2023-09-28 14:46:10 +00:00
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abstract: 'Background: Research and clinical evidence suggest that employment after
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stroke may be an important aspect of-preserving personal and social
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identity; however, few people with significant aphasia manage to return
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to work, particularly if their jobs are communicatively and cognitively
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demanding.
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Aims: This study presents the case of a professor with aphasia, JK, who
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resumed teaching through a combination of voice-output technology and
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the Key Word Teaching technique. Researchers investigated student
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attitudes towards two teaching approaches-one utilising voice-output
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technology alone and the other combining voice-output with the Key Word
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Teaching technique.
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Methods \& Procedures: Ten student participants attended two simulated
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class sessions-one utilising voice-output technology alone and the other
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combining voice-output with the Key Word Teaching technique.
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Investigators analysed attitudinal survey results using nonparametric
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analyses. Qualitative approaches were employed to analyse transcripts of
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focus group discussions and written teaching evaluations. The
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investigators also compared university-based teaching evaluations from
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before JK''s stroke to results obtained after the training protocol was
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completed. In addition, investigators videotaped and reviewed in-class
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teaching examples.
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Outcomes \& Results: In the Combined condition, students rated the
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professor and the presentation more positively on dependent measures
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related to rate, comfort, understandability, and their willingness to
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participate. In a ranking task, all students preferred the Combined
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teaching approach. The scores on JK''s university-based teaching
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evaluations provided by her students the semester after Key Word
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Teaching training were similar to evaluations from before her stroke. In
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addition, excerpts from JK''s classroom discourse revealed that she was
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now combining natural speech and synthesised speech output to enhance
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her teaching.
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Conclusions: Results suggest that students preferred the Combined
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teaching approach utilising both the synthesised speech from the
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computer and the Key Word Teaching technique. Also, the training
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protocol enabled JK to combine natural speech and synthesised computer
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output within the classroom setting in ways that she had been unable to
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prior to training. The results demonstrate how a thorough analysis of
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JK''s communication needs, accompanied by explicit training in techniques
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to overcome barriers to participation, resulted in a successful
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vocational outcome that enabled JK to retain an important aspect of her
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identity.'
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affiliation: 'Lasker, JP (Corresponding Author), Florida State Univ, Dept Commun Disorders,
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Reg Rehabil Ctr 305, Tallahassee, FL 32306 USA.
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Florida State Univ, Dept Commun Disorders, Reg Rehabil Ctr 305, Tallahassee, FL
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32306 USA.'
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author: Lasker, JP and LaPointe, LL and Kodras, JE
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author-email: joanne.lasker@comm.fsu.edu
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author_list:
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- family: Lasker
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given: JP
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- family: LaPointe
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given: LL
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- family: Kodras
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given: JE
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da: '2023-09-28'
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doi: 10.1080/02687030444000840
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eissn: 1464-5041
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files: []
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issn: 0268-7038
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journal: APHASIOLOGY
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language: English
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month: MAR-MAY
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note: 34th Annual Clinical Aphasiology Conference, Park City, UT, 2004
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number: 3-5
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number-of-cited-references: '12'
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pages: 399-410
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papis_id: 26590a131172367301661857f08ba3df
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ref: Lasker2005helpingprofessor
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times-cited: '17'
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title: Helping a professor with aphasia resume teaching through multimodal approaches
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2023-10-01 08:15:07 +00:00
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type: article
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2023-09-28 14:46:10 +00:00
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unique-id: WOS:000229478900017
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usage-count-last-180-days: '0'
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usage-count-since-2013: '7'
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volume: '19'
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web-of-science-categories: 'Audiology \& Speech-Language Pathology; Linguistics; Clinical
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Neurology;
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Rehabilitation'
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year: '2005'
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