Amsterdam-Nijmegen Everyday Language Test (ANELT: Blomert et al., 1995)
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1 Amsterdam-Nijmegen Everyday Language Test (ANELT: Blomert et al., 1995) Towards improved construct validity using a quantitative scoring procedure Dr. Marina Ruiter Assistant Professor, Radboud University & Speech & Language Pathologist, Sint Maartenskliniek Downloaded from:
2 Overview Goal and results of our ANELT-studies Current state of affaire of the web version of the Dutch and adapted Reduced Syntax Therapy (e-rest; Ruiter, Holtus, Van Limbeek & Rietveld, 2011) 2
3 ANELT: Towards improved construct validity Downloaded from:
4 Amsterdam-Nijmegen Everyday Language Test (ANELT; Blomert et al., 1995) PWA are instructed to give a spoken response to (orally presented) scenarios of daily life situations Suppose you are at the dry cleaner s. When you come to collect this, you get it back like this [shirt with burn hole]. What would you say? Functional verbal communication: effectiveness only, no measures of verbal efficiency included. 4
5 Current qualitative scoring procedure of the ANELT Verbal effectiveness is a function of: Comprehensibility of the message, regardless of the linguistic form of the utterances used (A-scale) Intelligibility of the utterances used (B-scale) Each scale has 5 points, ranging from very bad to very good. 5
6 Current scoring is concerned with subjectivity A-scale: Comprehensibility of the message, regardless of the linguistic form of the utterances used No external criterion provided: Which element of meaning are essential in each scenario? How many of these elements need to be conveyed to be assigned a particular score?
7 Study Ruiter et al. (2011) Research question: Does substitution of the qualitative score by a quantitative one that takes the essential number information units into account further improve the construct validity of the Dutch ANELT? Possible benefits of a quantitative ANELT score: - Improved sensitivity in measuring verbal effectiveness (Grande et al., 2008) - Derivation of a measure of verbal efficiency; 7
8 Methods Ruiter et al. (2011) (1) Orthographical transcription of the responses of Dutch-speaking healthy controls (N = 24) to the ANELT scenarios (version I & II) (2) Composition a list of the propositions produced One and the same proposition can be put into words in various manners. For example: spoiled (shirt) can be expressed as: You ruined my blouse ; or There is a burn hole in this shirt ; or Shirt spoiled 8
9 Methods Ruiter et al. (2011) (3) Subdividing each proposition into CUs (Yorkston and Beukelman; 1980) ANELT-CU Content Unit (CU): a grouping of information that is always expressed as a unit by normal speakers (p.30) Proposition: Spoiled (shirt) CUs: spoiled (CU 1), shirt (CU 2) (4) Scoring the responses of aphasic speakers of Dutch (N = 10) with ANELT-CU 9
10 10
11 Summary study Ruiter et al. (2011) Results suggest that a quantitative scoring procedure further improves the construct validity of the ANELT: Improved sensitivity (verbal effectiveness, i.e. %CU) An additional measurement of verbal efficiency (i.e. CUs/min) A more complete picture of functional verbal communication skills 11
12 Follow-up studies on ANELT-CU* The findings of Ruiter et al. (2011) and Bilda et al. (submitted) raised the question whether the construct validity of the Dutch ANELT could be further improved. It was investigated in non-aphasic speakers of Dutch (n = 58) whether the scenarios which are included in the original ANELT are still valid in the sense that they are: 1) Imaginable to be engaged in by participants at present time 2) Unambiguously interpreted. That is, do participants take the intended role in each scenario? (data not presented here) * S. Dassek, V. Bakx, M. Giessen, F. Filipinski, & S. aan de Stegge, under supervision of E. Lotgering, T. Rietveld & M. Ruiter 12
