Using yes/no questions can be a very effective and easy-to-use technique to help you communicate with a person with aphasia. Yes/no questions are often easier for the person to understand. They also do not require the person to produce a new word in order to answer the question. Show
Using yes/no questions can be very helpful in many situations:
Although this technique seems straightforward, here are a few things to keep in mind:Stick to one thought per question. In everyday speech, we often ask things like, “Do you want to go to the movies, or should we eat lunch first?” This combination of questions can be confusing to the person with aphasia. Their answer can also be confusing to you. If they answer “yes,” you still aren’t sure which option they prefer. Use visual aids. Some people with aphasia can have yes/no confusion. Although they know which response they mean, the wrong word might come out. It can help to use a gesture or picture to accompany the response. This can include a thumbs up/down, a head nod, or an image of a happy/sad face. Don’t rely exclusively on yes/no questions. These questions can be very helpful to confirm information and gain understanding, but it is also a very limited way to communicate. Encourage the person with aphasia to engage in more communication than just yes/no in order to have more meaningful interactions. Whether it’s through speech, drawing or an AAC device, people with aphasia still have a lot to say. In this post, you’ll find 55 aphasia treatment activities! The activities are organized by expressive and receptive aphasia. Then further broken down into treatment ideas for severe, moderate, and mild impairments. You’re welcome to download any of the free printable PDFs on the post. Bookmark this page to use during treatment. Or copy
and print the activities. For hundreds more handouts and worksheets, check out the bestselling Adult Speech Therapy Starter Pack on our shop! Help patients connect to an aphasia support group. Find a local group through university speech clinics, hospital programs, Facebook Groups, or non-profits. Try the National Aphasia Associations
support group finder (U.S. only). Or look into an online group such as Virtual Connections. Complete a needs assessment to understand your patient’s needs and
wants better. Use their answers to design person-centered treatments. Gather a functional vocabulary inventory. Include names of people, pets, places, activities, etc. that are important to the patient. Use the assessment by Garrett and Beukelman below (click for PDF). Or create your own. Teach patients with expressive aphasia the following word-finding tips. Practice these strategies with the aphasia
activities listed below. 1. DESCRIBE IT 2. SYNONYMS 3. OPPOSITE WORD 4. GROUP OR CATEGORY 5. FIRST LETTER OR FIRST SOUND 6. GESTURES Point or act it out. Open the Picture Cards and Picture
Descriptions post on your browser. Or sign up to download the Free PDF. This is an intensive approach for patients who want to improve verbal speech. Be aware that it discourages any other communication compensations, so it may not be the right fit for some patients. The 3 Principles of Constraint-Induced Language Therapy: Only
speaking is allowed. No compensations, including no gestures, writing, or AAC. Intensive practice of 2-4 hours per day. 6. Semantic Feature AnalysisSemantic Feature Analysis helps a patient find a word (name a picture) by describing semantic features of the word. These semantic features are: what group it’s part of, what action it does, an associated word, properties of the word, where it’s located, and how to use it. Use Picture Cards and the Word Web below. Click to download a free PDF Word Web. 7. Phonological Component AnalysisPhonological Component Analysis helps patients find a word (name a picture) by describing phonological features of the word. Sound familiar? PCA is modeled after Semantic Feature Analysis. It uses a word web to help patients think of five phonological components of a target picture. These components are: first sound, another word that starts with that first sound, final sound, number of syllables, and rhyming word. Use Picture Cards and create a Word Web Worksheet (available on our shop). 8. Verb Network Strengthening TreatmentThe specific goal of VNeST is to improve word-finding and build sentences. The therapist presents a verb. The patient then builds a sentence from this verb, filling in the WHO and WHAT. See Aphasia Treatment Approaches for step-by-step instructions and a free PDF word list. 9. Recruit the Right Hemisphere (Intention Manipulation)Facilitate lateralization of language production to the right brain structures by having a patient complete a complex left-hand movement during a naming task. Instructions:
10. Melodic Intonation TherapyFrom the National Aphasia AssociationInstructions:
