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1
RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com • Individuals with language and cognitive deficits following brain damage likely require long-term rehabilitation. Consequently, it is a huge practical problem to provide the continued communication therapy that these individuals require. • Several studies have examined computerized rehabilitation with small numbers of aphasiac participants, providing promising preliminary results for the use of technology in the rehabilitation (Doesborgh et al., 2004, Fink et al., 2002, Palmer et al., 2012, Pedersen et al., 2001, Ramsberger and Marie, 2007). • More recently, the advent of tablet based devices, such as the iPad, has proved to be promising for rehabilitation (Holland, 2014; Hoover and Carney, 2014; Kiran et al., 2014; Kurland, 2014; Kurland et al., 2014; Ramsberger and Messamer, 2014; Szabo and Dittelman, 2014). • Kurland et al. noted there was often a need for the software to increase in task difficulty when their participants showed improvement, demonstrating the need of tailored therapy for individuals (Kurland et al., 2014). Introduction Objectives Fifty-one individuals with aphasia due to a stroke or traumatic brain injury were recruited to use an iPad-based software platform, Constant Therapy (www.constanttherapy.com), for a 10 week treatment program. Each participant was tested before and after therapy on: Revised-Western Aphasia Battery, Boston Naming Test, Pyramids and Palm Trees, and Cognitive Linguistic Quick Test. Participants 1. Usage data and duration of treatment, 2. participants’ changes on standardized measures, 3. task effectiveness, 4. individual participant performance in treatment, 5. co-improvement between tasks. 1. The experimental and control groups did not differ in terms of dosage, or in terms of percent of compliance out of the ideal time, but experimental participants completed overall more time than control participants. 2. Experimental participants showed more significant and positive changes in their standardized tests than control participants. This shows that more practice resulted in greater gains in standardized measures. 3. While both groups showed improvement, experimental participants showed more changes than control participants when examining just assisted or both types of sessions. 4. The changes in experimental participants were possibly driven by language and cognitive standardized measures scores, showing effects such as tasks where participants with lower R-WAB AQ scores improve on simpler language tasks. While this may seem obvious, it is important to show that impairment-based therapy can show benefits. 1. Six tasks show effects where participants with high CLQT Composite Severity scores and participants with low R-WAB AQ scores both showed improvement. 2. Five tasks show effects where participants with low CLQT Composite Severity Scores and participants with high R-WAB AQ scores both showed improvement. 5. When examining how participants improve on tasks when assigned together throughout the treatment, several groupings of task co- improvement appear: reading and naming tasks, arithmetic and quantitative reasoning tasks, and language and cognitive tasks (including, memory tasks that use linguistic stimuli with reading and naming tasks). These results provide preliminary but important evidence that systematic, structured, tablet-based and individualized therapy can be provided to patients. Selected References Kurland, J., Wilkins, A.R., and Stokes, P. (2014). iPractice: Piloting the Effectiveness of a Tablet-Based Home Practice Program in Aphasia Treatment. Seminars in Speech and Language 35, 51-64. Kiran, S., Des Roches, C., Balachandran, I., and Ascenso, E. (2014). Development of an Impairment-Based Individualized Treatment Workflow Using an iPad-Based Software Platform. Seminars in Speech and Language 35, 38-50. Acknowledgements and Disclosure Funding for this project from Wallace Coulter Foundation for Translation Research. Disclosure: SK owns equity in Constant Therapy and serves as the Chair of the Scientific Advisory Board for Constant Therapy. CD, IB, and EA each own a portion of the stock equity that BU owns. In the present project, a large scale preliminary clinical efficacy study was conducted to examine language and cognitive rehabilitation outcomes in patients who received continuous, personalized, and