AphasiaBank Database Guide
This guide provides documentation regarding the AphasiaBank corpora from the
TalkBank database. All of these data are available from
http://talkbank.org/data/AphasiaBank.
AphasiaBank data are only available to members of AphasiaBank.
TalkBank is an international system for the exchange of data on spoken language
interactions. The majority of the corpora in TalkBank have either audio or video media
linked to transcripts. All transcripts are formatted in the CHAT system and can be
automatically converted to XML using the CHAT2XML convertor.
1 English ..................................................................................................................................................... 4
1.1 Aphasia ........................................................................................................................................... 4
1.1.1 ACWT....................................................................................................................................... 5
1.1.2 Adler ........................................................................................................................................ 5
1.1.3 BU ............................................................................................................................................. 6
1.1.4 CMU .......................................................................................................................................... 6
1.1.5 Elman ...................................................................................................................................... 7
1.1.6 Fridriksson ............................................................................................................................ 7
1.1.7 Garrett ..................................................................................................................................... 8
1.1.8 Kansas ..................................................................................................................................... 8
1.1.9 Kempler .................................................................................................................................. 8
1.1.10 Kurland ................................................................................................................................ 9
1.1.11 MSU ....................................................................................................................................... 9
1.1.12 SCALE ................................................................................................................................ 10
1.1.13 STAR ................................................................................................................................... 10
1.1.14 TAP ..................................................................................................................................... 10
1.1.15 TCU ..................................................................................................................................... 11
1.1.16 Thompson ........................................................................................................................ 11
1.1.17 Tucson ............................................................................................................................... 11
1.1.18 Whiteside ......................................................................................................................... 12
1.1.19 Williamson....................................................................................................................... 12
1.1.20 Wozniak ............................................................................................................................ 12
1.1.21 Wright ............................................................................................................................... 13
1.2 CA ................................................................................................................................................... 13
1.2.1 Goodwin .............................................................................................................................. 13
1.2.2 Oelschlager ......................................................................................................................... 13
1.3 Control ......................................................................................................................................... 14
1.3.1 Capilouto ............................................................................................................................. 14
1.3.2 Kempler ............................................................................................................................... 14
1.3.3 Wright .................................................................................................................................. 15
1.4 Famous ......................................................................................................................................... 15
1.5 Group ............................................................................................................................................ 16
1.5.1 BU .......................................................................................................................................... 16
1.5.2 Duquesne ............................................................................................................................ 20
1.5.3 SCALE ................................................................................................................................... 23
1.5.4 Williamson ......................................................................................................................... 23
1.5.5 Wozniak .............................................................................................................................. 24
1.6 NonProtocol ............................................................................................................................... 24
1.6.1 CAP ........................................................................................................................................ 24
1.6.2 ChialFlahive ....................................................................................................................... 43
1.6.3 Conversation ..................................................................................................................... 45
1.6.4 Fridriksson ......................................................................................................................... 45
1.6.5 Goodwin .............................................................................................................................. 45
1.6.6 Holland1 .............................................................................................................................. 46
1.6.7 Holland2 .............................................................................................................................. 48
1.6.8 Mackie .................................................................................................................................. 50
1.6.9 Menn ..................................................................................................................................... 50
1.6.10 Oelschlaeger .................................................................................................................... 51
1.6.11 Olness ................................................................................................................................ 53
1.6.12 Penn ................................................................................................................................... 53
1.6.13 PerLA ................................................................................................................................. 53
1.6.14 Shadden ............................................................................................................................ 56
1.6.15 Telerounds....................................................................................................................... 57
1.6.16 Thompson ........................................................................................................................ 58
1.6.17 Ulatowska ........................................................................................................................ 58
1.7 Script ............................................................................................................................................. 59
1.7.1 Adler ..................................................................................................................................... 59
1.7.2 Fridriksson ......................................................................................................................... 59
2 French ................................................................................................................................................... 60
2.1 Toulouse ...................................................................................................................................... 60
3 German ................................................................................................................................................. 63
3.1 CAP ................................................................................................................................................ 63
4 Greek ..................................................................................................................................................... 63
4.1 Goutsos ........................................................................................................................................ 63
5 Hungarian............................................................................................................................................ 65
5.1 CAP ................................................................................................................................................ 65
6 Italian .................................................................................................................................................... 65
6.1 CAP ................................................................................................................................................ 65
7 Mandarin ............................................................................................................................................. 65
7.1 Jan28 ............................................................................................................................................. 65
7.2 aphasics ....................................................................................................................................... 65
7.3 boa ................................................................................................................................................. 65
7.4 controls ........................................................................................................................................ 65
7.5 erica ............................................................................................................................................... 65
7.6 erica0205 .................................................................................................................................... 65
7.7 ivy................................................................................................................................................... 65
8 Spanish ................................................................................................................................................. 65
8.1 Muñoz ........................................................................................................................................... 65
1 English
1.1 Aphasia
This section of the AphasiaBank database consists of movies (located at
http://talkbank.org/media/AphasiaBank/) and transcripts (located at
http://talkbank.org/data/AphasiaBank/) of people with aphasia (PWA) participating in
the AphasiaBank Protocol tasks in English. The language in the discourse tasks is
transcribed and linked line-by-line with the movies. The transcriptions are in CHAT
format, allowing the application of any of the CLAN language analysis programs. The
transcriptions are also coded, using a system devised to capture aphasic errors. The
tests listed below (items V, VI, and VII) are video recorded but not transcribed.
In addition to the recorded part of the protocol, we administered the Western Aphasia
Aphasia Quotient subtests, and since late 2013, the Complex Ideational Material subtest
of the Boston Diagnostic Aphasia Examination and a sentence comprehension
assessment derived from the Philadelphia Comprehension Battery.
AphasiaBank Protocol (recorded portion)
I. Free Speech Samples
A. Stroke Story and Coping
B. Important Event
II. Picture Descriptions
A. Broken Window
B. Refused Umbrella
C. Cat Rescue
*D. Flood -- discontinued
III. Story Narrative -- Cinderella
IV. Procedural Discourse -- Peanut Butter and Jelly Sandwich
V. AphasiaBank Repetition Test
VI. Boston Naming Test
VII. Northwestern Verb Naming Test
* The Flood photograph description was discontinued because many participants had
difficulty perceiving what was happening, and it did not elicit much discourse.
Participants are assigned a code name, based on the center where their data were
collected (e.g., adler) and the order in which they participated in the protocol (e.g.
adler01). Some PWAs have performed the protocol twice or more over the course of
two or three years, to track any changes in their language. The letter at the end of each
participant's code name indicates the testing time (e.g. adler01a indicates first time of
testing, adler01b indicates that same participant’s second time of testing, and so forth).
Most of the data are either from academic centers or from aphasia centers focusing on
the well-being of people with chronic aphasia. Most of the aphasia centers have
adopted a "life participation approach to aphasia" aiming to offer the support and
training PWAs need to realize their goals of participating in daily life as fully as possible.
Each contributing center will be described briefly below.
1.1.1 ACWT
ACWT
Aphasia Center of West Texas
Midland, TX
Founder: Kathryn Shelley
Executive Director: Kitty Binek
The Aphasia Center of West Texas came into being when Kathryn Shelley's father, Chuck
Matthews, had a stroke that resulted in significant communication problems. Kathryn
discovered that once his insurance ran out, no further communicative support and
training was available to him. Kathryn spearheaded a community effort, which resulted
in the establishment of the center in March, 2002, as the second independent aphasia
center to open in the United States. The programs at this center reflect its life
participation approach to aphasia care.
1.1.2 Adler
Adler Aphasia Center
Maywood, NJ 07607
Founders: Mike and Elaine Adler
Executive Director: Karen Tucker
The Adler Center was founded by Mike and Elaine Adler after Mike had a stroke and
discovered that limited therapy and support were available to him for the
communication problems he experienced. The Adler Aphasia Center is committed the
life participation approach, and provides programs and training for PWAs and their
family members and caregivers. It also includes a research program, one goal of which is
to demonstrate the effectiveness of its approach. In addition, the Adler Aphasia Center
provides training for speech language pathologists, medical doctors and nurses, and
emergency first responders.
1.1.3 BU
The Aphasia Resource Center
Boston University
College of Health and Rehabilitation Sciences: Sargent College
Boston, MA
Contributor: Elizabeth Hoover
The Aphasia Resource Center (ARC) is located in the College of Health and Rehabilitation
Sciences: Sargent College at Boston University. The ARC opened in 2006 with support
from the Boston Foundation and a Sargent College alumnus donation. The mission of
the ARC is to provide increased opportunities to enhance the communication skills and
increase the well being of persons who have suffered a stroke and are affected by
aphasia, as well as to enhance the ability of their families to cope with their
disabilities. We also provide training for graduate student clinicians in the second year
of the MS-SLP program. Using a life participation approach to aphasia (LPAA), we aim
to:
1. provide a supportive environment in which persons living with aphasia can receive
group communication treatment.
2. provide recreational and educational resources,
3. educate members about local and national resources and,
4. educate the broader Boston community about aphasia and related disorders.
1.1.4 CMU
Department of Psychology
Pittsburgh, PA
AphasiaBank PI: Brian MacWhinney
The AphasiaBank Project is based here. These samples were collected as a pilot study of
the AphasiaBank protocol (http://www.talkbank.org/AphasiaBank/).
AphasiaBank is supported by NIH-NIDCD grant R01-DC008524 for 2007-2017. The
immediate goal of AphasiaBank is construction of a shared database of multimedia
interactions for the study of communication in aphasia. The ultimate goal of this work is
the improvement of evidence-based therapy for aphasia.
1.1.5 Elman
Aphasia Center of California
Oakland, CA
Founder and Executive Director: Roberta Elman
Contributor: Roberta Elman
The Aphasia Center of California opened its doors in 1996, and was the first
independent nonprofit organization in the nation dedicated to providing direct services
to persons with aphasia. Its treatment programs offer a “lifeline” for participating
individuals, their families, and caregivers—creating a community of people that support
and understand one another.
In 1994, Dr. Elman received national funding to conduct a randomized controlled trial to
investigate the efficacy and effectiveness of group communication treatment. This
research showed that there was significant value in receiving regular group
“communication workouts,” as meaningful improvement could continue for years.
Many individuals who participated in the program began to venture outside of their
homes and return to community life for the first time.
1.1.6 Fridriksson
Aphasia Lab of the University of South Carolina
University of South Carolina
Columbia, SC
Founder and Contributer: Julius Fridriksson
The Aphasia Lab at the University of South Carolina was founded by Dr. Julius
Fridriksson in 2001. The main purpose of the USC Aphasia Lab is to study language
recovery in stroke survivors, specifically in those who are diagnosed with aphasia.
The Lab provides detailed speech and language diagnostics employing standardized
testing, and also functional magnetic resonance imaging (fMRI). Using the fMRI
technology, we are able to look at brain changes associated with recovery, and also
study how stroke size and location relates to language, speech, and motor impairments.
All of the research conducted in the lab is funded by the National Institutes of Health
and there is no charge for participation. Since the establishment of the USC Aphasia
Lab, we have tested over 80 participants, and conducted numerous studies where
participants received treatment to target receptive and expressive deficits. Our goal is
to continue to understand brain function as it relates to language difficulties/aphasia, in
order to design better treatment options for those affected.
1.1.7 Garrett
Private practice of Kathryn Garrett
Pittsburgh, PA
Contributor: Kathryn Garrett
Kathryn Garrett has a private practice in Pittsburgh, PA, where she specializes in the
treatment of aphasia and related communicative disorders.
1.1.8 Kansas
University of Kansas Medical Center
Department of Hearing and Speech
Contributor: Susan Jackson
The University of Kansas Intercampus Program in Communicative Disorders (IPCD) was
established in 1955, and became the first program in the country to receive
accreditation in Speech-Language Pathology and Audiology from the Council on
Academic Accreditation in in Audiology and Speech-Language Pathology (CAA). These
data were gathered from the program's clinic.
1.1.9 Kempler
Emerson College
Department of Communication disorders
Boston, MA
Contributor: Dan Kempler
These participants were recruited from Robbins Speech-Language-Hearing Center at
Emerson College. Since opening in 1953, the Robbins Center has provided evaluation
and treatment for children and adults with communication problems as well as
educational programs for family members and caregivers. The Center is also the primary
clinical training facility associated with the nationally respected Emerson College
Department of Communication Sciences and Disorders.
1.1.10 Kurland
University of Massachusetts Amherst
Communication Disorders Department
Amherst, MA
Contributor: Jacquie Kurland
The Brain Research on Chronic Aphasia (BRoCA Lab; Kurland, PI) is investigating:
 a better understanding of the neural mechanisms supporting brain
reorganization in post-stroke aphasia
 the effects of different treatment variables on language recovery in aphasia
 individual differences in language recovery in post-stroke aphasia
 treatment outcome measures that demonstrate improvements in discourse and
in quality of life
Current funding (5 R01 DC011526-03, “Overcoming Learned Non-Use in Chronic Aphasia:
Behavioral, fMRI, and QoL Outcomes”) supports these efforts. The discourse samples
include baseline, post-treatment, post-six months home practice, and maintenance.
1.1.11 MSU
Montclair State University
Department of Communication Sciences & Disorders
Bloomfield, NJ
Contributor: Mary Boyle
The Department of Communication Sciences and Disorders (CSND) was established
at Montclair State University in 1969. The Montclair State University Center for
Audiology and Speech-Language Pathology (MSU-CASLP) provides diagnostic
evaluation and treatment for adults and children who demonstrate communication
difficulties. The Aphasia Research Laboratory investigates all aspects of aphasia,
with a particular emphasis on the efficacy of various treatments for the disorder.
These data were gathered from participants from the MSU-CASLP, from the Aphasia
Research Laboratory, and from surrounding community- and hospital-based clinics
and centers.
1.1.12 SCALE
Snyder Center for Aphasia Life Enhancement
Baltimore, MD
Founder and Executive Director: Denise McCall
Contributor: Denise McCall
The mission of the Snyder Center for Aphasia Life Enhancement (SCALE), a Life
Participation Center founded in 2008, is to improve the quality of life for people living
with aphasia and their families by:
 Providing individuals with aphasia a place to connect
 Offering interactive group activities designed to support and empower members
as they re-engage in community
 Providing educational materials, training and support for family members
 Striving to raise public awareness and understanding of aphasia through
community outreach and advocacy projects
1.1.13 STAR
Stroke Aphasia Recovery Program
Lubbock, TX
Contributor: Melinda Corwin
STAR is a community outreach program sponsored by the Texas Tech University
Health Sciences Center. The program helps aphasia survivors and their caregivers
by offering small group speech-language therapy, caregiver education, and
psychosocial support.
