abstract: 'Background: Research and clinical evidence suggest that employment after

  stroke may be an important aspect of-preserving personal and social

  identity; however, few people with significant aphasia manage to return

  to work, particularly if their jobs are communicatively and cognitively

  demanding.

  Aims: This study presents the case of a professor with aphasia, JK, who

  resumed teaching through a combination of voice-output technology and

  the Key Word Teaching technique. Researchers investigated student

  attitudes towards two teaching approaches-one utilising voice-output

  technology alone and the other combining voice-output with the Key Word

  Teaching technique.

  Methods \& Procedures: Ten student participants attended two simulated

  class sessions-one utilising voice-output technology alone and the other

  combining voice-output with the Key Word Teaching technique.

  Investigators analysed attitudinal survey results using nonparametric

  analyses. Qualitative approaches were employed to analyse transcripts of

  focus group discussions and written teaching evaluations. The

  investigators also compared university-based teaching evaluations from

  before JK''s stroke to results obtained after the training protocol was

  completed. In addition, investigators videotaped and reviewed in-class

  teaching examples.

  Outcomes \& Results: In the Combined condition, students rated the

  professor and the presentation more positively on dependent measures

  related to rate, comfort, understandability, and their willingness to

  participate. In a ranking task, all students preferred the Combined

  teaching approach. The scores on JK''s university-based teaching

  evaluations provided by her students the semester after Key Word

  Teaching training were similar to evaluations from before her stroke. In

  addition, excerpts from JK''s classroom discourse revealed that she was

  now combining natural speech and synthesised speech output to enhance

  her teaching.

  Conclusions: Results suggest that students preferred the Combined

  teaching approach utilising both the synthesised speech from the

  computer and the Key Word Teaching technique. Also, the training

  protocol enabled JK to combine natural speech and synthesised computer

  output within the classroom setting in ways that she had been unable to

  prior to training. The results demonstrate how a thorough analysis of

  JK''s communication needs, accompanied by explicit training in techniques

  to overcome barriers to participation, resulted in a successful

  vocational outcome that enabled JK to retain an important aspect of her

  identity.'
affiliation: 'Lasker, JP (Corresponding Author), Florida State Univ, Dept Commun Disorders,
  Reg Rehabil Ctr 305, Tallahassee, FL 32306 USA.

  Florida State Univ, Dept Commun Disorders, Reg Rehabil Ctr 305, Tallahassee, FL
  32306 USA.'
author: Lasker, JP and LaPointe, LL and Kodras, JE
author-email: joanne.lasker@comm.fsu.edu
author_list:
- family: Lasker
  given: JP
- family: LaPointe
  given: LL
- family: Kodras
  given: JE
da: '2023-09-28'
doi: 10.1080/02687030444000840
eissn: 1464-5041
files: []
issn: 0268-7038
journal: APHASIOLOGY
language: English
month: MAR-MAY
note: 34th Annual Clinical Aphasiology Conference, Park City, UT, 2004
number: 3-5
number-of-cited-references: '12'
pages: 399-410
papis_id: 26590a131172367301661857f08ba3df
ref: Lasker2005helpingprofessor
times-cited: '17'
title: Helping a professor with aphasia resume teaching through multimodal approaches
type: article
unique-id: WOS:000229478900017
usage-count-last-180-days: '0'
usage-count-since-2013: '7'
volume: '19'
web-of-science-categories: 'Audiology \& Speech-Language Pathology; Linguistics; Clinical
  Neurology;

  Rehabilitation'
year: '2005'