The effect of frequency of augmented input on the auditory comprehension of narratives for persons with Wernicke’s aphasia

Abstract

Augmented input refers to the support of any form of linguistic or visual strategies to enhance understanding during intervention. Previous research predominantly focused on the various types of augmented input that can be used, especially to support reading comprehension. The purpose of this study was to determine and compare the effect of varying amounts of augmented input using partner-pointing on the accuracy of auditory comprehension for persons with Wernicke’s aphasia specifically. The research was conducted with seven participants with Wernicke’s aphasia. The participants listened to three narratives in three conditions, namely 0%, 50% and 100% augmented input with partner-pointing, and then responded to comprehension items based on the narratives. Most participants had more accurate scores during the 50% augmented input condition. In addition, participants did significantly better in the 50% condition than in the 100% augmented input condition. The main clinical implication is that supporting narrative auditory comprehension with augmented input, used as pre-task and during-task stimulation, seems to facilitate the improved auditory comprehension of narratives for some persons with Wernicke’s aphasia. However, providing augmented input for all the content units of a narrative seems to have a negative effect on the auditory comprehension of some persons with Wernicke’s aphasia. Continued research is necessary to determine what types and frequency of augmented input will lead to improved auditory comprehension for persons with aphasia, specifically Wernicke’s aphasia.