1.1.14 TAP
Triangle Aphasia Program
Durham, NC
Founder and Contributor: Maura Silverman
In 2003 Maura Silverman, a Speech/Language Pathologist whose career has spanned the
continuum of care for individuals with neurological communication impairments, sought
to begin an aphasia-specific program based on a Life Participation Model (LPAA, ASHA
2001). The program would not be center based, rather would reach individuals and their
families in their own communities. The program would serve individuals with aphasia,
but also answer the needs of the family, friends and the community. Individuals with
aphasia, family members, and several healthcare providers got together and launched
communication groups across the Triangle area of NC. Interest in this small 501 (c) 3
organization was high and support was expressed generously by donors, rehabilitation
programs and Universities in the area.
1.1.15 TCU
Texas Christian University
Communication Sciences and Disorders Department
Contributor: Maria Muñoz
The Neurological Communication Impairments (Neuro) Clinic at Texas Christian
University provides assessment and treatment services for adults experiencing
speech, language, and/or cognitive challenges as a result of neurological
impairment. Professors work collaboratively with students as they engage with
clients to implement evidence-based clinical practices. The Neuro Clinic specializes
in the management of communication impairments experienced by monolingual and
bilingual speakers of Spanish and/or English.
The participants in this corpus had the AphasiaBank Protocol administered in
English. Some of them also had the protocol administered in Spanish within a few
days. To distinguish between the Spanish and English data, the Spanish corpus is
named Muñoz, and the English is TCU. The participant number identifies the
particular participant; thus, Muñoz10a is the same participant as TCU10b. The letter
(a, b, etc.) indicates the order of protocol administration; thus Muñoz10a was given
the protocol first in Spanish, second in English (TCU10b).
1.1.16 Thompson
Cynthia K. Thompson
Northwestern University
Department of Communication Sciences and Disorders
Evanston, IL
Contributor: Cynthia K. Thompson
1.1.17 Tucson
Contributors: Audrey L. Holland
Fabiane Hirsch Cruse
This dataset comes from a number of sources. Some of these individuals were
recruited from the Aphasia Center of Tucson, an aphasia group run by Fabiane
Hirsch Cruse, Ph.D. Others in the set are community volunteers who were recruited
by or referred by clinicians in the greater Tucson area.
1.1.18 Whiteside
Aphasia House
Orlando, FL
Director: Janet Whiteside
These participants were recruited from Aphasia House, which is affiliated with the
University of Central Florida Department of Communication Sciences and Disorders.
Aphasia House offers an intensive outpatient therapy program for individuals with
aphasia.
1.1.19 Williamson
Stroke Comeback Center
Vienna, VA
Founder, Director and Contributor: Darlene Williamson
Darlene S. Williamson, a speech pathologist with over 25 years of experience,
recognized that survivors needed personalized communication services – particularly
after medical insurance limits have been exhausted. In January 2005, Stroke Comeback
Center (SCC) opened its doors as a community services organization for survivors living
with aphasia and their families. The Center is now a nationally respected
speech/language center practicing the Life Participation Approach to Aphasia. SCC
services achieve clearly identifiable improvements in communication and quality of life
for persons with aphasia.
1.1.20 Wozniak
InteRACT: Intensive Residential Aphasia Communication Therapy
Dalhousie University
Halifax, Nova Scotia
Canada
Director and Contributor: Linda Wozniak
InteRACT is an intensive 4.5 week treatment program providing therapy five days a
week. Enrollment is limited in each session to ensure comprehensive, individualized
attention for each participant. This program incorporates individual and group therapy,
partner training and life participation activities.
1.1.21 Wright
Arizona State University
Tempe, AZ
Contributor: Heather Wright
The participants with aphasia at ASU were recruited from the
University Clinic and the Phoenix community for participation in research
studies in Heather Wright's laboratory. All had received speech-language therapy at
some point during their recovery but most were no longer enrolled in
therapy.
The Arizona State University speech and hearing clinics provide speech-language
therapy to individuals of all ages. The clinics also serve as training and research facilities
for programs in audiology and speech-language pathology.
1.2 CA
Mary Oelschlager and Charles Goodwin contributed the Conversation Analysis corpora.
Both corpora are fully transcribed and annotated according to the conventions of CA.
1.2.1 Goodwin
This corpus consists of three videos of the same aphasic person at home interacting
with various caregivers.
1.2.2 Oelschlager
This corpus consists of nine videos of a couple at their home. The man is aphasic, and his
wife is not.
1.3 Control
1.3.1 Capilouto
This corpus consists of participants who were recruited from the Lexington, KY area in
the context of a National Institute on Aging grant entitled "Discourse Processing in
Healthy Aging." The Principal Investigator was Heather Harris Wright, formerly at
Arizona State University, now at East Carolina University. The Co-Investigator was Gilson
Capilouto, of the University of Kentucky.
These participants met the following criteria for inclusion in the study:

no neurological condition (e.g., stroke, head injury);

hearing (aided or unaided) adequate for testing based on clinical judgment or as
assessed by the hearing screening (CID list of 10 everyday speech sentences,
available at the AphasiaBank website);

vision (aided or unaided) adequate for testing based on clinical judgment or as
assessed by the vision screening (available at the AphasiaBank website);

fluent speakers of English;

no history of cognitively deteriorating conditions such as Alzheimer’s or
Parkinson’s disease based on self report and/or as assessed by performance on
the Mini-Mental Status Examination; and

no depression at the time of testing based on self report and/or as determined
by a score of 9 or lower on the Mood Scale (Geriatric Depression Scale-Short
Version, available at the AphasiaBank website).
1.3.2 Kempler
This participant was recruited from the Boston, MA area by Daniel Kempler of Emerson
College.
1.3.3 Wright
This corpus consists of participants who were recruited from the Phoenix, AZ area in the
context of a National Institute on Aging grant entitled "Discourse Processing in Healthy
Aging." The Principal Investigator was Heather Harris Wright, formerly at Arizona State
University, now at East Carolina University. The Co-Investigator was Gilson Capilouto, of
the University of Kentucky.
These participants met the following criteria for inclusion in the study:

no neurological condition (e.g., stroke, head injury);

hearing (aided or unaided) adequate for testing based on clinical judgment or as
assessed by the hearing screening (CID list of 10 everyday speech sentences,
available at the AphasiaBank website);

vision (aided or unaided) adequate for testing based on clinical judgment or as
assessed by the vision screening (available at the AphasiaBank website);

fluent speakers of English;

no history of cognitively deteriorating conditions such as Alzheimer’s or
Parkinson’s disease based on self report and/or as assessed by performance on
the Mini-Mental Status Examination; and

no depression at the time of testing based on self report and/or as determined
by a score of 9 or lower on the Mood Scale (Geriatric Depression Scale-Short
Version, available at the AphasiaBank website).
1.4 Famous
Audrey Holland developed the Famous People Protocol to be used with people whose
spoken language impairment was too severe to allow them to participate effectively in
the original AphasiaBank Protocol. Individual scores are listed on the scoresheet found
at TalkBank.org/AphasiaBank under Test Results Collection, and demographics are
under Demographics Collection (both password protected).
Stimuli for the FPP comprise photographs of famous people across a variety of domains
(entertainers, world figures and US presidents, athletes). Stimuli have been chosen to
permit the PWA to use of a variety of modalities to obtain full credit for a response. The
scoring system and conventions are described at the TalkBank.org/AphasiaBank website
under Famous People Protocol.
1.5 Group
Our collection of group videos is intended to provide examples of the various kinds of
groups being conducted for people with aphasia. When possible, we have also posted
an introductory ("-intro") video with each corpus, in which the group organizer explains
the purpose and structure of the groups.
1.5.1 BU
Please see the description of BU in the English Aphasia section of this document. Group
media descriptions are given below and followed by participant demographics.
Filename
Clip
Length
Description
IITPA3 6_3 SB
Welcome.mp4
3:24
Welcome/Introductions: Day 1
Client S from the 2011 BU ICAP welcomes the
group.
IITPA3 6_3 LF
intro.mp4
1:19
Introductions: Day 1
Client L introduces herself to the group.
IITPA3 6_3 RA
Intro.mp4
0:58
Introductions: Day 1
Client R introduces himself to the group.
IITPA3 6_10 EG
Toastmasters.mp4
1:49
Toastmasters: Week 2 of 4
Client E shares his biographical speech.
IITPA3 6_10 GT
Toastmasters.mp4
1:34
Toastmasters: Week 2 of 4
Client G shares her biographical speech with the
support of the Pictello app.
IITPA3 6_10 LF
2:29
Toastmasters: Week 2 of 4
Filename
Clip
Length
Toastmasters.mp4
Description
Client L shares her biographical speech with the
support of the Pictello app.
IITPA3 6_10 RA
Toastmasters.mp4
1:54
Toastmasters: Week 2 of 4
Client R shares his biographical speech.
IITPA3 6_10 SJ
Toastmasters.mp4
2:29
Toastmasters: Week 2 of 4
Client S shares his biographical speech.
IITPA3 6_17 GT
Toastmasters.mp4
2:59
Toastmasters: Week 3 of 4
Client G shares her biographical speech with the
support of the Pictello app.
IITPA3 6_17 RA
Toastmasters.mp4
3:14
Toastmasters: Week 3 of 4
Client R shares his biographical speech.
IITPA3 6_17 SJ
Toastmasters.mp4
2:19
Toastmasters: Week 3 of 4
Client S shares his biographical speech.
IITPA3 6_24 EG
Toastmasters.mp4
2:55
Toastmasters: Week 4 of 4
Client E shares his biographical speech with the
support of the Pictello app.
IITPA3 6_24 GT
Toastmasters.mp4
1:50
Toastmasters: Week 4 of 4
Client G shares her biographical speech with the
support of the Pictello app.
IITPA3 6_24 RA
Toastmasters.mp4
2:50
Toastmasters: Week 4 of 4
Client R shares his biographical speech.
Filename
Clip
Length
Description
IITPA3 6_24 LF
Toastmasters.mp4
2:25
Toastmasters: Week 4 of 4
Client L shares her biographical speech with the
support of the Pictello app.
IITPA3 6_7 Book
Club parta.MP4
3:35
Book Club: Session 1 of 4
IITPA3 participants were assigned reading from
Mary Roach’s book My Planet, a selection of
humorous essays. Members read the text on
their iPads while listening to the audio via the
Music app or via audio cds. In this clip, the Book
Club is meeting for the first time. Members are
discussing phone-based customer service
inspired by the essay “42 Minutes and Holding…”
IITPA3 6_7 Book
Club partb.MP4
3:15
Book Club: Session 1 of 4
IITPA3 participants were assigned reading from
Mary Roach’s book My Planet, a selection of
humorous essays. Members read the text on
their iPads while listening to the audio via the
Music app or via audio cds. In this clip, the Book
Club is meeting for the first time. Members are
discussing the essay “Picture Imperfect” and the
new generation of television remotes.
IITPA3 6_13 Book
Club.mp4
4:00
IITPA3 6_25 In the
News
2:25
Book Club: Session 2 of 4
IITPA3 participants were assigned reading from
Mary Roach’s book My Planet, a selection of
humorous essays. Members read the text on
their iPads while listening to the audio via the
Music app or via audio cds. In this clip, the Book
Club is meeting for the second time. Members are
discussing the misadventures of a robotic
vacuum cleaner from the essay “Roomba’s
Revenge.”
In the News: Session 4 of 4
IITPA3 members participated in a weekly “In the
Filename
Clip
Length
Description
McDonalds.mp4
News” discussion group. In this clip, members
discuss an article about the nutritional values of
a McDonalds menu.
IITPA3-6_25 In the
News
Starbucks.mp4
IITPA3 members participated in a weekly “In the
News” discussion group. In this clip, members
discuss an article about the calorie content of
Starbucks beverages.
IITPA 6_12 WrapUp
Geography.mp4
IITPA 6_27 WrapUp
Aphasia
Awareness.mp4
4:15
0:29
4:10
IITPA3 members participated in daily Wrap-Up
sessions to discuss and provide feedback on the
day’s treatments. In this clip, clients are
reviewing the names of each other’s towns.
Earlier in the day, clients engaged in a modified
CILT task in which they requested different
geographical stimulus targets, including names of
hometowns and other geographical areas of
significance.
IITPA3 members participated in daily Wrap-Up
sessions to discuss and provide feedback on the
day’s treatments. In this clip, clients are
discussing an Aphasia Awareness Day event they
attended at the Massachusetts State House.
IITPA3 6_26
WrapUp Final
Thoughts1.MP4
2:13
IITPA3 members participated in daily Wrap-Up
sessions to discuss and provide feedback on the
day’s treatments. In this clip, clients have just
completed the Newsletter group and are giving
their “final thoughts” or feedback on the
program.
IITPA3 6_26
WrapUpFinal
Thoughts2.MP4
2:42
IITPA3 members participated in daily Wrap-Up
sessions to discuss and provide feedback on the
day’s treatments. In this clip, clients have just
completed the Newsletter group and are giving
their “final thought” or feedback on the program.
2013 Participant Demographic Information
Subject
Age
59
Education
(years)
20
Time Post Stroke Aphasia Profile
(years)
8.9
Mod-Severe non-fluent
1
2
56
12
5.75
Moderate non-fluent
3
65
18
4
Moderate non-fluent
4
54
16
5.75
Moderate non-fluent
5
43
12
0.5
Mod-severe non-fluent
6
53
16
1.5
Mod-severe non-fluent
Mean
55
15.67
5.5
1.5.2 Duquesne
Duquesne University
The Adult Language and Cognition Clinic
Department of Speech-Language Pathology
Duquesne University Speech-Language-Hearing Clinic
Pittsburgh, PA
Contributors:
Sarah E. Wallace, Program Director
Annette Neff, Clinical Instructor
Caterina Staltari, Clinical Instructor and Director of Clinical Education
Established in 1998, the Speech-Language-Hearing Clinic at Duquesne University
serves people of all ages who have problems communicating. One of six specialty
clinics within the department, the Adult Language and Cognition Clinic offers
diagnostic services and individual and group therapy to adults with a range of
disabilities.
These videos, beginning in early 2015, are of two different aphasia groups using the
same Thematic Treatment Model (Elman, 2007). The groups are structured with a
student clinician facilitating communication with each client. The group begins with
opening conversation during which all clients have the opportunity to offer
comments and questions. The facilitating clinician then introduces the session
theme using scaffolded questions, and picture, text or objects to augment input.
Following the use of questions to build context about the theme, the clients break
for more individual treatment to practice using specific vocabulary with clinician
support. Following individual practice the groups reconvene and make use of the
language in a more natural setting. The result is that for each group there are two
videos for each day they meet.
A third group is featured in the videos, a mild discourse group. This group is
structured with a student clinician facilitating communication with each client.
