Abstract
In aphasia, damage to brain regions responsible for language processing disrupts access to words previously learned and consolidated in the mental lexicon, causing people with aphasia (PWA) to experience word finding difficulties that negatively impact their everyday communication. This study seeks to investigate the effects of a psycholinguistic training based on phonology and semantics on sentence production in a aphasic child with cerebral palsy. The study used a single-subject multiple- baseline research design across behaviors. A 13-year-old boy, named AE with expressive aphasia, admitted to Speech and Swallowing Disorders Clinic, College of Applied Medical Sciences, King Saud University was recruited to participate in this study. The aphasic child with cerebral palsy was found to be successful at the end of the training sessions, compared to the baseline. In other words, there was a positive difference between the data obtained in the first and last training sessions for each child.
Ethics approval and consent to participate
Child’s parent provided the written informed consent to their child’s participation in this study. Written informed consent (in Arabic) was obtained from the Child’s parents. All methods were performed in accordance with the relevant guidelines and regulations (Declaration of Helsinki).
Availability of data and materials
Data sharing not applicable. The data are not publicly available due to participants’ privacy.
Consent to publication
The Author guarantees that the Contribution to the Work has not been previously published elsewhere, or that if it has been published in whole or in part, any permission necessary to publish it in the Work has been obtained and provided to the journal.
Authors’ contributions
The author is the only person who solely contributed to the writing of this paper.
Disclosure statement
No potential conflict of interest was reported by the author(s).