The effect of home computer practice on naming in individuals with nonfluent aphasia and verbal apraxia

This study investigated the impact of daily home computer practice on oral naming of pictures by comparing performance with two other conditions: weekly clinician-only therapy sessions (with no computer) and no treatment. The four participants were diagnosed with nonfluent aphasia and verbal apraxia. For 13 weeks, the participants practiced naming three sets of 10 drawings. Each set was assigned to one of three conditions: independent use of a home computer program (Computer Practice), weekly therapy sessions with a clinician and no computer progr am (Weekly Practice), or no practice (Control). Performance on the stimuli was assessed at the beginning of the study (Baseline), during treatment, at the end of the treatment (Assessment 3), and 5 weeks posttreatment (Maintenance). With Computer Practice, two participants improved statistically (and one approached significance) from Baseline to Assessment 3. From Baseline to Maintenance, three participants maintained statistically significant gains. With Weekly Practice, only one participant improved statistically from Baseline to Assessment 3, and there were no significant improvements from Baseline to Maintenance. The Control condition resulted in no significant improvements in any participant. The results suggest that computer programs are a practical way to provide practice that is relatively independent and appropriate for individuals with aphasia and apraxia.