Sessions focus on word retrieval, reading, writing tasks and discourse. The group
begins with opening conversation facilitated by a student clinician. The student
clinician introduces a topic of conversation and ensures all clients have the
opportunity to offer comments and questions. Conversation may also be initiated by
clients discussing topics of interest using props. The theme of the session is
introduced often related to a shared reading such as an article. Challenging words
within the reading are targeted. Context building is initiated. During context
building, the clinician initiates conversation related to the topic. Context building
focuses on asking wh-questions, turn taking, commenting, grammaticality, and
efficiency of communication. This is followed by a structured word finding tasks
(divergent naming) related to the session’s theme. The client then works
independently with his or her clinician focusing on discourse using a graphic
organizer. Clients are encouraged to use full/ complex sentences as well as specific
descriptors. Following discussion the clients use the graphic organizer to produce a
narrative discourse. Clinicians will allow clients to be independent in this phase of
the session and offer positive reinforcement.
The mild discourse group has individuals with mild aphasia while the thematic
groups have people with moderate to severe aphasia. Both groups include people
with other speech impairments such as apraxia of speech and dysarthria.
Student clinicians meet with the clinical instructor prior to the group session.
During group meetings the session theme is discussed and a lesson plan is
developed. The lead clinician typically will meet with the clinical instructor prior to
the group meeting to initiate the development of the lesson plan (determining a
session theme). The lesson plan is finalized within the group meeting and the lead
clinician will type and print the lesson plan and distribute to each clinician.
Students are supervised either through observation room viewing or in their offices
via a recording system.
AM Aphasia Group -- Demographic data
Client 1
Client 2
Client 3
Client 4
Client 5
Client 6
Age & D.O.B.
43, 4/22/1972
53, 9/15/1961
male
male
74,
7/15/1940
male
80, 7/13/1934
Gender:
51,
5/18/1972
male
72,
3/11/1943
male
Primary
Language:
English
English
English
English
English
male
Swedish/
English
Date of most
recent
stroke/brain
injury:
Lesion Location:
6/25/03
7/15/10
11/23/05
3/12/03
5/21/01
Sep-10
MCA rupture
left CVA
left CVA
left CVA
left CVA
left CVA
Handedness
before
stroke/brain
injury:
Handedness
after
stroke/brain
injury :
History of other
strokes/brain
injury:
Racial/ethnic
group:
Highest Level of
Education:
right
right
right
left
left
none
none
seizures
none
seizures
none
Caucasian/ White
Caucasian/White
Caucasian/
White
college
college
AfricanAmerican
college
Caucasian/
White
college
Caucasian/
White
college
Premormid
Occupation:
salesperson
accountant
truck driver
director of
research
engineer
Current
Occupation:
Living situation:
None
retired
none
retired
physician,
researcher,
professor of
medicine
retired
alone
with family
alone on
family's
property
with Wife
with wife
with wife
Physical
Conditions
affecting day to
day activities:
visual field cuts,
right sided
hemiparesis
right side
paralysis
none
left hemiparesis
Enrollment in
speech-language
therapy (group,
individual or
both):
both
both
both
both
group
both
Duration of
speech therapy:
summer 2003present
since time of
stroke
since time of
stroke
since March
2013
since July 2002
since April
2010
WAB-R Score:
55.4
36.6
42.1
78.6
50.3
Presence of
dysarthria or
apraxia of
speech:
apraxia
apraxia
none
dysarthria
apraxia
right
right
apraxia
retired
PM Aphasia Group -- Demographic data
Client 1
Client 2
Client 3
Client 4
Client 5
Client 6
Client 7
Age & D.O.B.
56, 11/9/1958
44, 1/5/1970
68, 5/2/1947
92,
7/27/1922
60, 7/8/1954
73, 9/6/1941
47, 8/8/1967
Gender:
male
male
male
male
female
male
male
Primary Language:
Date of most
recent
stroke/brain
injury:
English
English
English
English
English
English
English
Aug-03
2/21/11
10/11/10
TIA 2/2015
May-13
5/29/10
TBI
5/25/1981
Lesion Location:
Handedness
before
stroke/brain
injury:
Handedness after
stroke/brain injury
:
History of other
strokes/brain
injury:
left
left
left
left
right
right
right
right
right
left
Left
left
right
right
none
seizures
none
sep-10
none
none
none
Racial/ethnic
group:
Caucasian/
White
Caucasian/
White
Caucasian/
White
Caucasian/
White
Caucasian/
White
Caucasian/
White
Caucasian/
white
student
college
college
college
Highest Level of
Education:
left
Premormid
Occupation:
maintenance
chiropractic
school
engineer
chemical
engineer
special needs
teacher
farmer
Current
Occupation:
pool services
retired
retired
retired
retired
retired
unemployed
Living situation:
independently
with family
home with
wife
home with
wife
rehabilitation
center
with wife
alone, has
caregiver
hearing
loss - uses
aids
right side
hemiparesis
none
paraplegic
Physical
Conditions
affecting day to
day activities:
right
hemiparesis
right side
hemiparesis
right sided
upper and
lower
extremity
hemiparesis
Enrollment in
speech-language
therapy (group,
individual or
both):
both
both
group
group
both
group
both
Duration of speech
therapy:
11/22/2003 to
present
since time of
stroke
since time of
stroke
since
9/2010
since time of
stroke
since time of
stroke
since time of
injury
WAB-R Score:
Presence of
dysarthria or
apraxia of speech:
AQ 68.3
AQ 24.7
AQ 46
AQ 66
AQ 13.9
AQ 36.1
apraxia
apraxia
apraxia
none
apraxia
none
1.5.3 SCALE
Please see the description of SCALE in the 1.1 section of this document.
1.5.4 Williamson
Please see the description of the Williamson corpus in the 1.1 section of this document.
1.5.5 Wozniak
Please see the description of the Wozniak corpus in the 1.1 section of this document.
1.6 NonProtocol
1.6.1 CAP
Elizabeth Bates
Cognitive Science
UC San Diego
1947-2003
NOTE: No media files are available for these transcripts.
This subdirectory contains transcripts gathered from 60 English, German, and Hungarian
aphasic participants along with normal controls in the Comparative Aphasia Project
(CAP) directed by Elizabeth Bates. The transcripts are in CHAT format and large
segments have full morphemic coding and error coding. Additional normal comparison
groups for these data can be found in the MacWhinney / Bates 1 narrative corpus,
which is the raw data from MacWhinney and Bates (1978). These comparison data are
for English, Italian, and Hungarian children and adults.
Procedure
All of the data were collected using a common procedure, which is the “given-new”
picture description task of MacWhinney and Bates (1978). This procedure was varied
only slightly to allow the aphasic participants to see three pictures in a series at once.
Participants saw nine sets of pictorial stimuli that could be described in terms of simple
sentences. For example, Series 2 consists of three pictures of the same boy, which can
be described by these sentences:
A boy is running.
A boy is skiing.
A boy is swimming.
Table 1. Sentence Structure
Series
1
2
Structure
SV
SV
Sentence
A bear (mouse, bunny) is crying.
A boy is running (swimming, skiing).
3
4
5
6
7
8
9
SVO
SVO
SVO
SVL
SVL
SVOI
SVOI
A monkey (squirrel, bunny) is eating a banana.
A boy is kissing (hugging, kicking) a dog.
A girl is eating an apple (cookie, ice cream).
A dog is in (on, under) a car.
A cat is on a table (bed, chair).
A lady is giving a present (truck, mouse) to a girl.
A cat is giving a flower to a boy (bunny, dog).
In this listing, these abbreviations are used for the major elements of a sentence: S=subject, V=verb, O=object, L=object of the locative preposition, and I=indirect object. The
three pictures in each series are called frames. For example, (a) is the first frame, (b) is
the second frame, and (c) is the third frame. In this particular series, the subject
increases in givenness across the frames whereas the verb increases in newness. In
Series 6 and 7, the verb is taken to include both the copular and the locative
preposition. (In Hungarian, the locative is a postposition or suffix rather than a
preposition.)
The order of the nine series of pictures was randomized. Following each series, a picture
of a common object such as a bottle or a sailboat was inserted. This was done to break
up any set (Einstellung) effects. Participants were examined individually. Each
participant was seated next to the experimenter at a table. The participants were told
that they would be asked to tell about what they saw in some pictures. The
experimenter showed the pictures in groups of three, varying the placement of
particular pictures left, middle, and right across participants. Two probes were used:
“Tell me about this picture,” and “What’s happening in this picture?” Use of the two
probes was also randomized. Each session was tape recorded in its entirety.
Participants
All participants were right-handed. All aphasic participants had left lateral lesions. The
transcripts in the CHILDES database are from either Broca’s aphasics, Wernicke aphasics,
or anomics. The characterization of these syndromes is as follows:
Broca’s aphasics are nonfluent patients, displaying an abnormal reduction in utterance
length and sentence complexity, with marked errors of omission or substitution in
grammatical morphology.
Wernicke’s aphasics are patients suffering from marked comprehension deficits, despite
fluent or hyper-fluent speech with an apparently normal melodic line; these patients are
expected to display serious word-finding difficulties, usually with semantic and/or
phonological paraphasias and occasional paragrammatisms.
Anomics are fluent patients, with apparently normal comprehension abilities in free
conversation, suffering primarily from word-finding problems (in the absence of severe
paraphasias or paragrammatism).
Patients were referred for testing by neurologists and speech pathologists at the respective research sites, with one of the above diagnoses. In support of each classification, we
were provided with neurological records (including CT scans in many cases), together
with the results of standard aphasia batteries that were used at the respective research
sites, such as the Boston Diagnostic Aphasia Examination in the United States and the
Aachen Aphasia Battery in Europe. To eliminate the possibility that a patient had
changed status since the diagnosis provided at referral, patients were all screened in a
biographical interview administered and recorded prior to testing. In addition, we
excluded all patients with one or more of the following conditions:
1.
2.
3.
4.
history of multiple strokes,
significant hearing and/or visual disabilities,
severe gross motor disabilities,
severe motor-speech involvement such that less than 50% of the participant’s
speech attempts were intelligible, or
5. evidence that participant was neurologically or physically unstable and/or less
than 3 months post onset.
Patient groups were defined within each language according to their fit to a prototype
used by neurologists and speech pathologists in that community. For example, a
prototypic Broca’s aphasic would show reduced fluency and phrase length, and a
tendency toward omission of functors. Hence patients were matched across languages
only in the sense that they represented different degrees of deviation from a prototype
developed out of observed variation within each language group. This permitted
comparison of the “best” and the “worst” patients across languages, as well as those
who fit the mean.
Table 2. English CAP Participants
File
B1-71
B2-73
B3-76
B4-66
B5-74
B6-72
W1-82
W2-83
W3-84
W4-81
W5-85
Sex
M
M
M
M
M
M
M
M
M
M
M
Onset
58
31
61
43
33
44
47
81
56
53
61
Test Lag
2 years
1 year
5 years
8 years
3 years
1 year
2 months
1 year
1 month
1 year
3 weeks
Etiology
CVA
CVA
CVA
CVA
Trauma
CVA
CVA
CVA
CVA
CVA
CVA
Ed.
12
16
18
15
16
11
16
18
Occupation
telephone engineer
engineer
telephone repair
accountant
electronics
insurance
build. maintenance
parish priest
army colonel
Table 3. German CAP Participants
File
B08
B41
B42
B43
B44
B45
B46
B47
B48
B161
W31
W32
W33
W34
W35
W36
W37
W38
W39
W40
Sex
F
F
F
F
F
F
F
F
M
M
F
M
M
F
M
M
F
M
M
F
Onset
57
55
42
25
40
59
36
52
47
62
43
52
70
36
59
47
65
64
71
49
Test Lag
2 months
1 year
4 years
6 years
7 years
2 years
7 years
20 months
8 years
9 years
8 years
11 years
20 months
8 years
4 years
3 years
4 years
5 years
3 years
7 weeks
Etiology
CVA
CVA
CVA
Trauma
CVA
CVA
CVA
CVA
CVA
CVA
Trauma
CVA
CVA
Trauma
CVA
CVA
CVA
CVA
CVA
CVA
Ed. Occupation
13+ speech therapist
13+
9
9
9+
11
9
16
9+
9+
9+
9+
9+
9+
13+
9
9+
9
technician
sales clerk
housewife
office clerk
dressmaker
kitchen help
engineer
business
office clerk
electrician
foundry worker
sales clerk
accountant
merchant
housewife
service manager
housewife
Table 4. Hungarian CAP Participants
File
B1
B2
B5
B7
B9
B10
B11
B12
B13
B14
W2
W4
W5
W9
W11
A1
A2
A3
Sex
F
M
M
F
M
M
M
M
F
M
F
F
M
M
F
F
F
F
Etiology
trauma
CVA
thrombosis
thrombosis
trauma
CVA
trauma
thrombosis
CVA
aneurism
abscess
meningeoma
tumor
thrombosis
ischemia
vascular
vascular
vascular
Onset
37
36
44
55
18
53
26
55
34
41
51
55
37
76
63
39
18
48
Test Lag
4 years
7 months
7.5 months
25 months
8 months
2 years
4 years
7.5 years
4 months
5 months
4 months
2 months
2 months
3 months
3 months
<year
<year
<year
Ed.
6
8
16
8
8
8
8
16
8
8
12
12
16
12
6
8
12
12
Occupation
Worker
Ironworker
Engineer
Accountant
Student
Ironworker
Fireman
Engineer
Telex
Mechanic
Teacher
Clerk
Engineer
accountant
xeroxer
A4
A5
A6
A7
A8
A10
A11
M
M
M
M
F
F
M
vascular
trauma
tumor
vascular
angioma
tumor
vascular
57
18
31
64
29
57
59
<year
<year
two years
<year
<year
<year
<year
8
8
12
8
8
5
8
These data were collected by Judit Osman-Sagi' in 1987. The subjects are all
native adult speakers of Hungarian suffering from aphasia. There are 39
data files.
Name
Code
Interview Study 1
Study 2
BROCA:
Balint Laszlone
Fekete Ferenc
Kiss Ferenc
Kovacs Gaborne'
Meggyes Miklos
Mudrony Jozsef
Nyeste Jo'zsefne'
Oszvald Tibor
Opoczki Zoltan
Marcsek Jozsef
Liptak Andras
Takacs Laszlo
Bara't Istva'nne'
Ne'meth Zolta'n
B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
B11
Bl2
B13
B14
b1.cha
b2.cha
no
no
b5.cha
no
b7.cha
no
b9.cha
b10.cha
b11.cha
b12.cha
b13.cha
b14.cha
yes
yes
yes
yes
old
yes
yes
yes
yes
yes
yes
no
?
