Teaching self-cues: A treatment approach for verbal naming

Gayle DeDe, Diane Parris, Gloria Waters

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


Background: Very few treatment studies have examined the effects of training individuals with anomia to self-generate phonological cues. There is evidence that treatments using written language can improve phonological access for some patients. Such approaches are most effective when the patients are taught strategies to facilitate oral reading of targets. Aim: The goal of the present study was to evaluate the effects of a naming treatment designed to teach a chronic nonfluent aphasic to generate self-cues based on partial access to the written form of words and tactile (placement) cues. Methods: Therapy focused on naming items using a modified cueing hierarchy that incorporated written naming and tactile cues. An AB design was used to examine treatment effects in an individual with aphasia and apraxia of speech. Outcomes and results: Verbal naming improved in target compared to control items. Generalisation was observed to verbal and written naming on standardised measures but not to novel stimuli with initial target and control phonemes. Testing 6 weeks post-treatment revealed limited loss of treatment gains. Conclusions: The results provide qualified support for the treatment programme.

Original languageEnglish (US)
Pages (from-to)465-480
Number of pages16
Issue number5
StatePublished - May 1 2003
Externally publishedYes

ASJC Scopus subject areas

  • Otorhinolaryngology
  • Language and Linguistics
  • Developmental and Educational Psychology
  • Linguistics and Language
  • Neurology
  • Clinical Neurology
  • LPN and LVN


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