11. Scripted ConversationWith this approach, the therapist helps a patient create scripts that will improve conversations in their daily life. An example is a script to order pizza over the phone. Instructions: 1. Work with your patient to create 3 scripts that would improve their daily conversations. Each should be useful for your patient and the right level of difficulty. 2. In each script, include lines for both your patient and the conversation partner. For example, if the script is for paying a credit card bill over the phone, write lines for both the patient and the customer service agent. 3. Each script should have 10 turns. 4. During their turn, the patient will respond to what the conversation partner just said. 12. Response Elaboration TrainingThe goal of Response Elaboration Training is to increase the number of content words that patients with aphasia say during a conversation. Content words are nouns, pronouns, main verbs, adjectives, adverbs, and prepositions. This approach allows the therapist to follow the patient’s lead. For example, a therapist may say, “Tell me about this picture,” and ask questions based on the patient’s answer. There are no wrong answers, and the therapist encourages longer utterances with shaping, modeling, and chaining. 13. Treatment of Underlying FormTUF was created to treat agrammatic aphasia. The goal is to increase syntactic complexity. Using action pictures and notecards, the therapist helps the patient build sentences. See Aphasia Treatment Approaches for step-by-step instructions. 14. Promoting Aphasics’ Communication EffectivenessPACE therapy uses conversations to improve communication. First, the patient chooses a form of communication (talking, gestures, writing, AAC devices, Pictionary, etc.) Then the therapist and patient take turns conveying messages. Finally, the therapist gives cues and feedback. Instructions:
Severe: Expressive Aphasia Treatment Activities15. Sing the AlphabetPrint, write, or otherwise have a large-print Alphabet available on one page. Cue your patient to “sing the ABCs” while pointing to each letter. 16. Automatic PhrasesPrint or write the following automatic phrases. Have patients say each of the series aloud, pointing to each number or word as they go. 1 2 3 4 5 6 7 8 9 10 10 20 30 40 50 100 200 300 400 500 Monday, Tuesday, Wednesday, Spring, Summer, Fall, Winter. January, February, March, April, May, 17. Object NamingUse physical objects in the environment or the Picture Cards for this activity. Substitute objects as needed. One by one, point to an object and ask the patient, “What is the name of this?” For example, point to a:
18. Sentence CompletionAsk the patient to complete the sentence. Either read the sentence aloud or have the patient read the sentence. They may say or write the answer, depending on your treatment goals.
19. Naming from DescriptionAsk the patient to name what is being described. Either read the sentences aloud or have the patient read them. They may say or write the answer.
20. Category NamingAsk the patient to name what category each set of words belongs to. Either read the words aloud or have the patient read them. They may say or write the answer.
21. Category MembersName at least 3 items that belong to each category. Or, name as many items from each category as you can in 1 minute. ANIMALS
FOODS
PLACES
ENTERTAINMENT
HOUSEHOLD OBJECTS
22. Rhyming WordsFill in the blank with the word that is being described. All of the answers rhyme.
23. LetterFill in the blank with the word that is being described. All of the words begin with the same letter.
24. SynonymsRead each word. Think of a similar word, a word that has the same meaning.
25. AntonymsRead each word. What is the opposite word? A word with the opposite meaning?
26. Needed ItemsName three items you need to…
27. Complete the SeriesWhat word comes next in each series?
28. Naming EmotionsHow would you feel in the following situations? What emotions would you feel?
Moderate: Expressive Aphasia Treatment Activities29. Differences Between WordsWhat is the difference between each of these two words? (Provide picture cards as needed)
30. Twenty QuestionsHave your patient guess each word by asking up to 20 questions. Questions must be yes/no. If they struggle to come up with questions, model the activity: share a word and ask yes/no questions for them.
31. Complete the SentencesRead the following situations and respond as appropriate.
32. Giving Directions“Pretend that I’ve never done these activities before. How do I…?”
33. Definitions“Pretend that I’m from another planet. “What is (a)….?”
34. Picture DescriptionsPresenting one photo at a time, ask the patient to describe each photo in as much detail as possible. Mild: Expressive Aphasia Treatment Activities35. Conversation Activities for Aphasia (what would you do if…)What would you do if…?
36. Conversations Activities for Aphasia (getting to know you)Answer with as many details as possible.
37. Conversations Activities for Aphasia (would you rather…)Answer with as much detail as possible.
Receptive Aphasia38. Teach Receptive Aphasia StrategiesTeach patients with receptive aphasia and their caregivers the following strategies. 1. GATHER SUPPLIES Have a writing surface and utensil ready. 2. WRITE THE MAIN TOPIC In large letters, write the main topic of your conversation at the top of the writing surface.