?
yes
yes
yes
yes
old
yes
yes
yes
yes
yes
yes
no
?
?
WERNICKE:
B. Szabo Gyula
Lo"thringer Emilne'
Toth Lajos
Varga La'szlo'ne'
Vo"ro"s Janos
Biro Lajosne'
Rada Imre
Barsi Gelle'rt
Borsovai Istvan
Feczesin Miklos
Horvath Miklosne'
W1
W2
W3
W4
W5
W6
W7
W8
W9
W10
W11
jargon
w2.cha
jargon
w4.cha
w5.cha
jargon
jargon
no
w9.cha
jargon
w11.cha
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
ANOMIC:
Takacs Jozsefne'
A1
Sza'nto Erika
A2
Ko"ro"si Jozsefne' A3
Csatlos Bertalan
A4
Komaromi Lajos
A5
Peto" La'szlo'
A6
Dudas Janos
A7
Sz.Barna Ilona
A8
Varga Gaborne'
A9
Hasprai Imrene'
A10
Mittana Laszlo maradv A11
yes
yes
yes
yes
yes
yes
yes
yes
yes
no
old
yes
CONDUCTION
Devecseri Laszlo
C1
c1.cha
Go"bo"lo"s La'szlo'ne' C2
c2.cha
Kurai Ferenc v.apraxia C3
no
Ma'rton Istvan
C4
c4.cha
Aranyi Tibor
C5
c5.cha
yes
yes
yes
yes
old
yes
yes
yes
yes
old
VARIOUS
Belica Be'la
Fabianne'
Steinne'
old
old
old
old
old
old
CONTROL
Nemetne'
Tothne'
Dansa Janos
Angvarine'
Gero" Agnes
Korda'ne'
GLne'
P. Erzsebet
Bereczky Szilvi
Somorai Dezso
Feniczi L.
Vas Matyas
Nagyne'
Feniczine'
Borda Mihaly
Urba'n Ja'nos
Pa'lfaine'
@end(verbatim)
HISTORIES OF ILLNESS
a1.cha
a2.cha
a3.cha
a4.cha
a5.cha
a6.cha
a7.cha
a8.cha
no
a10.cha
a11.cha
V1
V2
V3
v1.cha
v2.cha
v3.cha
56
54
17
72
45
37
50
31
19
27
69
47
44
58
35
58
64
N1
8
N2
8
N3
8
N4
12
N5 university
N6
12
N7
12
N8
12
N9
12
N10 university
N11 university
N12 university
N13
8
N14
12
N15
8
N16 university
N17 university
yes
yes
yes
yes
yes
yes
yes
yes
no
old
Here are some brief descriptions of the subjects. Unless otherwise indicated, all
patients are Hungarian monolingual, right-handed, and have a lesion in the left
hemisphere.
OITI = National Institute for Neurosurgery
OORI = National Institute for Medical Rehabilitation
WAB AQ = Western Aphasia Battery Aphasia Quotient
BROCA
Code: B1
Balint Laszlone': 37-year-old female. Education: 6 grades. Cause of aphasia: Husband
hit her with a hammer: open head injury. Left centro-parietal damage. Surgery in OITI:
splinters and impaired brain tissue were removed from the left central area.
Hemiplegia. Broca WAB AQ=73 Comprehension: 9.0. Experiments: OORI
Code: B2
Fekete Ferenc: 40-year-old male. Education: 8 grades. Ironworker. Duration of aphasia:
4 years. Diagnosis: status post vascular lesion /no more information. Hemiparesis. WAB
AQ: 50.2 Comprehension: 6.4 Experiments: OORI
Code: B3
Kiss Ferenc: 58-year-old male. Education: PhD. University Professor of history of
twentieth century Hungarian literature, author of a couple of monographs. Duration of
aphasia: 1 year. Illness began suddenly with hemiparesis and aphasia. Diagnosis:
emolitio in regio of fossa Sylvii. WAB AQ: 34.2 Comprehension: 4.3 Experiments: OORI
Code: B4
Kovacs Gaborne': 45-year-old female. Education: 8 grades. Stock-keeper. Duration of
aphasia: 3 months. Illness began suddenly with confusion, hemiparesis and aphasia. Left
carotid angiography: partial occlusion of the internal carotid artery, OITI Diagnosis:
stroke. WAB AQ: 31.0 Comprehension: 5.5. Experiments: OORI
Code: B5
Meggyes Miklos: 44-year-old male. Education: university. Engineer. Duration of
aphasia: 7.5 months. Illness began suddenly with hemiplegia and aphasia. Carotid
angiography negative 3.5 months after stroke. Right central facial paresis, palmomental
reflex positive, XII nerve paretic. EEG: deceleration on the left side. Diagnosis:
thrombosis in the middle cerebral artery. WAB AQ: 33.6 Comprehension: 6.7
Experiments: Inst of Speech Therapy
Code: B6
Mudrony Jozsef: 51-year-old male. Education: college. Civil servant. Duration of aphasia:
10 months. Illness began suddenly with hemiplegia and aphasia. Carotid angiography
on the left side: occlusion in internal carotid artery. EEG: deceleration above left frontotemporo-parietal area. WAB AQ: 33 Comprehension: 5.1 / This is the result of the
second WAB. On the first WAB, one and a half months before, he was classified as
global. Experiments: OORI
Code: B7
Nyeste Jozsefne': 57-year-old female. Education: 8 grades. Accountant. Duration of
aphasia: 21 months. Illness began suddenly with fainting, hemiplegia and aphasia.
Diagnosis: thrombosis in middle cerebral artery. WAB AQ: 70.8 Comprehension: 8.2
Experiments: Inst. of Speech Therapy. /Her speech was much improved, she was almost
anomic. After consultation with Andrew Kertesz I included her in the Broca's group/
Code: B8
Oszvald Tibor: 50-year-old male. Education: high school. Mechanic. Duration of
aphasia: 6 weeks. Illness began suddenly with loss of consciousness and aphasia.
Diagnosis: insufficient perfusion in the region of the middle cerebral artery. No
neurological data. WAB AQ: 15.7 Comprehension: 7.85 Experiments: Inst. of Speech
Therapy.
Code: B9
Opoczki Zoltan: 18-year-old male. Education: 8 grades. Apprentice. Duration of
aphasia: 8 months. He had a motorbike accident with closed head injury. Brain surgery:
subdural haematoma in the left hemisphere was removed by craniotomy. CAT scan 6
months later: left ventricle widened secondary to loss of deep tissue. Diagnosis:
Hemiparesis with aphasia. Positive right Babinski, horizontal nystagmus. WAB AQ: 59.8
Comprehension: 8.1 Experiments: OORI
Code: B10
Marcsek Jozsef: 55-year-old male. Education: 8 grades. Ironworker. Duration of aphasia:
2 years. Illness began suddenly with hemiparesis and aphasia. EEG: deceleration over
left fronto-temporal area. Central facial paresis on the right, positive Hoffmann-Tromer
and Babinski on the right. Diagnosis: vascular lesion in the region of the middle
cerebral artery. WAB AQ: 45.4 Comprehension: 6.9 Experiments: Inst. for Psychology
/consultation for Inst. of Speech Therapy
Code: B11
Lipta'k Andra's: 30-year-old male. Education: 8 grades. Fireman. Duration of aphasia: 4
years. Closed head injury secondary to a motorbike accident. Intracranial epidural
hematoma was removed by craniotomy in OITI. Contused brain tissue in frontotemporal area. CAT scan: megvan a ke'p ottho. WAB AQ: 43.4 Comprehension: 7.4
Experiments: Inst. of Speech Therapy.
Code: B12
Taka'cs Laszlo: 62-year-old male. Education: university. Engineer with many patents.
Duration of aphasia: 7.5 years. Illness began suddenly with hemiparesis and aphasia.
EEG: deceleration over left fronto-temporal region. CAT scan: negative/?/. Diagnosis:
thrombosis in the region of the middle cerebral artery. WAB AQ: 65.4 Comprehension:
8.6 Experiments: Inst. for Psychology /consultation for Inst. of Speech Therapy
Code: B13
Bara't Istva'nne': 34-year-old telex operator with 8th grade education. Vascular
accident.
Code: B14
Ne'meth Zolta'n: 41-year-old auto mechanic with 8th grade education. Vascular
aneurism.
WERNICKE
Code: W1
B. Szabo Gyula: 42-year-old male. Education: high school. Salesman. Duration of
aphasia: 6 weeks. Illness began with gradually deteriorating speech for two days.
Carotid angiography: occlusion of middle cerebral artery, without other neurological
symptoms or signs. WAB AQ: 57 Comprehension: 4.7 Experiments: Inst. for Psychology
/consultation for Dr. Ga'cs/ later OORI
Code: W2
Lothringer Elemerne': 51-year-old female. Education: high school. Teacher. Duration of
aphasia: 7 months. Illness began with loss of consciousness. A vascularized abscess was
found 2cm under the superior parietal gyrus. It was removed in the Institute of
Traumatology. The open head surgery was followed by a vascular spasm in the left
temporo-occipital region, large, deep extension. This spasm is the cause of the patient's
aphasia. WAB AQ: 33 Comprehension: 6.6 Experiments: Inst. for Speech Therapy.
Code: W3
Toth Lajos: 62-year-old male. Education: 8 grades. Salesman. Duration of aphasia: 6
months. Illness began suddenly with hemiparesis and aphasia. EEG: deceleration above
left medial temporal area. Right facial paresis. Diagnosis: occlusion in internal carotid
artery. WAB AQ: 37.4 Comprehension: 4.1 Experiments: OORI
Code: W4
Varga Laszlone': 55-year-old female. Education: high school. Clerk. Duration of aphasia:
4 months. 1 year earlier a meningioma in the tentorium was removed by occipitalsuboccipital craniotomy. OITI. 8 months later she suddenly lost consciousness. CAT scan:
symmetrically enlarged ventriculi. Open head surgery: ventriculostrial shunt. After
surgery: unsteady gait and aphasia without dysarthria. WAB AQ: 58 Comprehension:
5.6 Experiments: OORI
Code: W5
Vo"ro"s Janos: 37-year-old male. Education: college. Engineer. Duration of aphasia: 2
months. Illness began after a mild head commotion. Diagnosis: Angioma in the temporal
region. Tumor removed by open head surgery. OITI Resection of the anterior left
temporal lobe. WAB AQ: 56 Comprehension: 5.6 Experiments: OORI
Code: W7
Rada Imre: 53-year-old male. Education: 8 grades. Tool-maker. Duration of aphasia: 2
months. Illness began suddenly with hemiparesis, aphasia, and confusion. CAT scan:
intracerebral hematoma in the temporal region. Open head surgery /Hosp. MA'V/:
hematoma was removed from second temporal gyrus, 2-3cm deep, the size of a man's
fist./ bleeding in the ventricle. WAB AQ: 26 Comprehension: 3.8 Experiments: OORI
Code: W6
Biro Lajosne': 54-year-old female. Education: high school. Civil servant. Duration of
aphasia: 2 months. Illness began suddenly with hemiparesis and aphasia. Diagnosis:
lesion in the cerebral vascular circulation. WAB AQ: 38.6 Comprehension: 6.6
Experiments: OORI
Code: W8
Barsi Gellert: 68-year-old male. Education: university. Engineer. Duration of aphasia: 3.5
years. Illness began suddenly with hemiparesis and aphasia. CAT scan: hyperdensity in
frontotemporal area. EEG: deceleration in fronto-temporal area. WAB AQ: 34.6
Comprehension: 7.3 Experiments: Inst. of Psychology. Patient was sent by his speech
therapist.
Code: W9
Borsovai Istvan: 76-year-old male. Education: high school. Accountant. Duration of
aphasia: 2 weeks. Illness began 1 week after a mild head commotion with aphasia and
latent hemiparesis. CAT scan /OITI, ambulanter/ negative. Diagnosis: thrombosis of the
middle cerebral artery. WAB AQ: 51.2 Comprehension: 5.5 Experiments: OORI
Experiments were made very early, but the aphasia of this patient was stabile, as we
had opportunity to follow it for months.
Code: W10
Feczesin Miklos: 54-year-old male. Education: 8 grades. Mechanic. Duration of aphasia:
10 weeks. Severe open head injury in a car accident. The same day a head surgery was
done at the Hosp. Janos Traumatology: splinters were removed from the left frontotemporal area, brain tissue is very damaged. Rapid recovery after surgery, no
hemiplegia. WAB AQ: 38
Comprehension: 5.8 Experiments: OORI
Code: W11
Horvath Miklosne': 63-year-old female. Education: 6 grades. Xerox-machine handler.
Duration of aphasia: 3 months. Illness began suddenly with hemiparesis and aphasia.
Diagnosis: ischemia in the region of the middle cerebral artery. WAB AQ: 49.4
Comprehension: 6.7 Experiments: Inst. of Speech Therapy.
ANOMIC
Code: A1
Takacs Jozsefne': 39-yaer-old female. Education: 8 grades. Coordinator. Duration of
aphasia: 7 weeks. Illness began suddenly with hemiplegia and aphasia. Carotid
angiography: embolization in internal carotid and occlusion in middle cerebral artery.
WAB AQ: 95.2 Comprehension: 9.8 Experiments: OORI /IV/
Code: A2
Sza'nto Erika: 18-year-old female. Education: high school /in last grade / Duration of
aphasia: 7 weeks. Mild closed head injury 8 weeks ago without neurological signs. 1
week later she became somnolent and aphasic with hemiplegia. Carotid angiography:
occlusion in the main branch of middle cerebral artery. Thrombolysis performed
immediately. In the control CAG: occlusion was not seen. WAB AQ: 64.4
Comprehension: 8.6 Experiments: OORI
Code: A3
Ko"ro"si Jozsefne': 48-year-old female. Education: high school. Surgery nurse. Duration
of aphasia: 4 months. Illness began suddenly with hemiplegia and aphasia. Diagnosis:
vascular cerebral lesion. WAB AQ: 92 Comprehension: 10 Experiments: OORI
Code: A4
Csiklos Bertalan: 57-year-old male. Education: 8 grades. Smith. Duration of aphasia: 8
weeks. Illness began suddenly with hemiplegia and aphasia. CAT scan: hemorrhage
under temporo-temporoparietal area cca.1.5cm. Treatment was conservative. WAB AQ:
87 Comprehension: 9.3 Experiments:OORI
Code: A5
Komaromi Lajos: 18-year-old male. Education: 8 grades. Carpenter. Duration of aphasia:
3.5 months. Closed head injury in a motorbike accident, with hemiparesis and aphasia
the following day. Carotid angiography: occlusion in the internal carotid artery. OITI 1
month later CAT scan: abcess in frontocentral area. Open head surgery: abcess removed
without complications. WAB AQ: 89.1 Comprehension: 9.4 Experiments:OORI
Code: A6
Peto" Laszlo: 33-year-old male. Education: high school. Foreman. Duration of aphasia:
10 weeks. Illness began 2 years ago with infrequent epileptic attacks. CAT scan: benign
tumor. Open head surgery / OITI / 2 years later: frequent attacks secondary to
progression. Meningioma with 4-5cm diameter was removed from the left temporo-
central area. On the 5th day after surgery: reoperation because hemorrhage in the place
of tumor. Hemiparesis and aphasia appeared after this second operation. WAB AQ: 80.9
Comprehension: 9.0 Experiments: OORI
Code: A7
Dudas Janos: 64-year-old male. Education: 8 grades. Profession: worker. Duration of
aphasia: 10 months. Illness began suddenly with hemiplegia and aphasia. Diagnosis:
thrombosis of the cerebral artery. WAB AQ:78.4 Comprehension: 8.6 Experiments: Inst.
of Speech Therapy
Code: A8
Sz.Barna Ilona: 29-year-old female. Education: high school. Accountant. Duration of
aphasia: 6 weeks. Illness began 7 months ago with epileptic attacks. Her speech got
slower, she had memory impairment. CAT scan: hyperdensity in left frontotemporal
area with diameter of 5 cm. Carotis angiography: angioma on the left Sylvius . Open
head surgery /OITI/: angioma of 4-5cm diameter was removed from the left
frontotemporal area.
