Correspondence of Standardized Language Test Results and Self-Assessment of Skills in PWA

Abstract

The term aphasia (and related disorders) typically refers to acquired neurogenic language disorders and acquired cognitive-linguistic disorders most commonly referred to as motor speech disorders. These include disorders of language formulation, comprehension and cognitive processing caused by damage to specific areas of the brain. In short, aphasia is acquired, has neurological causes, affects reception and expression of language across modalities, and it is not to be confused with other sensory, psychiatric or intellectual disorders [1].  

Given the long-lasting implications for the person with aphasia (PWA) and their family in every aspect of their lives as well the existing research gap investigating their quality of life, self-image and self-assessment of language skills, this project aims to get the PWA’s perspective on living with aphasia and examine whether there are discrepancies between the self-assessment of their language skills and standardized language test results. It considers whether a person’s personality and self-image, as well the existence of a supportive community could play a role in this self-assessment.

There is a wide array of assessment tools available for the target group of PWA. For this project, an adaptation of the disability questionnaire from the Comprehensive Aphasia Test (CAT) [2] was used. The CAT assesses recognition, comprehension, production of spoken and written language and also includes cognitive screening and a disability questionnaire. I translated this questionnaire to German, so that six PWA from Vienna (n=6, 3 males, 3 females), aged 49-67, diagnosed with Broca’s aphasia 4–34 years ago, some married and some divorced could be interviewed on how they feel about their communication skills and life with aphasia. I had two sessions with each patient, all of which were recorded. In the first session, the standardized Aachen Aphasia Test (AAT) [3], which is specifically developed for the German language to diagnose aphasia was used to assess the language skills of each PWA. The second session consisted of a qualitative, structured interview modelling the CAT Disability Questionnaire.

The project is still ongoing, with the data collection (interviewing) part having been completed, and the data analysis planned to be completed over the next months. Both tests use scales and numerical scores. Their end numerical values will be calculated and compared. The correspondence or non-correspondence between the self-assessment responses and the standardized data will be analyzed. I am hoping that this project will shed new light on the experiences and needs of PWA and the connection between a positive self-image and reinforcement from the community and the PWA’s linguistic progress.

References

[1] B. Hallowell, Aphasia and Related Acquired Neurogenic Language Disorders: the Science and Art of Excellent Clinical Practice. Plural Publishing Incorporated, 2017.

[2] K. Swinburn, G. Porter, and D. Howard, “Comprehensive Aphasia Test,” PsycTESTS Dataset, 2004. doi: 10.1037/t13733-000.

[3] W. Huber, K. Poeck, D. Weniger, and K. Willmes, Aachener Aphasie Test (AAT), 1983.