self-paced rehabilitation language and cognitive program using a structured iPad- based therapy program. Carrie Des Roches 1 , Isabel Balachandran 1 , Elsa Ascenso 1 , Yorghos Tripodis 2 , Swathi Kiran 1 1 Department of Speech, Language, and Hearing Sciences, Boston University, 2 Department of Biostatistics, School of Public Health, Boston University Effectiveness of an impairment-based individualized treatment program using an iPad-based software platform Research Questions 1. Can an iPad-based treatment program be provided in a standardized but individualized manner. If so, what does treatment dosage and treatment compliance look like? 2. What is the effect of the treatment on standardized measures and is it different between the control and experimental groups? 3. Are the individualized therapy tasks for language and cognitive therapy effective for improving overall language and cognitive performance? 4. What are profiles of individual responsiveness to treatment? 5. What is the nature of between-task co-improvement across different therapy tasks across participants? Intervention 1. Dosage and compliance. Domain Task DF EXPERIMENTAL Conditional Improvement CONTROL Conditional Improvement Difference in improvement between groups DF EXPERIMENTAL Conditional Improvement CONTROL Conditional Improvement Difference in improvement between groups Category Matching 90 90 Feature Matching 68 71 Naming Picture 99 109 Rhyming 110 110 Sound Identification 103 103 Syllable Identification 65 65 Category Identification 30 30 Letter to Sound Matching 66 66 Sound to Letter Matching 76 76 Reading Passage 65 65 Long Reading Comprehension 14 14 Word Identification 57 57 Word Copy 16 16 Word Copy Completion Word Spelling 61 61 Word Spelling Completion 48 48 Picture Spelling 46 46 Picture Spelling Completion Active Sentence Completion Passive Sentence Completion Voice Mail 22 22 Sound Matching 75 75 Picture Matching 80 80 Word Matching 66 66 Clock Reading 37 38 Symbol Matching 63 63 Response Inhibition Flanker Map Reading 74 74 Picture Ordering 40 40 Word Ordering 6 6 Addition 88 88 Subtraction 50 50 Multiplication 47 47 Division 24 24 Clock Math 28 30 Word Problem 36 36 Executive Skills Instruction Sequencing 30 30 Not enough data to be analyzed Analytical Reasoning Arithmetic Quantitative Reasoning Sentence Planning Not enough data to be analyzed Not enough data to be analyzed Auditory Memory Visuospatial Memory Visual Processing Accuracy Latency Naming Reading Writing Not enough data to be analyzed Not enough data to be analyzed Domain Task DF Conditional Improvement Effect of R-WAB AQ Effect of CLQT Composite Severity DF Conditional Improvement Effect of R-WAB AQ Effect of CLQT Composite Severity Category Matching 1018 1019 Feature Matching 388 393 Naming Picture 392 433 Rhyming 1043 1044 Sound Identification 849 849 Syllable Identification 393 393 Category Identification 721 722 Letter to Sound Matching 593 597 Sound to Letter Matching 690 691 Reading Passage 771 771 Long Reading Comprehension 130 131 Word Identification 647 647 Word Copy 361 361 Word Copy Completion Word Spelling 503 504 Word Spelling Completion 348 349 Picture Spelling 313 313 Picture Spelling Completion Active Sentence Completion Passive Sentence Completion Voice Mail 138 138 Sound Matching 403 404 Picture Matching 728 728 Word Matching 631 631 Clock Reading 277 279 Symbol Matching 531 532 Response Inhibition Flanker Map Reading 504 504 Picture Ordering 297 297 Word Ordering 53 53 Addition 638 643 Subtraction 513 517 Multiplication 378 382 Division 246 246 Clock Math 143 143 Word Problem 225 225 Executive Skills Instruction Sequencing 108 109 Not enough data to be analyzed Analytical Reasoning Arithmetic Quantitative Reasoning Sentence Planning Not enough data to be analyzed Not enough data to be analyzed Auditory Memory Visuospatial Memory Visual Processing Accuracy Latency Naming Reading Writing Not enough data to be analyzed Not enough data to be analyzed Results (continued) Response Inhibition Executive Skills Category Matching Feature Matching Naming Picture Rhyming Sound Identification Syllable Identification Category Identification Letter to Sound Matching Sound to Letter Matching Reading Passage Long Reading Comprehension Word Identification Word Copy Word Copy Completion Word Spelling Word Spelling Completion Picture Spelling Picture Spelling Completion Active Sentence Completion Passive Sentence Completion Voice Mail