Massive bleeding occoured. Angioma got vessels from a.media frontalis and ant.
pericolosa. After surgery: very severe hemiparesis, no verbal contact. Fast recovery.
WAB AQ: 85.2 Comprehension: 9.7 Experiments:OORI
Code: A9
Varga Gaborne': 49-year-old female. Education: high school. Duration of aphasia: 15
months. Illness began gradually with latent hemiparesis and aphasia. Carotis
angiography: occlusion in the main trunk of art.cer. media after opercular branching.
CAT scan /OITI/: hyperdensity in nucleus dentatus, which become isodense after
injecting contrast material. WAB AQ: 86.8 Comprehension: 8.0 Experiments: Inst. for
Psychology / patient is a member
of "Aphasia Club" /
Code: A10
Hasprai Imrene': 57-year-old female. Education: 5 grades. Odd-job worker. Duration of
aphasia: 2 weeks. Illness began 6 months ago with slowing down, difficulties in readingwriting, calculating and in speech. In open head surgery / OITI / by fronto-temporocentral craniotomy a meningioma of 8*10cm diameter was removed without any
complication. The tumor extended to the parietal area, too. Fast recovery after surgery.
No paresis. WAB AQ: 74 Comprehension: 7.7 Experiments: OITI
Code: A11
Mittana Laszlo: 59-year-old male. Education: 8 grades. Driver. Duration of aphasia: 6
months. Illness began suddenly with hemiparesis and aphasia. Diagnosis: thrombosis
art.cer. / nothing more/ WAB AQ: 65.8 Comprehension: 7.8 Experiments: Inst. of
Speech Therapy
CONDUCTION
CODE: C1
Devecseri Laszlo: 54-year-old male. Education: university. Teacher of literature / high
school. Duration of aphasia: 9.5 months. Illness began suddenly with hemiplegia and
aphasia. Carotis angiography: stenosis of art. cer. media 2cm after bifurcation. Fast
recovery from hemiplegia.WAB AQ: 79.8 Comprehension: 8.4 Experiments: Inst. of
Speech Therapy
Code: C2
Go"do"lo"s Laszlone': 35-year-old female. Education: college. Accountant. Duration of
aphasia: 4 months. Illness began suddenly with fainting, aphasia, epileptic attack. Blood
in spinal liquor. Carotis angiography: aneurysm on art.cer. media. CAT scan: hematoma
in left temporal lobe. Open head surgery /OITI/: aneurysm was excluded from blood
circulation by clipping. / length 9mm, neck: 5mm/ Hematoma was emptied. Surgery and
postoperative stadium without complications. WAB AQ: 71.6 Comprehension: 8.6
Experiments: Inst. of Speech Therapy
Code: C3
Kurai Ferenc: 49-year-old male. Education: 8 grades. Electrician. Duration of aphasia: 6
weeks. Illness began suddenly with hemiparesis and aphasia. Carotis angiography:
occlusion in art.carotis interna. Conservative treatment. WAB AQ: 16.8
Comprehension: 8.4 Verbal apraxia. Experiments: OORI
Code: C4
Ma'rton Istvan: 53-year-old male. Education: 8 grades. Foreman in a factory. Duration
of aphasia: 4.5 months. Illness began suddenly with fainting and aphasia. Carotis
angiography: stenosis of art.cer. med. middle degree.WAB AQ: 86.4 Comprehension:
8.6 Experiments: OORI
Code: C5
Ara'nyi Tibor: 52-year-old male. Education: college. Civil servant /diplomat. Duration of
aphasia: 3 months. Illness began with some transient speech disorder-attacks. EEG:
deceleration over left centroparietal area. No more neurological signs were detected.
WAB AQ: 89.0 Comprehension: 9.1. Experiments: Inst. of Speech Therapy. Patient
spoke before illness English. Aphasia in English, too.
WAB PROFILES OF THE SUBJECTS
CODE INFORMATION FLUENCY COMPREHENSION REPETITION NAMING
B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
B11
B12
9
7
2
2
1
4
8
0
2
5
5
6
4
4
3
2
3
2
4
0
4
4
2
4
9.0
6.4
4.3
5.5
6.7
5.1
8.2
7.8
8.1
6.9
7.4
8.6
9.5
3.0
4.6
4.0
3.8
3.5
8.0
0
5
4.6
3.9
7.2
8.4
4.7
3.2
2.0
2.3
1.9
7.2
0
2.8
2.2
3.4
7.0
W1
W2
W3
W4
W5
W6
W7
W8
W9
W10
W11
7
1
3
8
5
2
2
2
6
4
7
7
6
7
7
8
7
7
7
8
7
6
4.7
6.6
4.1
5.6
5.6
6.6
3.8
7.3
5.5
5.8
6.7
2.8
0.6
2.8
5.2
6.0
2.4
0.2
0.4
1.9
1.2
3.2
2.0
1.6
1.8
2.2
3.4
1.3
0
0.6
4.2
0
1.8
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
10
7
10
9
9
9
8
8
9
8
7
9
5
9
9
9
8
8
9
9
8
8
9.8
8.6
10
9.3
9.4
9.0
8.6
9.7
8.0
7.7
7.8
10
7.1
9.4
8.4
9.9
9.2
7.5
9.8
9.3
9.5
7.6
8.8
4.5
7.6
7.8
7.1
5.2
7.1
6.1
7.1
3.8
2.5
C1
C2
C3
9
8
0
8
8
0
8.4
8.6
8.4
5.8
5.6
0
7.7
5.6
0
C4
C5
10
10
9
9
8.6
9.1
7.2
7.4
WAB COMPREHENSION SUBTESTS SCORES IN %
CODE YES/NO QUESTIONS SINGLE WORDS SENTENCES
B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
B11
B12
100
85
75
75
75
70
80
70
85
85
80
90
100
63.3
55
56.6
80
51.6
91.6
96.6
76.6
66.6
73.3
98.3
75
48.7
11.2
40
52.2
36.2
76.2
71.2
82.5
60
71.2
75
W1
W2
W3
W4
W5
W6
W7
W8
W9
W10
W11
60
70
70
80
70
85
50
75
70
80
80
71.6
81.6
50
51.6
63.3
68.3
66.6
80
81.6
63.3
73.3
18.7
52.5
12.5
41.2
40
50
8.7
66.2
25
40
52.5
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
95
80
100
100
85
85
90
100
85
85
80
100
85
100
95
100
98.3
93.3
98.3
91.6
81.6
80
100
91.2
100
93.7
97.5
88.7
78.7
93.7
67.5
68.7
75
8.4
9.0
C1
C2
C3
C4
C4
100
90
75
90
100
100
86.6
90
98.3
100
60
83.7
86.2
73.7
77.5
Hungarian Subject Descriptions:
B1-b
After head trauma she had no spontaneous speech in OITI. In a couple of weeks in OORI
her speech comprehension was recovered and she had a nonfluent spontaneous speech
with mild verbal apraxia and phonological errors. She used very simple grammatical
structures, her speech consisted of single words or phrases largely. Her active
vocabulary was big. Short-term verbal memory wasn't impaired. She had a good control
over her mistakes and was very motivated in speech therapy. Agrammatic.
B2-b
He was in the OORI for speech therapy 4 years after stroke. His speech comprehension
was impaired moderately. Difficulties in sequential commands: especially in the
instrument/direct object structures - patient picked up the last words, or the last parts
of the commands. In repetition task his performance is low: he could repeat 2-wordsslings. His spontaneous speech consisted of single word answers, usually nouns. His
more complete phrases had stereotypical character. Verbal apraxia of mild degree.
Phonemical cuing very effective in naming tasks and dialogs. Agrammatic.
B3-b
He had aphasia for one year. He could walk but his right hand remained paretic. He was
almost a global aphasic with a low comprehension in WAB /better situational
comprehension/, spontaneous speech practically missing "jajajaj". He could understand
personal questions, object's names. His verbal answers consisted of partially repeated
questions, single words with phonetic distortions, sometimes short stereotypical
phrases and perseverations / numbers/. Frequently he tried to find the correct names
by approximations. No verbal apraxia. Phonemic cuing in naming tasks was successful in
1/3 of occasions. Automatisms: in recitation of poetry. Speech therapy: very little
recovery. / His WAB profile is clearly Broca's, but his best results in repetition tasks.
Maybe he was somewhere between Broca's and isolation aphasia, no global?
B4-b / 2-2-5.5-4-2 /
After 3 months with aphasia her speech comprehension is impaired in medium degree.
She understands personal questions, object's names, simple commands. Perseverations
in more complex commands. Impairment of short-term memory with recency effect.
Her spontaneous speech is very poor. She uses stereotypical phrases "I don't know",
and as "lag fillers", conjunctions, particles etc. Phonological errors in words.
Paragrammatisms in single-word answers. Phonological cuing is usually successful.
Speech therapy is effective averagely.
B5-b /1-3-6.7-3.8-2.3/
7.5 months after stroke his speech comprehension impairment is at the end of
Wernicke's zone. He understands personal as well as some of non-personal questions,
and has a good performance on word-matching / errors in body-parts/. He performs
simple and two-parts commands. Phonological errors. Disorders in short term memory.
/primacy or recency effects aren't known. His spontaneous speech on one-word-answer
level. In his automatic phrases he uses 2S verbs instead of 1S. Phonemic cuing does
little help.
B6-b /4-2-5.1-3.5-1.9/
10 months after stroke, the patient had global aphasia. He recovered to Broca's stage
after some speech therapy. His speech comprehension impaired in medium degree. He
understands personal questions, object names, colours, simple commands. Difficulties in
two-part commands. No comprehension of instrument direct object structures. Short
term memory problems in long sentences. Some recency effect. Strong recency effect
in repetition tasks. Practically no spontaneous speech, only automatisms. As "lag fillers"
conjunctives, particles, etc. Phonological errors. He has no access to active vocabulary,
but phonological cuing is very effective.
B7-b / 8-4-8.2-8-7.2 /
Appr.2 years after stroke and after regular speech therapy her recovery stagnated. Her
speech comprehension is on a highly recovered level with occasional mistakes. Short
term memory problems with primacy effect, especially in repetition tasks. Her
spontaneous speech is almost fluent. It consists of short phrases and one-word-answers,
but she can produce sometimes longer sentences. She has problems in discourse-type
speech like "dynamic aphasics". Agrammatic speech.
B8-b / 0-0-7.8-0-0 /
<6 weeks after stroke, with good somatic recovery patient has a completely blocked
speech production. His speech comprehension recovered very quickly. He has
difficulties in nonpersonal questions with almost 100% performances in word-matching
and simple commands. The instrument/direct object structures comprehension is
unsure. Disorders in short term memory with recency effect.
B9-b / 2-4-8.1-5-2.8 /
8 months after head injury patient has right hand paresis. His speech comprehension is
on a recovered level. Occasional mistakes in nonpersonal questions. Good performance
in word-matching and simple commands. Intact short term memory. Difficulties in
comprehension of instrument/direct object structures. Very severe phonological
mistakes in repetition tasks as well as in spontaneous speech. Very frequently words
have only their global pattern/ right number of their syllables and vowels/ His
spontaneous speech is minimal. It consists of yes/no or single-word-answers, sometimes
automatic sentences. Agrammatic speech with paragrammatisms on the single-word
level. Good recovery. Phonological cuing is very effective. a touch of posterior
involvement: satiation in word comprehension, category specificity in single word
comprehension. Intactness of global patterns of words./
B10-b / 5-4-6.9-4.6-2.2 /
2 years after stroke, practically without speech therapy. His speech comprehension
impairment is on the end of Wernicke's zone. A few mistakes in nonpersonal questions.
Good performance in comprehension of object names and simple commands.
Difficulties in colour, letter and finger names matching. Difficulties in comprehension of
instrument/direct object structures and long sentences. Impairment in short term
memory, mostly recency effect, especially in repetition tasks. His spontaneous speech
nonfluent, but the patient uses sometimes rather long phrases with some grammatical
structures. No phonological problems. Severe impairment in speech initiation.
Phonological cuing is effective.
B11-b / 5-2-7.4-3.9-3.4 /
4 years after head injury, in the last year speech therapy. Improved speech
comprehension. Mistakes in nonpersonal question comprehension. Good performance
in comprehension of object names / difficulties in letter and finger names/ and simple
commands. Intact verbal short term memory. Impaired comprehension of
instrument/direct object structures. Severe verbal apraxia. His spontaneous speech is
minimal, it is of single-word-answer type. Agrammatic speech.
B12-b / 6-4-8.6-7.2-7 /
7.5 years after stroke with regular speech therapy. High IQ. His speech comprehension
very well recovered. Mistakes appear occasionally. Impairment of short term memory
with recency effect. Difficulties in comprehension of instrument/direct object
structures. His spontaneous speech nonfluent with a constant urge to communicate. It
consist of single words and short phrases and sentences. Phonological errors. Phonemic
cuing is effective. Agrammatic speech.
W1-b / 7-7-4.7-2.8-2 /
6 weeks after stroke with good initial spontaneous recovery. His situational
speech understanding began to improve. Comprehension of personal questions is
acceptable. Good word-matching except some categories: body parts and fingers.
Low level performance in commands, he picks out isolated words of the
sentences. Disorders of short term memory. Logorrea with improving control.
His spontaneous speech consists of semantic jargon interwoven sometimes with correct
answers. Phonological errors. Phonemic cuing isn't effective. Probably deep dyslexia.