13 1 Dry cleaner 2 Soccer 3 Television 4 Shoe 5 Appointment 6 Glove 7 Neighbour 8 Dog 9 Introduction 10 Fruit basket 11 Glasses 12 Birthday 13 Invoice 14 Corkscrews 15 Child 16 Arm 17 Station 18 Cat 19 Restaurant 20 Plumber 25 Original ANELT scenarios that were identified as unimaginable by 58 non-aphasic speakers of Dutch (5% cut-off)
14 New test items: 15 of the original items adapted 14
15 Testing the experimental items Do the adapted scenarios fulfilled the criteria of imaginability as well as unambiguous role identification? New items presented to 60 non-aphasic speakers of Dutch Imaginability: Six of the 15 new scenarios were significantly better rated than the original scenarios with regard to imaginability. Thus, the new scenarios better represent daily communication settings. Role identification: there were no significant changes between the old and new scenarios. 15
16 Do these experimental changes further improve the methodological quality of ANELT-CU2? Study with PWA currently running in Orbis Medisch Centrum (NTR6041) 16
17 SIMPTELL Current state of affaire of the web version of the Dutch and adapted Reduced Syntax Therapy (e-rest; Ruiter, Holtus, Van Limbeek & Rietveld, 2011)
18 erest (Dutch and adapted Reduced Syntax Therapy) 18
19 E-REST: A web-based therapy programme for chronic Broca s aphasia It seeks to enhance self-initiated compensatory speech behaviour in persons with chronic Broca s aphasia: Speaking in ellipses Target ellipsis: Paul zonder tandpasta tanden poetsen, Paul brushing teeth without toothpaste E-REST may deliver the drill and practice aspects of compensation therapy intensively, needed to automate the new behaviour (to some degree). Parallel to e-rest: in-person language therapy aimed at generalisation 19
20 Dutch & adapted Reduced Syntax Therapy (REST) Level Elliptical construction (Dutch) Dutch example (English) 1. V (non-finite: infinitive / past participle) Lezen (reading) 2. Direct object + V Koffie drinken (drinking coffee) 3. Adjunct + V In zee zwemmen (swimming in sea) 4. Adjunct + Direct object + V Gisteren kleren gekocht (bought cloths yesterday) 5. Subject + non-verbal predicate (NP/AP/PP) Tim broer (Tim brother) Man boos (man angry) Sam op school (Sam at school) 6. Subject + V Vrouw slapen (woman sleeping) 7. Subject + Direct object + V Man haar wassen (Man washing hair) 8. Adjunct + Subject + V Sam in Zweden kanoën (Sam canoeing in Sweden) 9. Subject + Indirect Object + Direct Object + V Jongen man koekje geven (Boy giving cookie to man) 10. Adjunct + Subject + Direct object + V Gisteren Lisa huis verkocht (Lisa sold house yesterday) Evidence for efficacy of face-to-face REST (Ruiter, Kolk & Rietveld, 2010; Ruiter, Kolk, Rietveld & Feddema, 2013) Results pilot into the efficacy of e-rest promising (Ruiter, Rietveld, Hoskam, & van Beers, 2016) Note. In English, the non-finite verb form is the gerund -ing 20
21 E-REST: A web-based therapy programme for chronic Broca s aphasia Protocolised training procedure (90%- criterion) The PWA uploads his/her response to the central serve. Subsequently, the own response can be compared to an audio example. Bron: picasaweb.google.com When all items of a therapy level have been completed an is automatically sent to the SLP, who then scores each response digitally. Feedback is not presented immediately 21
22 From e-rest to SIMPTELL within SIMPTELL: Semi-independent Interactive Multimodal Production Training of ELLipses (in Broca s aphasia) Technical and functional improvements: touch-screen responses by hand, before generating a spoken response, 100% automatic and accurate feedback as well as automatic adaptation of the complexity of the trained utterances Theoretical improvement: Based on the newest insights on executive control in compensatory language production Project group: Dr. M. Ruiter, Prof. dr. A. Roelofs, Dr. V.Piai, Prof. dr. R. Kessels & Prof. dr. P. Desain 22
23 Thank you for your attention All pictograms were (sometimes in adapted form) taken from Sclera.be Unpublished data were removed from this presentation 23
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