Sound Matching Picture Matching Word Matching Clock Reading Symbol Matching Response Inhibition Flanker Map Reading Picture Ordering Word Ordering Addition Subtraction Multiplication Division Clock Math Word Problem Executive Skills Instruction Sequencing Accuracy Numerator : beneficial significant changes, Denominator : All significant changes, positive and negative Arithmetic Quantitative Reasoning Language Tasks Cognitive Tasks Naming Reading Writing Sentence Planning Auditory Memory Visuospatial Memory Visual Processing Analytical Reasoning Passive Sentence Completion Sound to Letter Matching Reading Passage Long Reading Comprehension Word Identification Word Copy Word Copy Completion Word Spelling Word Spelling Completion Picture Spelling Picture Spelling Completion Active Sentence Completion Subtraction Voice Mail Sound Matching Picture Matching Word Matching Clock Reading Symbol Matching Flanker Map Reading Picture Ordering Word Ordering Addition Language Tasks Naming Reading Writing Sentence Planning Multiplication Division Clock Math Word Problem Instruction Sequencing Cognitive Tasks Auditory Memory Visuospatial Memory Visual Processing Analytical Reasoning Arithmetic Quantitative Reasoning Category Matching Letter to Sound Matching Category Identification Syllable Identification Sound Identification Rhyming Naming Picture Feature Matching Response Inhibition Executive Skills Category Matching Feature Matching Naming Picture Rhyming Sound Identification Syllable Identification Category Identification Letter to Sound Matching Sound to Letter Matching Reading Passage Long Reading Comprehension Word Identification Word Copy Word Copy Completion Word Spelling Word Spelling Completion Picture Spelling Picture Spelling Completion Active Sentence Completion Passive Sentence Completion Voice Mail Sound Matching Picture Matching Word Matching Clock Reading Symbol Matching Response Inhibition Flanker Map Reading Picture Ordering Word Ordering Addition Subtraction Multiplication Division Clock Math Word Problem Executive Skills Instruction Sequencing Numerator : beneficial significant changes, Denominator : All significant changes, positive and negative Latency Language Tasks Cognitive Tasks Naming Reading Writing Sentence Planning Auditory Memory Visuospatial Memory Visual Processing Analytical Reasoning Arithmetic Quantitative Reasoning Category Matching Feature Matching Naming Picture Rhyming Sound Identification Syllable Identification Category Identification Letter to Sound Matching Passive Sentence Completion Sound to Letter Matching Reading Passage Long Reading Comprehension Word Identification Word Copy Word Copy Completion Word Spelling Word Spelling Completion Picture Spelling Picture Spelling Completion Active Sentence Completion Subtraction Voice Mail Sound Matching Picture Matching Word Matching Clock Reading Symbol Matching Flanker Map Reading Picture Ordering Word Ordering Addition Language Tasks Naming Reading Writing Sentence Planning Multiplication Division Clock Math Word Problem Instruction Sequencing Cognitive Tasks Auditory Memory Visuospatial Memory Visual Processing Analytical Reasoning Arithmetic Quantitative Reasoning 3-4. Mixed model regression for each task (across patients, collapsing levels) using log odd of accuracy or latency as the dependent measure. Calculated contrast effect: what is the rate of change per session • Green- rate of change per session is significantly positive • Red- red of change per session is significantly negative Taking into account the effect of R-WAB AQ or CLQT Composite Severity on treatment outcomes • Light blue: participants with a low score show more improvement in the task • Dark blue: participants with a high score show more improvement in the task 5. Accuracy co-improvement table of beneficial and significant slope values. 2. Changes on standardized measures. Conclusions 5. Latency co-improvement table of beneficial and significant slope values. Results Thirty-seven treatment tasks were developed based on a review of evidence based treatment recommendations from various sources, including Speechbite (http://speechbite.com/), PubMed (National Center for Biotechnology Information, U.S. National Library of Medicine, Bethesda, MD), and Google Scholar (Google Inc., Mountain View, CA) Data Analytics Reports provided by the software, which include accuracy and latency by item, by task, and by week for each participant.