Recovery to anomic stage / very gradually /
W2-b / 1-6-6.6-0.6-1.3 /
7 months after surgery, with regular speech therapy /outpatient/. Her situational
speech understanding is acceptable. She can understand personal questions, but she
has difficulties in nonpersonal questions. Her performance in word-matching task is
good. She needs time "to go in" at every new task. Comprehension of simple command
is acceptable. Difficulties at instrument/direct object structures and long sentences.
Disorders in short term memory. Her spontaneous speech is semantic jargon. It is
frequently empty, consisting of conjunctions, adverbs, particles etc. References to
missing theme. She uses nouns rarely. Phonological errors. Phonemic cuing is not
successful. She is turning to conduction aphasia stage from Wernicke's, but basically it
is a Wernicke's aphasia /
W3-b / 3-7-4.1-2.8-1.8 /
6 months after stroke, without previous speech therapy. His situational speech
comprehension is acceptable. Comprehension in single word-matching task is on chance
level except objects. From commands he understands sometimes simple and two-part
commands, no more complicated ones. His spontaneous speech is jargon consisting of
neologisms and rare meaningful words with phonological errors. Good prosody. Very
little recovery.
W4-b / 7-8-5.6-5.2-2.2 /
v4 months after reoperation. Her situational speech comprehension is adequate.
Comprehension mistakes in nonpersonal questions. Single-word matching performance
is low, acceptable at object names. From commands she picks up parts usually. Once
she performed a whole chain of instructions. Short term memory problems in
repetition: primacy types. Her spontaneous speech is fluent, it consists of some
phonetic and semantic jargon and as well as meaningful words with and without
distortions. Her sentences are frequently intact but their topic is not clear. Phonemic
cuing is effective.
/transition from semantic jargon to circumstanced anomic speech/
W5-b / 5-8-5.6-6-3.4 /
2 months after surgery on angioma, with speech therapy. His situational speech
understanding is good. He comprehends personal questions, object names and simple
commands. Difficulties in word categories: letters, furniture, body parts and fingers.
From the two-part command he does one part. Difficulties in comprehension of
instrument/direct object structures. Recency effect at the long commands. His
spontaneous speech is fluent and sometimes logorrhea-type with control. Speech
consists of semantic jargon, circumstances, phonemic paraphasias, irrelevant sentences,
automatisms. Difficulties in access to nouns. Phonemic cuing is effective. Speech
therapy is very successful: later patient become anomic. Deep dyslexia. Intact phoneme
identification and discrimination. He is Wernicke's aphasic without question, but some
characteristics of his speech are unusual - to me - they are more characteristic for
Broca's: speech initiation difficulties, recency effect, phonemic cuing, etc.
W6-b / 2-7-6.6-2.4-1.3 /
2 months after stroke, with speech therapy. Situational speech comprehension is
adequate. A few mistakes in non-personal questions. Good performance in
comprehension of object names and simple commands. Difficulties in colours and
fingers names categories. Unstabile comprehension of instrument/object structures.
Satiation. Disorder of short term memory. Recency effect/?/ Impairment in phoneme
discrimination. Her spontaneous speech is jargonaphasia. In this jargon global patterns
of words began to appear. Severe phonological disorders. Phonemic cuing isn't
effective frequently. Slow and small recovery. Borderline form of aphasia between
Wernicke's and conduction.
Publications using these data should cite one or more of these studies:
Bates, E., Friederici, A., & Wulfeck, B. (1987a). Grammatical morphology in aphasia: Evidence from three languages. Cortex, 23, 545–574.
Bates, E., Friederici, A., & Wulfeck, B. (1987b). Sentence comprehension in aphasia: A
cross-linguistic study. Brain and Language, 32, 19–67.
Bates, E., Friederici, A., Wulfeck, B., & Juarez, L. (1988). On the preservation of word order in aphasia: Cross-linguistic evidence. Brain and Language, 33, 323–364.
Bates, E., Hamby, S., & Zurif, E. (1983). The effects of focal brain damage on pragmatic
expression. Canadian Journal of Psychology, 37, 59–84.
Bates, E., & Wulfeck, B. (1989a). Comparative aphasiology: A crosslinguistic approach to
language breakdown. Aphasiology, 3, 11–142.
Bates, E., & Wulfeck, B. (1989b). Crosslinguistic studies of aphasia. In B. MacWhinney &
E. Bates (Eds.), The crosslinguistic study of sentence processing, (pp. 328–374). New
York: Cambridge University Press.
MacWhinney, B., & Bates, E. (1978). Sentential devices for conveying givenness and
newness: A cross-cultural developmental study. Journal of Verbal Learning and
Verbal Behavior, 17, 539–558.
Wulfeck, B., Bates, E., Juarez, L., Opie, M., Friederici, A., MacWhinney, B., & Zurif, E.
(1989). Pragmatics in aphasia: Crosslinguistic evidence. Language and Speech, 32,
315–336.
1.6.2 ChialFlahive
Michael Chial
Speech and Hearing
University of Wisconsin
Madison, WI
Michael Flahive
Communication Sciences and Disorders
Saint Xavier University
3700 W. 103rd St.
Chicago, IL 60655
These materials were generated at the Rehabilitation Institute of Chicago (RIC), at Calvin
College in Grand Rapids, MI, in three aphasia support groups in Raleigh, NC (Triangle
Aphasia Groups), and in the private practice of James F. Naas, Ph.D., in Owensboro, KY.
There are several sets of files:
5min: 5-minute narrative samples from eight speakers with aphasia.
Calvin Interview: interview activities with eight persons having aphasia and their
spouses/friends. These interviews range from nearly 15 minutes in length to 25
minutes. They include “peanut butter and jelly” sandwich narratives, cookie theft
responses and conversation directed at the individual’s stroke and their recovery.
CalvinCookies: 5 samples of the “Cookie Theft” narrative extracted for stand-alone
purposes.
RICinterview: entire interviews with 10 individuals. These conversations included the
peanut butter and jelly task, story re-tell task and conversation about their strokes and
recovery. They range in length from just under 10 minutes to more than 30 minutes
each.
RICsandwich: 10 individuals specifically responding to the peanut butter and jelly
sandwich narrative task.
OtherPWA. These are materials from folks who may be of interest to you. They are not
as long as samples in the other folders, but individuals who we believe are interesting..
IU: snippets of communication behaviors of PWA divided into fifteen different
categories. These were developed to allow instructors access to multiple samples of
important examples of clinical behavior. These categorization activities were supervised
by Laura Murray, Ph.D., and Laura Karcher, M.A., both of Indiana University,
Bloomington, IN.
REN: These folders contains samples of persons from Saint Xavier University’s
Renaissance Academy, an on-campus senior citizen group. Renaissance Academy
members volunteered to provide various narrative samples for the SIMPLE Project.
These are normal older adult samples. Work was completed in April, 2006. Renaissance
Academy materials include three subfolders. "Cookie" includes 14 talkers describing the
"Cookie Theft" picture. "Retell" includes 10 talkers retelling the"Lost Wallet" story from
the Arizona Battery for Communication Disorders in Dementia (Bayles & Tomoeda,
1993). "Interview" includes 1 transcript and movie of an interview with 9 separate
participants who discuss a variety of topics and do a variety of tasks.
1.6.3 Conversation
These are conversations between Audrey Holland and AphasiaBank participants from: a)
the Snyder Center for Aphasia Life Enhancement (SCALE corpus) in Baltimore, MD; b)
PWAs living in Tucson, AZ; c) PWAs from the University of Arizona Speech and Hearing
Clinic in Tucson (Tucson corpus); and d) the spouse of a PWA from the Tucson corpus.
This folder includes various kinds of conversation: informal, stroke story, an interview
with the non-aphasic spouse of a PWA, and PWA signing up for Aphasia Center courses
with volunteer assistants.
1.6.4 Fridriksson
Please see the description of Fridriksson in the 1.1.6 section of this document.
These movies and transcripts are WAB picture descriptions from participants in a clinical
research study described in this article:
Fridriksson, J., Hubbard, H.I., Hudspeth, S.G., Holland, A.L., Bonilha, L., Fromm, D., &
Rorden, C. (2012). Speech entrainment enables patients with Broca’s aphasia to
produce fluent speech. Brain, 135 (12), 3815-2829.
1.6.5 Goodwin
Charles Goodwin
UCLA
Los Angeles, CA
Basically, I am interested in what Chil’s condition says about human action and language
in general, rather than a focus on aphasia per se. For example I think it offers a strong
challenge to the notion that language consists in the construction of complex
arrangements of symbols by a single individual, something that clearly Chil can’t do.
Instead inhabiting the world constituted through language, or indeed being a speaker, is
constituted through participation in the interactive field shaped by human language use.
This also calls into question notions of full fledged “competence” as an analytic point of
departure, something that can apply to many kinds of actors other than those with
aphasia, young children for example.
In my current work (my Journal of Pragmatics article on Transformative Actions deals a
bit with this) I see language as emerging from, and helping to constitute, what I call cooperative action — building new action by performing operations on, and re-using with
transformation, unfolding substrates placed in a public domain by others. Chil’s
hijacking of the semantics provided by another’s utterance, but transforming its
meaning with different prosody in the Transformation Action, is one example. Chil’s
ability to make meaning with almost no vocabulary provides a strong demonstration of
the central place that language occupies in human social life, action etc. I see human
beings building action, etc. within multi-party interactive fields in which actors with
different abilities, resources, etc. can make differentiated contributions to the emerging
organization of action. I think that what Chil does provides a tragic natural experiment
that forces us, or at least me, to rethink what human language is, and what it means to
inhabit with others a world shaped through language, but not only language — also
tools, historically constituted settings, worlds shaped and known with others, etc.
Here are links to a few recent papers that include some analysis of aphasia, though that
is not usually the only focus of the paper:
https://dl.dropboxusercontent.com/u/3327733/Papers%20PDF/Goodwin%20Action%20
Transformative%20Final.pdf
https://dl.dropboxusercontent.com/u/3327733/Papers%20PDF/Goodwin_Gesture_Ken
don.pdf
http://dl.dropbox.com/u/3327733/Papers%20PDF/Goodwin_Prosody_Aphasia.pdf
http://dl.dropbox.com/u/3327733/Papers%20PDF/Goodwn_Story_Participation.pdf
https://dl.dropboxusercontent.com/u/3327733/Papers%20PDF/Goodwin%20Interactive
%20Narrative.pdf
1.6.6 Holland1
Audrey Holland
Speech, Language, and Hearing Sciences
University of Arizona
Tucson, AZ 85712 USA
NOTE: No media are available for these transcripts.
These language transcripts were gathered under the direction of Audrey Holland and
O.M. Reinmuth as part of research project funded by NINCDS entitled “Early Language
Recovery Following Stroke.” Dr. Holland contributed them to the CHILDES in 1986 and
reformatted from SALT to CHAT in 1988. Patients were seen for 15 minutes a day, 6 days
per week throughout the course of their hospitalization, beginning at 24 to 72 hours
post-stroke. The daily visits were conducted by two trained speech-language
pathologists: one to converse with the patient and the other to observe, tape record,
and tally features of the interaction. For each patient there are three transcribed
conversations, representing 5-minute segments from the first, middle, and last visits
made during the patient’s hospitalization. The file name includes a number that will
indicate which visit it is. For example, there are files for the patient coded as Wilde:
wilde1.cha, wilde9.cha, and wilde17.cha. In this case, the patient had 17 total visits:
wilde1 is the first, wilde9 the ninth, and wilde17 the seventeenth and last.
Table 6. Holland Participants
Pseudonym
Athos
Atkins
Barrie
Basil
Boris
Brown
Collin
Cyert
Davis
Getty
Godot
Gruman
Hector
Henley
Holmes
Horace
Jones
Kirk
Malone
Miles
Milan
Milton
Murray
Onset Age
51
79
19
72
38
59
75
35
85
76
77
45
74
75
64
60
69
48
35
76
61
74
71
Side
R
L
B
R
B
L
L
L
L
L
R
L
L
L
L
L
L
L
L
L
L
R
R
Initial Type of Disorder
normal
Wernicke
uncertain + apraxia of speech
dysarthria + uncertain
unresponsive
global
global
global/mixed
Wernicke
uncertain + dysarthria
R hem cog + L neglect + dysarthria
Broca + apraxia of speech + dysarthria
anomia + confusion
thalamic neglect + confusion
conduction
uncertain
apraxia of speech + uncertain
global
transcortical motor
Wernicke
global
normal
thalamic neglect + R hem cog
Neil
Norman
Oliver
Parker
Robert
Rudolf
Rupert
Scott
Seller
Spade
Stone
Stuart
Taylor
White
Wilde
Wilson
Young
Zenith
Zipps
68
33
45
81
77
69
74
80
61
93
40
61
55
73
82
64
65
76
82
L
L
B
L
R
L
L
L
L
L
L
L
B
L
L
R
L
L
L
conduction
apraxia of speech + uncertain
R hem cog
Wernicke
L neglect + R hem cog + dysarthria
conduction
dysarthria
dysarthria + R neglect
Broca + dysarthria
Wernicke
uncertain + dysarthria
uncertain
unresponsive
uncertain + dysarthria
global
R hem cog + L neglect + dysarthria
dysarthria
uncertain
global
Publications using these data should cite:
Holland, A., Miller, J., Reinmuth, O., Bartlett, C., Fromm, D., Pashek, G., Stein, D., &
Swindell, C. (1985). Rapid recovery from aphasia: A detailed language analysis. Brain and
Language, 24, 156–173.
1.6.7 Holland2
Audrey Holland
Speech, Language, and Hearing Sciences
University of Arizona
Tucson, AZ 85712 USA
RRoss01 and RRoss02:
RR has conduction aphasia, although its manifestation involved many incredibly unusual
and important features that are really not necessarily what one finds in most individuals
with conduction aphasia. In large measure, it could be concluded that he had virtually
no access to his phonological lexicon, although his semantic system appeared to be
totally intact (from a cognitive neuropsychological perspective). He was approximately
60 at the time of his stroke, and 7 years post stroke when I met him. I continued to
follow him until his death in 2000 when he was 72 years of age. The samples are from
an extended interview he gave in preparation for a one-minute public-service video
about aphasia. The sample was further mined for a short video, a fundraiser for the
University of Arizona aphasia clinic called "Living Successfully with aphasia: A
conversation with Roger Ross." (It is available for $30.00 from the University of
Arizona).
RR was described in several papers, as follows:
Holland, A. & Ramage, A. (2004). Learning from Roger Ross: A clinical journey. In
Duchan, J., and Byng, S. Challenging Aphasia Therapies. Hove UK: Psychology Press.
