive Technologiesmentioning

confidence: 99%

“…Although this was developed to aid reading, it also functions as an editing tool for writing. Predictive writing software provides a list of possible words as letters are typed into the word processor (Armstrong & MacDonald, 2000;Behrns et al, 2009;Mortley et al, 2001;Murray & Karcher, 2000). This list narrows as more letters of the word are typed.…”

Section: Training In the Use Of Assistive Technologiesmentioning

confidence: 99%

“…The user can select the required word from the list without having to type the entire word. Spellchecker software alerts the user to a word that has been incorrectly spelt or to a sentence or phrase that is ungrammatical and suggests alternatives (Behrns et al, 2009). These technologies have been used in three studies to compensate for writing or editing difficulties in participants with mild, moderate, and severe nonfluent aphasia (Armstrong & MacDonald, 2000;Behrns et al, 2009;King & Hux, 1995).…”

Section: Training In the Use Of Assistive Technologiesmentioning

confidence: 99%

“…Outcomes of the studies using these technologies have been measured by asking participants to complete single-word spelling tests (Armstrong & MacDonald, 2000) or to write definitions of words (Armstrong & MacDonald, 2000), picture descriptions (Armstrong & MacDonald, 2000), or essays on a chosen topic (Behrns et al, 2009;King & Hux, 1995), both with and without the aid before and after therapy. The written texts produced in these studies were longer (Armstrong & MacDonald, 2000;Behrns et al, 2009), more accurate (Armstrong & MacDonald, 2000;Behrns et al, 2009;King & Hux, 1995), and/or richer in terms of content (Armstrong & MacDonald, 2000) when using the device.…”

Section: Aphasiology 433mentioning

confidence: 99%

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Retraining writing for functional purposes: a review of the writing therapy literature

2014

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Background: Acquired dysgraphia (impaired writing/spelling skills) can significantly restrict people from participating in social, professional, and educational life. Using writing in order to access the Internet via computers, tablets, and mobile phones has become an important part of everyday life for people of all ages. Improving writing in people with acquired dysgraphia could facilitate communication, reduce isolation, and increase access to information. Aims: This review evaluates the writing therapy literature in terms of its usefulness in guiding clinicians in training writing in adults with acquired dysgraphia generally, with specific reference to functional writing activities. The databases Web of Knowledge and Psychinfo were searched for studies evaluating writing therapies for participants with acquired dysgraphia following brain injury. Studies were categorised according to type of treatment (e.g., impairment-based or assistive technology training) and outcome measures (e.g., single words or sentences). Main Contribution: Sixty-two studies were found. Of these, 54 described impairmentbased writing therapies targeting single words or sentences using either lexical or phonological therapies. A small body of 14 studies evaluated the use of assistive writing technologies either alone or in conjunction with an impairment-based therapy. Although all studies reported positive effects of some kind, only 28 measured the effects of therapy on functional or spontaneous writing and only 21 explicitly encouraged the transfer of writing skills to functional tasks. Conclusions: The writing therapy literature has a dominant tradition of using theoretically motivated treatments to improve single-word writing. It provides limited guidance to clinicians treating functional writing, especially in natural contexts. There may be a specific therapeutic role for assistive technologies which have been as yet largely unexplored in the literature. Furthermore, the cognitive requirements of effective use of assistive technology for dysgraphia warrant research in order to understand which people with dysgraphia may benefit from their use.

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Section: Training In the Use Of Assistive Technologiesmentioning

confidence: 99%

Section: Training In the Use Of Assistive Technologiesmentioning

confidence: 99%

Section: Training In the Use Of Assistive Technologiesmentioning

confidence: 99%

Section: Aphasiology 433mentioning

confidence: 99%

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Retraining writing for functional purposes: a review of the writing therapy literature

2014

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“…Instead, online technology is often studied as a rehabilitating tool. Several studies advocate the efficacy of computerised therapy, in terms of online vocabularies (Yasuda, Nemoto, Takenaka, Mitachi, & Kuwabara, 2007), word prediction or spelling software (Behrns, Hartelius, & Wengelin, 2009) or special designed software (Furnas & Edmonds, 2014). Sjöqvist Nätterlund (2010) studied 20 individuals with aphasia, within the setting of an "Aphasia House", concluding that they were eager to increase their Internet usage, but that they needed support and help in doing so.…”

Section: Introductionmentioning

confidence: 99%