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Page 1: Homepage | Boston University - Accuracy...Impairment-Based Individualized Treatment Workflow Using an iPad-Based Software Platform. Seminars in Speech and Language 35 , 38-50. Acknowledgements

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• Individuals with language and cognitive deficits following brain damage

likely require long-term rehabilitation. Consequently, it is a huge

practical problem to provide the continued communication therapy

that these individuals require.

• Several studies have examined computerized rehabilitation with small

numbers of aphasiac participants, providing promising preliminary

results for the use of technology in the rehabilitation (Doesborgh et al.,

2004, Fink et al., 2002, Palmer et al., 2012, Pedersen et al., 2001,

Ramsberger and Marie, 2007).

• More recently, the advent of tablet based devices, such as the iPad,

has proved to be promising for rehabilitation (Holland, 2014; Hoover

and Carney, 2014; Kiran et al., 2014; Kurland, 2014; Kurland et al.,

2014; Ramsberger and Messamer, 2014; Szabo and Dittelman, 2014).

• Kurland et al. noted there was often a need for the software to

increase in task difficulty when their participants showed

improvement, demonstrating the need of tailored therapy for

individuals (Kurland et al., 2014).

Introduction

Objectives

Fifty-one individuals with aphasia due to a stroke or traumatic brain injury

were recruited to use an iPad-based software platform, Constant Therapy

(www.constanttherapy.com), for a 10 week treatment program.

Each participant was tested before and after therapy on: Revised-Western

Aphasia Battery, Boston Naming Test, Pyramids and Palm Trees, and

Cognitive Linguistic Quick Test.

Participants

1. Usage data and duration of treatment, 2. participants’ changes on

standardized measures, 3. task effectiveness, 4. individual participant

performance in treatment, 5. co-improvement between tasks.

1. The experimental and control groups did not differ in terms of dosage,

or in terms of percent of compliance out of the ideal time, but

experimental participants completed overall more time than control

participants.

2. Experimental participants showed more significant and positive

changes in their standardized tests than control participants. This

shows that more practice resulted in greater gains in standardized

measures.

3. While both groups showed improvement, experimental participants

showed more changes than control participants when examining just

assisted or both types of sessions.

4. The changes in experimental participants were possibly driven by

language and cognitive standardized measures scores, showing effects

such as tasks where participants with lower R-WAB AQ scores improve

on simpler language tasks. While this may seem obvious, it is

important to show that impairment-based therapy can show benefits.

1. Six tasks show effects where participants with high CLQT

Composite Severity scores and participants with low R-WAB

AQ scores both showed improvement.

2. Five tasks show effects where participants with low CLQT

Composite Severity Scores and participants with high R-WAB

AQ scores both showed improvement.

5. When examining how participants improve on tasks when assigned

together throughout the treatment, several groupings of task co-

improvement appear: reading and naming tasks, arithmetic and

quantitative reasoning tasks, and language and cognitive tasks

(including, memory tasks that use linguistic stimuli with reading and

naming tasks).

These results provide preliminary but important evidence that systematic,

structured, tablet-based and individualized therapy can be provided to

patients.

Selected References

Kurland, J., Wilkins, A.R., and Stokes, P. (2014). iPractice: Piloting the Effectiveness of a

Tablet-Based Home Practice Program in Aphasia Treatment. Seminars in Speech and Language

35, 51-64.

Kiran, S., Des Roches, C., Balachandran, I., and Ascenso, E. (2014). Development of an

Impairment-Based Individualized Treatment Workflow Using an iPad-Based Software Platform.

Seminars in Speech and Language 35, 38-50.

Acknowledgements and Disclosure

Funding for this project from Wallace Coulter Foundation for Translation Research.

Disclosure: SK owns equity in Constant Therapy and serves as the Chair of the Scientific

Advisory Board for Constant Therapy. CD, IB, and EA each own a portion of the stock

equity that BU owns.

In the present project, a large scale preliminary clinical efficacy study was

conducted to examine language and cognitive rehabilitation outcomes in

patients who received continuous, personalized, and self-paced

rehabilitation language and cognitive program using a structured iPad-

based therapy program.

Carrie Des Roches1, Isabel Balachandran1, Elsa Ascenso1, Yorghos Tripodis2, Swathi Kiran1

1 Department of Speech, Language, and Hearing Sciences, Boston University, 2 Department of Biostatistics, School of Public Health, Boston University

Effectiveness of an impairment-based individualized treatment program using an iPad-based software platform

Research Questions

1. Can an iPad-based treatment program be provided in a standardized

but individualized manner. If so, what does treatment dosage and

treatment compliance look like?

2. What is the effect of the treatment on standardized measures and is it

different between the control and experimental groups?

3. Are the individualized therapy tasks for language and cognitive

therapy effective for improving overall language and cognitive

performance?

4. What are profiles of individual responsiveness to treatment?

5. What is the nature of between-task co-improvement across different

therapy tasks across participants?