Holland, A., & Ross, R. (1999, revised 2007). The power of aphasia groups. In R.J. Elman
(ed). Group Treatment of Neurogenic Communication Disorders. Boston: ButterworthHeinemann.
SWa and SWb files:
SW was approximately 58 years of age at the time of these recordings. She has classical
Broca's aphasia (agrammatism, labored speech, slow and halting speech, relatively few
verbs). Although she was not part of a formal research protocol, these samples came
from my initial pilot work on scripting. The first is her pre-treatment recording, the
second is her post-treatment recording, after approximately 3 weeks of treatment
consisting of one half to one hour a day of home practice, and three clinical sessions.
jean files:
Jean was approximately 66 years old at the time of this taping. Her test results indicated
a severe conduction aphasia; however, as can be seen from the tape much of her
speech is jargon-like, and in the face of her quite good auditory comprehension, she is
atypical of both conduction aphasia and most jargon aphasias. Although she had signed
consent forms for participation in research projects conducted under the auspices of the
National Center for Neurogenic Communication disorders, her unusual symptomatology
resulted in her failure to meet criteria for inclusion. The sample here is from the
Center's series of educational videos, called Telerounds. This is Telerounds 2: Severe
Aphasia: Mining for Gold.
john files:
John is approximately 55, and has severe Broca aphasia. Again, he demonstrates a
relatively classical pattern of slow and labored speech, agrammatism, more nouns than
verbs. He is describing a picture from the BASA (Boston Assessment of Severe Aphasia).
The interviewer is Nancy Helm-Estabrooks, and this is from Telerounds 10. (National
Center for Neurogenic Communication Disorders videoseries). John was a frequent
participant in most studies of aphasia conducted by Holland, Beeson et al. in the 1990's,
but has never been the focus of an indepth published case study.
1.6.8 Mackie
Nina Simmons-Mackie
Professor & Scholar in Residence
Department of Communication Sciences & Disorders
P.O. Box 10879
Southeastern Louisiana University
Hammond, Louisiana 70402
Cafeteria
This video is of a 50-year-old woman with Broca’s aphasia and apraxia of speech having
a conversation with a speech-language pathologist in a (noisy) hospital cafeteria.
Another person is present but not visible in the video (an occupational therapist known
to the person with aphasia). The purpose of the recording was to collect a sample of
conversation in an authentic setting for the person with aphasia as part of a research
project investigating compensatory strategies in aphasia.
Home
This video is of a 50-year-old woman with Broca’s aphasia and apraxia of speech having
a conversation with a close friend. The context is the person with aphasia’s apartment
(dining area and kitchen). The friend’s child is also present. The purpose of the
recording was to collect a sample of conversation in an authentic setting for the person
with aphasia as part of a research project investigating compensatory strategies in
aphasia.
PICA
This video shows a speech-language pathologist administering the Porch Index of
Communicative Ability to a 50-year-old woman with Broca’s aphasia and apraxia of
speech. The setting is a hospital speech-language pathology department clinic room.
The purpose of the recording was to observe the performance of this person in a ‘test’
situation as compared to natural conversation (as seen in the “Home” and “Cafeteria”
videos).
1.6.9 Menn
Lise Menn
Professor Emerita of Linguistics
Fellow, Institute of Cognitive Science
University of Colorado
Fellow, Linguistic Society of America
Lise Menn made the videos of ed, eg, and gw for a Telerounds seminar on pragmatics in
aphasia. They are non-fluent aphasic speakers, well past the acute stage, who were at
the University of Arizona Speech and Hearing Clinic. The goal was to demonstrate that
very normal pragmatic effects of animacy/empathy interacted with their limited syntax
to produce qualitatively different responses when the action affected an inanimate
object (leading to a preference for active-voice sentences) and when the action affected
an animate object (leading to an attempt at passive-voice sentences, which were likely
to fall apart).
These three, although they were not part of the publications listed below, nicely
replicated the empathy findings for people with aphasia that were reported in these
two published articles:
Menn, L., Reilly, K.F., Hayashi, M., Kamio, A., Fujita, & Sasanuma, S. (1998). The
interaction of preserved pragmatics and impaired syntax in Japanese and English
aphasic speech. Brain and Language, 61: 183-225.
Menn, L., Kamio, A., Hayashi, M., Fujita, I., Sasanuma, S., & Boles, L. (1999). The role of
empathy in sentence production: A functional analysis of aphasic and normal elicited
narratives in Japanese and English. In A. Kamio and K. Takami (eds.), Function and
Structure. Amsterdam: John Benjamins. pp. 317-355.
S.K., the subject of the sk videos, was the co-author, with Lise Menn, of “Shirley Says:
Living with Aphasia”, posted online at spot.colorado.edu/~menn/. She did not want to
be anonymous, and her name is listed on the publication as a co-author.
She was videotaped in her home with Lise Menn and two graduate students. The
purpose of the video was to show students in linguistics classes how impressively sharp
she was mentally, in spite of her impaired language. She was a classic Broca's aphasic,
long past the acute stage, and she is patient 'S.K.' in Menn publications from 1990 on.
She was about 70 years old in the video. Her education included two years of business
school, and she had worked, primarily as the bookkeeper, in a small business with her
husband. Her first language was Yiddish; she learned English by immersion when she
started school and (presumably) from other children, so she was a near-native speaker
of English. She had been able to do New York Times crossword puzzles before her
stroke, which occurred during surgery to remove plaque from her carotid artery.
1.6.10 Oelschlaeger
Mary Oelschlaeger
Department of Speech Pathology and Audiology
Northern Arizona University
P.O. Box 15105
Flagstaff, AZ 86011
These movies show natural conversations with Ed, a 50 year-old right handed male, 6
years post-stroke with a history of a single left hemisphere CVA with residual moderate
aphasia and mild right hemiparesis. His PICA percentile score was 62 and his WAB AQ
was 46.6 with a WAB classification of conduction aphasia. The conversational partners
included Ed’s wife of 28 years, as well as Mary Oelschlaeger and her graduate research
assistant.
Publications using these data should cite one or more of these studies:
Damico, J.S., Oelschlaeger, M.L. & Simmons-Mackie, N.N. (1999). Qualitative methods in
aphasia research: Conversation analysis. Aphasiology, 13, 667-679.
Damico, J.S., Simmons-Mackie, N.N., Oelschlaeger, M., Elman, R., &Armstrong, E. (1999).
Qualitative methods in aphasia research: Basic issues. Aphasiology, 13, 651-665.
Oelschlaeger, M. & Damico, J.S. (1998). Spontaneous verbal repetition: A social strategy
in aphasic conversation. Aphasiology, 12, 971-988.
Oelschlaeger, M.L. & Damico, J.S. (2000). Partnership in conversation: a study
of word search strategies. Journal of Communication Disorders, 33, 205-225.
Oelschlaeger, M. L. (1999). Participation of a conversation partner in the
word searches of a person with aphasia. American Journal of Speech-Language
Pathology, 8, 62-71.
Oelschlaeger, M. & Damico, J.S. (1998). Spontaneous verbal repetition: A
social strategy in aphasic conversation. Aphasiology, 12, 971-988.
Oelschlaeger, M., & Damico, J.S., (1998). Joint productions as a
conversational strategy. Clinical Linguistics and Phonetics, 12, 459-480.
Oelschlaeger, M. & Damico, J.S. (2003) "Word Searches in Aphasia: A Study of the
Collaborative Responses of Communicative Partners". In: Conversation and Brain
Damage. Goodwin, C. (Ed.), New York: Oxford University Press.
Oelschlaeger, M.L. & Thorne, J.C. (1999). Application of the correct information unit
analysis to the naturally occurring conversation of a person with aphasia. Journal of
Speech and Hearing Research, 42, 636-648.
1.6.11 Olness
Gloria Olness
Department of Speech and Hearing Sciences
University of North Texas
P.O. Box 305010
Denton, TX 76203-5010
1.6.12 Penn
Claire Penn
University of Witwatersrand
Johannesburg, WITS 2050
South Africa
1.6.13 PerLA
Professor Beatriz Gallardo-Paúls
University of Valencia
Department of Theory of Languages
Avenida Blasco Ibáñez 32, 5a
46010
Valencia
Spain beatriz.gallardo@uv.es
Maite Fernández Urquiza fernandezmaite@uniovi.es
Aim of the Project and Methodological Framework
This file contains a set of transcripts from the PerLA corpus. The acronym PerLA
stands for Perception, Language, and Aphasia. The data started to be collected in
2002 at the University of Valencia (UV) under the direction of Professor Beatriz
Gallardo-Paúls, and nowadays the corpus keeps growing with the contributions of
the PerLA Clinical Linguistics Research Group members (http://www.uv.es/perla/).
The corpus was initially conceived as a means of assessing the pragmatic efficacy
and the communicative success of aphasic speakers during spontaneous
conversation. Our theoretical framework assumes that linguistic impairment is first
of all evidenced through language use in colloquial settings of conversation, where it
causes problems regarding social interaction and seriously affects the construction
of the impaired speaker’s self-image.
Our methodology capitalises on the CA techniques in order to obtain ecological data.
Thus, our interest was focused on observing the real performance of aphasic
speakers during natural conversation with their key-conversational partner, with
the purpose of determining whether their communicative failures were due mainly
to any kind of grammatical impairment (that is to say, an impairment in phonology,
morphology, syntax, or semantics), or whether they were experiencing pragmatic
disabilities related to other cognitive functions (i.e. inability to contribute
adequately to conversation, unawareness of the turn-taking system rules, inability
to maintain the topic and move the thrust of conversation forwards, difficulties to
infer implicit content, inability to represent the other’s mental state, etc.). In
carrying out this analysis, our main goal was to achieve a better understanding of
how linguistic impairment is displayed during real everyday interactions, and to
contribute with this specifically linguistic knowledge to the design of better
therapies for aphasic speakers.
Funding In the span of twelve years, research related to PerLA corpus has been
supported by grants from the Spanish Ministries with competences in Science
(MICINN, MEC, and MINECO), and from the University of València (UV), being
Professor Gallardo-Paúls the main researcher of the projects developed: File Naming Format and Coding Conventions Our methodology draws on CA,
being that the reason why we have selected and adapted a set of CHAT coding
conventions in order to transcribe our data. As it is stated in the CHAT Manual,
CHAT conventions are not compulsory, but they allow for a wide range of variations
depending on the nature of data, the scope of the study for which the data have been
collected, and the kind of phenomena that are considered relevant for coding. Our
adaptation has been envisaged to allow the transcription and coding of data
showing a wide range of language and communication disorders, in order to carry
out further studies from a pragmatic perspective (Fernández- Urquiza & GallardoPaúls, 2015). Thereby, we don’t codify morphological, phonological, lexical, or
syntactic errors, except for the case of paraphasias. From the wide range of
symbols proposed for retracings, repetitions, reformulations and false starts, we
have decided to simplify the coding conventions and thus have adopted the symbol
[/-] for false starts of any kind (with or without retracing, including reformulations),
and [/] for repetitions. We also make use of the satellite markers of ‡ for the
vocative and „ for tag questions or dislocations. Lengthened syllables, pauses, and
pauses between syllables are indicated with the conventional CHAT symbols, whilst
the emphatic pronunciation is coded with [!].
Data collection protocol
All the informants were contacted by means of collaboration agreements with
Spanish National Health System institutions, private health institutions, as well as
some public associations like the National Treacher Collins Association and GERNA
Association in Navarra (Spain), the National Centre for People with Rare Diseases
and their Relatives in Burgos (Spain), the Galician Ataxy Association (Galicia, Spain),
Asturian Asperger’s Syndrome Association (Asturias, Spain), Valencian Asperger’s
Syndrome Association (Valencia, Spain), and Alzheimer’s Disease Association
(Valencia, Spain). All of them gave their explicit consent for the collection and use of
the data with research and teaching purposes as long as their anonymity was
preserved. Thereby pseudonyms have been used and no video files were attached to
the transcripts for this very same reason.
The general protocol for collecting the data comprises a first contact between the
researcher and the informant, were the aims of the recording are explained to them.
If the informant gives their consent, a date is agreed for a subsequent meeting at the
informant’s place, where conversation among the informant, their conversational
partner(s) and the researcher is recorded, although the contributions of the last one
tend to be minimal. When for any reason the recording could not take place at the
informant’s place, it was done either at the informant’s hospital room (if the stroke
was very recent) or at the speech-language-therapist’s room. When facing the
transcription, the first five minutes of the recording are usually discarded with the
purpose of assuring that the informants are focusing on the conversation and not on
the presence of the camera.
Furthermore, the collection of the Asperger’s syndrome data comprised a graphic
support for pragmatic training. The aim of this instrument was to motivate a semioriented and inducted discourse with participants from a narrative elicitation task
based on a picture story. The graphic support was composed of 6 illustrated cards
with specific contents and independent questions. Thus, the function of the images
was the same as a conversational script. The interviews were carried out in diverse
multi-use rooms located in the Asperger Associations of Asturias and Valencia.
Before the recordings, the following instructions were provided to participants: “I
am going to show you six illustrated cards and I will pose you different questions
about what you are seeing in each picture. For example, I will ask you to put in the
place of some characters or to tell me a short story from the drawings. Please try to
refer always to the card number”.
Acknowledgements
Although there is no restriction regarding the use of the data for research and
teaching purposes, it is required to include the following citation: “The data used in
this research/paper are part of the Clinical Linguistics PERLACH corpus, and have
been contributed to Talkbank by the PerLA Research Group on Clinical Linguistics
thanks to the funding provided by the University of Valencia and the Spanish
Ministries with competences in Science (MINECO Ref. FFI2012-39325-C03-01)”. We
also beg the authors to send a copy of their work to Beatriz.Gallardo@uv.es In
addition, some bibliographical references must be cited when using the different
sets of data from the PerLA corpus provided here:
• When using the Fluent Aphasia set, please cite: Gallardo-Paúls, B., & Sanmartín, J.
(2005). Afasia fluente. Materiales para su estudio (vol 1 del corpus PerLA).
Valencia: Universitat de València. • When using the Non-fluent Aphasia set, please cite: Gallardo-Paúls, B., & Moreno-
Campos, V. (2005). Afasia no fluente. Materiales y análisis pragmático (Vol. 2
del Corpus PerLa) (Vol. 2). Valencia: Universitat de V alència. • When using the RBD set, please cite: Gallardo-Paúls, B., Moreno-Campos, V., &
Pablo Manuel, M. R. (2011). Lesiones de Hemisferio Derecho. Materiales y
análisis pragmático. Volumen VII del Corpus PerLA. Valencia: Universidad de
Valencia.
• When using the Asperger’s syndrome set please cite: Rodríguez-Muñoz, F. J.
(2014). Corpus oral de hablantes con desarrollo típico y síndrome de Asperger.
Berlín: Logos Verlag.
