Reading and Writing Rehabilitation With Individuals With Aphasia: A Survey of Speech-Language Pathologists' Clinical Practice and Perspectives.

Abstract

Purpose: Most individuals with aphasia want to improve their reading and writing, yet these language skills are not typically prioritized in aphasia therapy. This study aimed to better understand speech-language pathologists' clinical practice regarding rehabilitation of reading and writing with clients with aphasia.

Method: Twenty-one speech-language pathologists completed an online survey with questions addressing clinical experience, feelings, and therapy approaches surrounding literacy and aphasia. Descriptive statistics were used to analyze closed-ended responses, and content analysis was performed on open-ended responses. Associations between participant demographics and survey self-ratings were explored.

Results: Speech-language pathologists indicated that reading and writing are important to address in aphasia therapy, yet many indicated low satisfaction with available assessments and treatments and low confidence in their abilities to address literacy challenges. Most reported observing reading and writing to be problematic for clients with aphasia; however, there was variability in frequency and type of assessments and treatments used to address these concerns. The number of reported clients with aphasia on caseload was significantly correlated with higher confidence and more frequent treatment for reading and writing.

Conclusions: Participants agreed it is important to address literacy skills with clients with aphasia; however, many reported low confidence, time constraints, and other barriers interfering with their ability to do so. Research focused on improving educational training opportunities and access to literacy resources for speech-language pathologists is needed to support their clinical care and meet the literacy needs of individuals with aphasia.

Supplemental material: https://doi.org/10.23641/asha.30080956.