Intervention

1. Dosage and compliance.

Domain Task DF EXP

ERIM

ENTA

L

Co

nd

itio

nal

Imp

rove

men

t

CO

NTR

OL

Co

nd

itio

nal

Imp

rove

men

t

Dif

fere

nce

in

imp

rove

men

t

bet

wee

n g

rou

ps

DF EXP

ERIM

ENTA

L

Co

nd

itio

nal

Imp

rove

men

t

CO

NTR

OL

Co

nd

itio

nal

Imp

rove

men

t

Dif

fere

nce

in

imp

rove

men

t

bet

wee

n g

rou

ps

Category Matching 90 90

Feature Matching 68 71

Naming Picture 99 109

Rhyming 110 110

Sound Identification 103 103

Syllable Identification 65 65

Category Identification 30 30

Letter to Sound Matching 66 66

Sound to Letter Matching 76 76

Reading Passage 65 65

Long Reading Comprehension 14 14

Word Identification 57 57

Word Copy 16 16

Word Copy Completion

Word Spelling 61 61

Word Spelling Completion 48 48

Picture Spelling 46 46

Picture Spelling Completion

Active Sentence Completion

Passive Sentence Completion

Voice Mail 22 22

Sound Matching 75 75

Picture Matching 80 80

Word Matching 66 66

Clock Reading 37 38

Symbol Matching 63 63

Response InhibitionFlanker

Map Reading 74 74

Picture Ordering 40 40

Word Ordering 6 6

Addition 88 88

Subtraction 50 50

Multiplication 47 47

Division 24 24

Clock Math 28 30

Word Problem 36 36

Executive Skills Instruction Sequencing 30 30

Not enough data to be analyzed

Analytical

Reasoning

Arithmetic

Quantitative

Reasoning

Sentence Planning

Not enough data to be analyzed

Not enough data to be analyzed

Auditory Memory

Visuospatial

Memory

Visual Processing

Accuracy Latency

Naming

Reading

Writing

Not enough data to be analyzed

Not enough data to be analyzed

Domain Task DF Co

nd

itio

nal

Imp

rove

men

t

Effe

ct o

f R

-WA

B

AQ

Effe

ct o

f C

LQT

Co

mp

osi

te

Seve

rity

DF Co

nd

itio

nal

Imp

rove

men

t

Effe

ct o

f R

-WA

B

AQ

Effe

ct o

f C

LQT

Co

mp

osi

te

Seve

rity

Category Matching 1018 1019

Feature Matching 388 393

Naming Picture 392 433

Rhyming 1043 1044

Sound Identification 849 849

Syllable Identification 393 393

Category Identification 721 722

Letter to Sound Matching 593 597

Sound to Letter Matching 690 691

Reading Passage 771 771

Long Reading Comprehension 130 131

Word Identification 647 647

Word Copy 361 361

Word Copy Completion

Word Spelling 503 504

Word Spelling Completion 348 349

Picture Spelling 313 313

Picture Spelling Completion

Active Sentence Completion

Passive Sentence Completion

Voice Mail 138 138

Sound Matching 403 404

Picture Matching 728 728

Word Matching 631 631

Clock Reading 277 279

Symbol Matching 531 532

Response Inhibition Flanker

Map Reading 504 504

Picture Ordering 297 297

Word Ordering 53 53

Addition 638 643

Subtraction 513 517

Multiplication 378 382

Division 246 246

Clock Math 143 143

Word Problem 225 225

Executive Skills Instruction Sequencing 108 109

Not enough data to be analyzed

Analytical Reasoning

Arithmetic

Quantitative Reasoning

Sentence Planning

Not enough data to be analyzed

Not enough data to be analyzed

Auditory Memory

Visuospatial Memory

Visual Processing

Accuracy Latency

Naming

Reading

Writing

Not enough data to be analyzed

Not enough data to be analyzed

Results (continued)

Re

spo

nse

Inh

ibit

ion

Exe

cuti

ve S

kill

s

Category Matching 100% 0% 50% 0% 100% 100% 100% 100%

Feature Matching 100% 100% 100% 100% 100% 100% 100%

Naming Picture 100% 33% 67% 100% 0%

Rhyming 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Sound Identification 100% 100% 100% 100% 0% 100% 0% 0% 50% 100% 100% 0% 100% 0% 50% 100% 100% 100% 100%