1.6.14 Shadden
Barbara B. Shadden, Ph.D., CCC-SLP, BC-ANCDS
University Professor Emerita
Program in Communication DIsorders
University of Arkansas
Client C.S. was 63 years old at the time of these recordings, which took place during
speech-language therapy sessions at the University of Arkansas Speech and Hearing
Clinic. C.S. had experienced a hemorrhagic stroke shortly before Christmas of the
preceding year, and the recordings date from January through April. The 1/18 recording
was approximately 3 weeks post stroke and the 4/8 recording was approximately 3
months and 2 weeks post stroke.
The primary hemorrhage was in the region of the left temporal/parietal lobe
juncture. A second small hemorrhage was identified immediately posteriorly.
Initially, C.S.'s speech was fluent and paraphasic, with mild anomia. Her expressive
language was Wernicke-like, although her impairment was milder than is typically found
with Wernicke aphasia. She experienced severe delirium after the stroke and was
hospitalized in a geriatric psychiatric unit for a number of days before being released to
return home. Her auditory comprehension was only mildly impaired and
comprehension problems resolved over the course of the therapy sessions recorded
here. Reading comprehension was mildly-to-moderately impaired at the outset, but
improved considerably, although her rate of reading (accurately) remained slower than
pre-stroke.
Therapy targeted naming in spontaneous discourse and the reduction of empty words
and fillers. The client was concerned that her family was treating her as less than
competent because of these aspects of her speech. Work was also done with narrative
structure, but conversation was the primary discourse target. Reading comprehension
was the final area of focus for treatment.
These samples are from the beginning of her therapy sessions, when the conversation
was informal and not elicited for a specific therapy activity. We completed discourse
analysis of some of these conversational segments to observe progress over time.
1.6.15 Telerounds
Telerounds are educational Grand Rounds dealing with different clinical speech and
language problems of neurogenic origin. They are presented by national and
international experts. Audrey Holland (University of Arizona) made these videos
available.
Some of these movies are not transcribed.
tele09a
Participant -- mild anomic aphasia and apraxia of speech, 5 yrs post-onset
Tasks -- free speech sample with investigator
tele09b
Participant – aphasia
Tasks -- free speech sample, counting
Participant -- Broca aphasia and apraxia of speech
Tasks -- free speech sample
tele09c
?
tele10b
Participant -- Broca aphasia
1 minute 32 seconds
Task -- stroke story
tele19a
Aphasia group discussion led by Pelagie Beeson (University of Arizona)
Aphasia group discussion (more severe) led by Nancy Helm-Estabrooks
tele19b
Aphasia group discussion led by Nancy, cont.
Aphasia group at University of Arizona
Aphasia group at University of Arizona
Aphasia Group at University of Arizona led by Pelagie
tele19c
Aphasia group at University of Arizona
Aphasia group at University of Arizona
2 individuals with mild aphasia, testimonials about aphasia group
tele19d
Testimonial from 2nd individual, cont.
2 family members of individuals with aphasia, testimonials about aphasia group
tele22a
“Chronic Broca’s Aphasia: Evidence for Right Hemisphere Language”
Kathryn Bayles, University of Arizona, moderator
Presentations by Pelagie Beeson and Steven Rapcsak, University of Arizona
Case presentation (GK) – free speech
tele22b
Case presentation (Broca’s aphasia), cont. – free speech, WAB picture description
More clinical and neuroradiological presentations
Case presentation (VH) – free speech
tele61a
Participant – aphasia
Tasks -- picture description
tele61b
Demonstration therapy with ST, primarily spelling and writing
tele61c
?
1.6.16 Thompson
Cynthia Thompson
Department of Communication Disorders
Northwestern University
2240 Campus Dr.
Evanston, IL 60208
1.6.17 Ulatowska
Hanna Ulatowska
School of Behavioral and Brain Sciences
University of Texas at Dallas
(Rm.) CA A130
Dallas, TX 75235
1.7 Script
1.7.1 Adler
Please see the description of the Adler Aphasia Center in the English Aphasia section of
this document.
1.7.2 Fridriksson
Please see the description of the Fridriksson lab in the English Aphasia section of this
document.
Files are named using this code:
PX_TX_SX_CX.mp4
PX is the participant number
TX is the session number
B2
baseline
T2
week two
T4
week four
T6
week six
P2
post two
6W
six week follow up
SX is the script (weather, advocacy, eggs, and VAST)
CX is the condition code number
1
baseline, using VAST, but no training
2
during treatment, trained no VAST
3
during treatment, untrained with VAST
4
first posttest with VAST
5
first posttest without VAST
6
6 week with VAST
7
6 wk without VAST
Weather Script:
The weather in the Southern United States is usually very pleasant. During the spring, it
is warm and sunny. During the summer, it is very hot with frequent thunderstorms.
During the fall it is cool, and the leaves change colors. The winter is usually cold and
dry, and it rarely snows.
Advocacy Script:
I have Aphasia. This means I have difficulty with language. Aphasia affects my language,
not my intelligence. It is hard for me to understand what people are saying and to find
the words to speak my thoughts. Please speak directly to me and give me time to
communicate.
Eggs Script
I like to eat scrambled eggs for breakfast. I like them because they are fast and easy. To
make eggs I get out a pan and melt some butter over medium heat. I crack the eggs into
the pan and stir. I like scrambled eggs best so I stir until they are done.
VAST Script
I use video assisted speech therapy to help me communicate more easily. VAST is easy
to use. I open VAST from the main menu on the iPod. Then, I choose the script I would
like to use. I watch a person speak. It helps me find the words and say them clearly. I
practice using VAST everyday.
Publications using these data should cite this study:
Fridriksson, J., Hubbard, H.I., Hudspeth, S.G., Holland, A.L., Bonilha, L., Fromm, D., &
Rorden, C. (2012). Speech entrainment enables patients with Broca’s aphasia to
produce fluent speech. Brain, 135 (12), 3815-2829.
2 French
2.1 Toulouse
Halima Sahraoui
OCTOGONE-Jacques Lordat – E.A. 4156
Centre Interdisciplinaire des Sciences du Langage et de la Cognition
Institut des Sciences du Cerveau de Toulouse – IFR 96
Université de Toulouse II-Le Mirail
5 Allées Antonio Machado
31058 Toulouse Cedex 9
France
Publications using these data should cite this study:
Sahraoui, H. & Nespoulous, J. (2012). Across-task variability in agrammatic
performance. Aphasiology, 26(6), 785-810.
doi:dx.doi.org/10.1080/02687038.2011.650625
Goal associated with the data collection:
My original data collection protocol (Sahraoui, 2009; Sahraoui & Nespoulous, 2012)
featured four production tasks designed to collect agrammatic and control monological
speech, with gradual contrasts in instructions and picture use. I was looking for task
variability and compensation strategies in the agrammatic patients' performance.
Participants: 5 aphasic participants and 6 control participants
Sample characteristics: Agrammatic speakers
CHAT and
Audio Media
files
Gender/Age
Years of
education after
junior high
school
Years;months
post onset
Fluency
(speech rate;
words per
minute)
Etiology
Aphasia
severity
Former
occupation
PC_agr1.cha
PC_agr2.cha
PC_agr3.cha
m/51
2
1;3
slow (30
WPM)
LH ischemic
stroke
severe
head manager
BR_agr1.cha
BR_agr2.cha
BR_agr3.cha
m/52
6
6;7
slow (25
WPM)
LH ischemic
stroke
severe,
phonemic
paraphasias
head teacher
(primary
school)
LH ischemic
stroke
severe, anomia
and
paraphasias
Agrammatic
speakers
MC_agr1.cha
MC_agr2.cha
MC_agr3.cha
m/44
14
4;0
slow (44
WPM)
SB_agr1.cha
SB_agr2.cha
SB_agr3.cha
m/56
7
4;6
slow (38
WPM)
LH ischemic
stroke
severe
PB_agr1.cha
PB_agr2.cha
PB_agr3.cha
m/41
9
9;1
medium (66
WPM)
LH ischemic
stroke
mild,
paraphasias
Sample characteristics: Control speakers
CHAT and audio
Media files
Control speakers
FX_contr1.cha
FX_contr2.cha
FX_contr3.cha
Gender/Age
m/44
Years of education
after junior high
school
3
Occupation
no occupation
former restaurant
owner
surgeon, head
doctor
(functional
rehabilitation)
teacher
(highschool,
physics)
instructor
lawyer
GG_contr1.cha
GG_contr2.cha
GG_contr3.cha
GBis_contr1.cha
GBis_contr2.cha
GBis_contr3.cha
GB_contr1.cha
GB_contr2.cha
GB_contr3.cha
LL_contr1.cha
LL_contr2.cha
LL_contr3.cha
LMa_contr1.cha
LMa_contr2.cha
LMa_contr3.cha
m/57
3
technician
m/36
5
technician
m/59
11
m/32
11
m/61
14
lecturer /
researcher
(chemistry)
lecturer /
researcher
(physics)
doctor
3 Tasks used to collect French connected discourse:
Task 1:
Spontaneous autobiographical speech (“Task 1”: No pictorial material at all, and the
instruction Tell me about your illness).
Task 2:
Narrative speech involving the telling of the well-known fairytales Little Red Riding Hood
and Cinderella (“Task 2”: Partial use of pictures, removed before the beginning of the
storytelling, and the instruction Tell me the Little Red Riding Hood and Cinderella stories
without the help of the pictures).
Task 3:
Narrative/descriptive speech involving the telling of seven unknown short stories (“Task
3”: Four pictures, visible throughout the storytelling, and the instruction Put the pictures
in the correct order and tell me what’s happening).
References:
Sahraoui, H., & Nespoulous, J.-L. (2012). Across‐task variability in agrammatic
performance. Aphasiology, 26(6), 785–810.
doi:dx.doi.org/10.1080/02687038.2011.650625
Sahraoui, H. (2009). Contribution à l’étude des stratégies compensatoires dans
l’agrammatisme [Contribution to the study of compensatory strategies in agrammatism]
(unpublished thesis). Toulouse, France.
3 German
3.1 CAP
Please see the description of CAP in the English NonProtocol section of this document.
4 Greek
4.1 Goutsos
Contact persons:
Dionysis Goutsos (Department of Linguistics, University of Athens),
Costas Potagas (Department of Neurology, Medical School, University of Athens),
Dimitris Kasselimis (Department of Neurology, Medical School, University of Athens
& Psychology Department, University of Crete),
Maria Varkanitsa (Department of Linguistics, University of Athens)
Ioannis Evdokimidis (Department of Neurology, Medical School, University of
Athens).
Contact address:
Dionysis Goutsos
Department of Linguistics
University of Athens
157 84 Zografou, Athens, GREECE
The Corpus of Greek Aphasic Speech includes data from 20 patients who were treated
at the Aiginiteio Hospital between 2006 and 2008, while data from 27 more patients are
planned to be included soon. Two types of text from each patient’s spoken output are
included in the corpus, namely spontaneous speech and picture description. In other
words, the corpus includes 40 texts, 2 from each participant. Both text types were
produced in during doctor-patient interviews. All interviews took place between 2006
and 2008 in the Aiginiteio Hospital. Sessions were audio-recorded with either a taperecorder or a digital voice recorder in a quiet setting.
All collected material was orthographically transcribed in a first transcript and then
checked for accuracy by two different transcribers. Fluency problems, voiced and
unvoiced starters and fillers, repetitions and other phenomena of spoken interaction
such as noise from the outside, coughing etc. were carefully noted, following
conventions for spoken data transcription (Georgakopoulou & Goutsos, 2004: vii; and
for Greek: Georgakopoulou & Goutsos, 1999: 70-72) and then later reformatted into
CHAT.
Data have been tagged for paraphasic errors, following the classification system
described below. Here the CHAT code is given first, followed by the original Greek code
and the description:
1. Phonological paraphasias: errors affecting isolated phonemes or syllables
[* p:0]
Φ1
phoneme deletion/omission
[* p:+]
Φ2
phoneme addition
[* p:s]
Φ3
phoneme substitution
[* p:syl]
Φ4
syllabic
2. Morphosyntactic paraphasias: errors affecting grammatical morphemes
[* m:0]
ΜΣ1 morpheme deletion/omission
[* m:+]
ΜΣ2 morpheme addition
[* m:s]
ΜΣ3 morpheme substitution substitution (general)
[* m:asp]
ΜΣ4 aspect
[* m:t]
MΣ5 tense
[* m:a]
MΣ6 agreement
[* m]
MΣ7 other
3. Lexical paraphasias: errors affecting whole words: substitution of a word by another
pre-existing similar or non-similar word.
[* s:f]
Λ1
formal: formal similarity
[* s:r]
Λ2
verbal: meaning similarity
[* s:ur] Λ3
unrelated: no similarity
4. Neologisms: errors affecting whole words (more than 50% of the word form):
substitution of a word by another similar or non-similar word not occurring in Greek.
[* n:k:g]
N1
retaining the morphophonological structure of Greek words
[* n:k:b]
N2
non-retaining the morphophonology of Greek
5. Periphrasis: errors affecting whole words: substitution of a word by an extended
phrase. These are postcodes in CHAT, but in this corpus they are used within
utterances.
[* cir]
Π1
circumlocution: the extended phrase refers to a word
[* emp]
Π2
vagueness: the extended phrase avoids specific reference
Use of data is subject to publication of the description of “The Corpus of Greek Aphasic
Speech (preliminary findings)”.
5 Hungarian
5.1 CAP
Please see the description of CAP in the English NonProtocol section of this document.
6 Italian
6.1 CAP
Please see the description of CAP in the English NonProtocol section of this document.
7 Mandarin
7.1 Jan28
7.2 aphasics
7.3 boa
7.4 controls
7.5 erica
7.6 erica0205
7.7 ivy
8 Spanish
8.1 Muñoz
Texas Christian University
Communication Sciences and Disorders Department
Contributor: Maria Muñoz
The Neurological Communication Impairments (Neuro) Clinic at Texas Christian
University (TCU) provides assessment and treatment services for adults experiencing
speech, language, and/or cognitive challenges as a result of neurological impairment.
Professors work collaboratively with students as they engage with clients to implement
evidence-based clinical practices. The Neuro Clinic specializes in the management of
communication impairments experienced by monolingual and bilingual speakers of
Spanish and/or English.
The participants in this corpus had the AphasiaBank Protocol administered in Spanish.
Some of them also had the protocol administered in English within a few days. To
distinguish between the Spanish and English data, the Spanish corpus is named Muñoz,
and the English is TCU. The participant number identifies the particular participant; thus,
Muñoz10a is the same participant as TCU10b. The letter (a, b, etc.) indicates the order
of protocol administration; thus Muñoz10a was given the protocol first in Spanish,
second in English (TCU10b).