UCL Discovery

Abstract

Background: Recommendations state that information should be provided to people with aphasia using aphasia-friendly written material supported by a verbal explanation1,2. Current research focuses on aphasia-friendly written information only3,4,5, while there is limited evidence regarding the relative effectiveness of different modalities particularly in the early stages of recovery. The current study was designed to investigate whether: a) understanding and knowledge about stroke and aphasia increased in a group of people with recent onset aphasia following information provision, and b) there was a greater increase in understanding and knowledge if aphasia-friendly written information was supported by a verbal explanation (as per RCSLT recommendations). Aims of presentation: To present pilot data demonstrating a method for measuring change in knowledge in people with aphasia following information provision. Methods and procedures: Sixteen participants with aphasia were randomly allocated using minimisation to create two matched groups: 1) aphasia-friendly written information leaflet only, 2) aphasia-friendly leaflet supported by a verbal explanation. A simple True/False questionnaire was devised, based on the information in the leaflet, to measure participants‟ knowledge about stroke and aphasia. Pre- and post-information questionnaire scores were compared to measure change in knowledge following information provision. Results: Participants‟ knowledge of stroke and aphasia significantly increased in both conditions. There was a trend in the results suggesting that people gained more knowledge when they received a leaflet supported by a verbal explanation. This trend was more marked for participants who were in the early stages of recovery. Conclusion: This pilot study demonstrates potential for measuring change in knowledge in people with aphasia as a means of investigating the effectiveness of different information-giving modalities. Further research is needed to ensure that people with early stage aphasia, who are often excluded from research, receive timely and effective information about their condition. 1 RCSLT, 2005. Royal College of Speech and Language Therapy Clinical Guidelines. Speechmark Publishing Ltd. 2 Department of Health. 2007. National Stroke Strategy. National Health Service. 3 Rose, T., Worrall, L., & McKenna, K., 2003. The effectiveness of aphasia-friendly principles for printed health education materials for people with aphasia following stroke. Aphasiology 17 (10): 947-963. 4 Brennan, A., Worrall, L., & McKenna, K., 2005. The relationship between specific features of aphasia-friendly written material and comprehension of written material for people with aphasia: An exploratory study. Aphasiology, 19 (8): 693-711. 5 Worrall, L., Rose, T., Howe, T., Brennan, A., Egan, J., Oxenham, D. & McKenna, K., 2005. Access to written information for people with aphasia. Aphasiology 19 (10/11): 923-929