3. WRITE KEYWORDS.
For example: DOCTOR VISIT 4. COMMUNICATE
5. ASK QUESTIONS
Treatment Approaches39. Augmented InputTo improve comprehension, the communication partner ‘augments’ or adds visual input to spoken language. The added visual input can be intermittent or continuous. Pause regularly to check comprehension. Augmented input can include:
40. Supported Conversation for Adults with Aphasia (SCA)With SCA, treatment focuses on the communication partner, not the patient. The goals are to: 1) Acknowledge the competence of the person with aphasia 2) Help the person with aphasia reveal their competence. Teach the communication partners the following supportive techniques: How The Communication Partner Can Acknowledge Competence
How The Communication Partner Can Reveal Competence
How The Communication Partner Can Verify the MessageSummarize the patient’s message by asking, “Let me make sure I understand” and by:
Severe: Receptive Aphasia Treatment Activities41. Body Part IdentificationAsk the patient to, “Point to your…”
42. Identify ObjectsAsk the patient to “Point to the….” (Skip or substitute objects as needed.)
43. 1-Step DirectionsHave a pen and piece of paper ready. If neither is available, substitute any two objects that are easy to pick up, such as a cell phone or book. Ask the patient to:
44. Simple Yes/No Questions
45. Complex Yes/No Questions
46. Identify WordsWrite down a pair of words on a whiteboard, then say one of the words aloud. Ask the patient to point to the word you said. Erase, then write the next pair of words.
47. Identify PhrasesWrite a pair of phrases on a whiteboard. Say one of the phrases aloud. Ask the patient to point to the one you said.
Moderate: Receptive Aphasia Treatment Activities48. Follow Written Directions #1Draw or print out the numbers 1, 2, and 3 followed by lines (see example below). Allow plenty of space for your patient to write on each line. Then, ask your patient to read and follow the directions (1-5). Example:
49. Follow Written Directions #2Draw or print out the numbers 1, 2, 3, 4, and 5 followed by lines (see example below). Allow plenty of space for your patient to write on each line. Then, ask your patient to read and follow the directions (1-5). Example:
50. Identify SentencesWrite a pair of sentences on a whiteboard. Say one of the sentences aloud. Ask the patient to point to the one you said.
51. ParagraphsRead each paragraph aloud, then ask the related questions. 1. Kim loves rescuing stray cats and dogs. She once found an abandoned cat who had no tail. Kim adopted the cat and named her Misty.
2. After Terrance retired, he began to make clocks in his workshop. He made clocks out of rocks. He made clocks out of pictures. He even made clocks out of crab shells!
3. Maisy Dobbs is a mystery series about an English detective. After working as a nurse during World War I, Maisy becomes a psychologist. She solves murders using psychology, detective work, and her mysterious intuition. During one case, Maisy must find the psychic who killed a rich man’s wife. Most of the psychics are frauds, but the killer is not. Maisy must outsmart the suspect before she strikes again.
Mild: Receptive Aphasia Treatment Activities52. ReadingCue your patient to, “Read the paragraph aloud, then summarize what you read.” 1. Merida is a colonial city on the Yucatán Peninsula of Mexico. It has colorful buildings, hot weather, and friendly people. Merida also has cenotes which are natural, freshwater pools. Both locals and visitors love to swim in their clean, cold waters. But where do cenotes come from? A giant asteroid hit the Yucatán Peninsula 66 million years ago. Scientists believe that the impact created the cenotes. This same asteroid is also thought to have caused the extinction of the dinosaurs! 2. Mindfulness is paying attention to the present moment without judgment. Mindfulness can help people manage their chronic pain. In one study, people who take medication for chronic pain learned mindfulness. Scans of their brain showed that mindfulness decreased activity in their pain centers. By practicing mindfulness every day, some of those people now use less medication! There are many free mindfulness exercises online. 53. Everyday Reading #1Cue your patient to, “Review the everyday reading material, then answer the questions”: EVERYDAY READING MATERIAL: QUESTIONS:
54. Reading #2Cue your patient to, “Review the everyday reading material, then answer the questions”: EVERYDAY READING MATERIAL: QUESTIONS:
55. Everyday Reading #3QUESTIONS:
Handouts & WorksheetsHow do you communicate with aphasic patients?You can encourage the person with aphasia to use other ways to communicate, such as:. Pointing.. Hand gestures.. Drawings.. Writing out what they want to say.. Signing out what they want to say.. What is the best method of communication for a patient with aphasia?Don't “talk down” to the person with aphasia. Give them time to speak. Resist the urge to finish sentences or offer words. Communicate with drawings, gestures, writing and facial expressions in addition to speech.
When communicating with a hearing impaired patient a nurse should?Speak clearly, slowly, distinctly, but naturally, without shouting or exaggerating mouth movements. Shouting distorts the sound of speech and may make speech reading more difficult. Say the person's name before beginning a conversation.
How can we help patients with aphasia?Communicating with a person with aphasia. After speaking, allow the person plenty of time to respond. ... . Use short, uncomplicated sentences, and don't change the topic of conversation too quickly.. Avoid asking open-ended questions. ... . Avoid finishing a person's sentences or correcting any errors in their language.. |