Aphasia Home Training Guide
Generally speaking, the time spent on language training is directly proportional to the effectiveness of the training. Therefore, continuous and consistent language training is very important, and family members are the best language teachers. No matter how many times a week you receive training from a regular speech therapist, please set aside one to two hours a day for home training, and use a notebook to record the daily training content and changes, the more detailed the better. The following are our home training guidelines based on the patient’s specific situation.
I. Listening and comprehension training
(1) Words: listen to the words and point to the pictures/objects, show 3 pictures of common items, name one of the items and let the patient point to the corresponding picture.
(2) Phrases and sentences: listen to the statements and point to the pictures: A. Show the pictures of 3 commonly used items, name their functions or the category they belong to, and the patient points them out; B. Ask questions with situational pictures and let the patient answer; C. Execute instructions: give instructions and the patient does the actions as required.
II. Oral expression training
(1) Word expression: A. Word completion exercise: Ask: “This is a…” Patient: “flower”. B. Naming: Elicit word expressions by asking questions: Ask: “What kind of flower is this?” Patient: “Rose” Ask: “What day of the week is it?” Patient: “Wednesday” C. Use of antonyms, related words, and idioms: “male” Patient: “female” Q. “Gold “Patient: “Silver” D. Word repetition: Show 1 set of pictures and the corresponding word cards, the therapist says the names of the pictures, demonstrates the mouth patterns, and the patient repeats them 2 times.
(2) Expression of phrases and sentences: A. Combine learned words into phrases and sentences, e.g., “cup” and “water” into “cup can hold water” “B. Repeat the sentences. C. Practical training: express your needs in complete sentences, such as “I want to eat”.
(3) Melodic chanting therapy: poems, children’s songs, songs, automatic sequences (lyric solitaire).
Reading comprehension and reading aloud training.
(1) Visual cognition: picture-image matching, word-word matching, picture-word matching
(2) Auditory cognition: listen to the words and refer to the pictures;
(3) Word reading aloud: show the word card and read it to the patient repeatedly, from reading it with the patient to reading it by the patient himself. (4) Sentence and short text comprehension and reading aloud: A. Comprehension: Have the patient read the sentence cards and point out the situational pictures. Read the short text, and then answer the questions; B. Read aloud the sentences and short text;
(5) Reading and reading aloud of chapters: Read together, then read by yourself.
IV. Writing Training
(1)Copying: Show the word cards and let the patients copy them;
(2) Word dictation: show the picture card and dictate; do not show the picture card and dictate ;
(3) Dictation of sentences and short texts;
(4) description: show pictures and let them write the names of the pictures, look at the picture cards and write sentences, write diary.
V. Other cognitive training: mazes, number grids, finding differences, counting money, finding money, doing chores within their ability, operating calculators, computers, cell phones, etc., drawing, calligraphy, playing chess, playing poker, playing mahjong, etc.