CRITIQUE OF UNSUPPORTED PROCEDURAL DESCRIPTIONS
Note: To read summary of procedure, scroll approximately ½ way down this post.
Source: Leon, S. A., & Rodriquez, A. D. (2008). Aprosodia and its treatments. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 18, 66-72. doi:10.1044/nnsld18.2.66
Reviewers: Jessica Jones, Amy Anderson
Date: May 5, 2014
Overall Assigned Grade: because there are no supporting data, the grade is F
Level of Evidence: F = Expert Opinion (no supporting evidence for the effectiveness of the intervention although the author may provide secondary evidence supporting components of the intervention).
Take Away: The authors provided a well-written, succinct explanation of research related to the nature of aprosodia. They noted that little evidence was available regarding the effectiveness of expressive aprosodia treatment. They described upcoming research of Rosenbek and his colleagues who are combining two aprosodia approaches they have previously researched (i.e., Cognitive-Linguistic and Imitative approaches) with motor learning enhancement procedures.
1. Was there review of the literature supporting components of the intervention? Narrative Review
2. Were the specific procedures/components of the intervention tied to the reviewed literature? No
3. Was the intervention based on clinically sound clinical procedures? Yes
4. Did the author(s) provide a rationale for components of the intervention? Yes
5. Description of the outcome measure: Improved expressive affective prosody
6. Was generalization addressed? No
7. Was maintenance addressed? No
SUMMARY OF INTERVENTION
Description of Intervention #1—Combined Rosenbek and Motor Learning Approach
POPULATION: Expressive Affective Aprosodia, Right Hemisphere Damage; Adult
TARGETS: Sentences produced with appropriate affective prosody
TECHNIQUES: modeling, metalinguistics, verbal and/or visual feedback
STIMULI: auditory, writing (written explanations), visual feedback (Visipitch)
– models target sentences using the targeted affective prosody,
– records the model (using Visipitch), and
– provides P with cards describing the prosodic characteristics of the targeted affective prosody.
2. P attempts to imitate C’s model.
3. C records P’s attempt.
4. C provides a split screen from Visipitch representing C’s model and P’s attempt and replays both the model and P’s attempt.
5. C provides verbal feedback to P, describing how the model and P’s attempt differ based on pitch, intensity, and duration information available on the Visipitch screen.
RATIONALE/SUPPORT FOR INTERVENTION: Cognitive-linguistic, imitative, motor learning
• The intervention is a combination of Rosenbek’s two approaches to treating expressive affective aprosodia (Cognitive-Linguistic and Imitative approaches) and Motor-Learning Feedback intervention.
• Rosenbek’s two approaches have been compared in previous research and they are roughly equivalent. Accordingly, the combined approach includes both Cogntive-Linguistic and Imitative components as well as some components from motor-learning research.
• At the time of the publication of this article, research was planned investigating the effectiveness of this combined approach.