Syllable Identification 100% 100% 100% 50% 0% 0% 100% 50% 100% 100% 50% 100% 50%

Category Identification 100% 100% 100% 0% 0% 0% 100% 50% 100% 100% 100% 100%

Letter to Sound Matching 0% 100% 50% 0% 0% 100% 0% 100% 33% 0% 0%

Sound to Letter Matching 0% 0% 0% 0% 50% 100% 0% 100% 0% 0% 0% 50%

Reading Passage 100% 100% 100% 100% 100% 100% 100% 100%

Long Reading Comprehension 0% 0% 0% 0% 0% 100% 100% 100% 100% 100%

Word Identification 100% 100% 100% 100% 100% 100% 0% 100%

Word Copy 0% 0% 100% 0%

Word Copy Completion

Word Spelling 100% 100% 100% 100% 100% 100% 0% 100% 100%

Word Spelling Completion 50% 50% 100% 50% 100% 100% 100% 100% 100%

Picture Spelling 100% 100% 100% 0% 100% 100% 0% 50% 100% 100% 100%

Picture Spelling Completion

Active Sentence Completion

Passive Sentence Completion

Voice Mail

Sound Matching 100% 33% 100% 100% 100% 100% 100% 0% 50% 50% 100% 100%

Picture Matching 100% 100% 100% 100% 100% 100% 100%

Word Matching 100% 67% 100% 0% 50% 0% 0% 100% 0% 100% 100% 50% 0% 100% 100%

Clock Reading 50% 100% 100% 100% 100% 100% 33% 100% 100% 100% 100% 100% 0% 100% 100% 100% 100%

Symbol Matching 0% 100% 0% 0% 0% 100% 100% 100% 100%

Response

Inhibition Flanker

Map Reading 0% 50% 50% 50% 0% 100% 50% 50% 100% 0%

Picture Ordering 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Word Ordering 0% 0% 0%

Addition 100% 100% 100% 0% 0% 100% 100% 0% 100% 100% 100% 0% 100% 100% 100% 100% 100%

Subtraction 100% 100% 0% 100% 100% 100% 100% 100% 100%

Multiplication 100% 100% 50% 100% 100% 100% 100% 100% 100%

Division 100% 100% 0% 100% 100% 100% 100% 100% 100% 100% 100%

Clock Math 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Word Problem 100% 100% 100% 100% 100% 100% 100% 100% 100%

Executive Skills Instruction Sequencing 100% 100% 100% 100% 100%

Accuracy

Numerator: beneficial significant changes, Denominator:

All significant changes, positive and negative

Ari

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Language Tasks Cognitive Tasks

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Tasks

Auditory

Memory

Visuospatial

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Visual

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Analytical

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Category Matching 100% 100% 100% 0% 100% 100% 100% 100% 100% 100% 100%

Feature Matching 0% 100% 100% 100% 0% 100% 0% 100% 100% 100% 100% 100%

Naming Picture 50% 100% 100% 0% 100% 100% 100% 67% 100% 100% 100% 100% 100% 100%

Rhyming 50% 100% 100% 0% 100% 100% 0% 100% 100% 100% 100%

Sound Identification 100% 0% 100% 100% 100% 100% 50% 0% 100% 100% 100% 100% 100% 100% 100% 100% 100% 67% 100% 100%

Syllable Identification 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 0%

Category Identification 100% 100% 100% 100% 0% 100% 100% 100% 100% 100% 0% 100% 100%

Letter to Sound Matching 100% 100% 0% 0% 100% 100% 100% 100% 100% 100% 100% 50% 100% 100% 100% 100% 100%

Sound to Letter Matching 100% 0% 50% 100% 100% 100% 0% 0% 100% 0% 50% 100% 100% 50% 100%

Reading Passage 100% 100% 100% 100% 100% 100% 100% 100%

Long Reading Comprehension 100% 100% 100% 100% 100% 100% 0% 100% 100%

Word Identification 0% 0% 0% 100% 0% 100% 0% 50%

Word Copy 0% 100% 0% 100% 100% 0% 0% 100% 100% 100% 100% 100% 100%

Word Copy Completion 100% 100%

Word Spelling 100% 100% 0% 100% 100% 50% 0% 50% 100% 100% 0%

Word Spelling Completion 0% 0% 100% 50% 100%

Picture Spelling 100% 100% 100% 100% 100% 100% 100% 100% 50% 100% 100% 100% 100% 100% 100% 100%

Picture Spelling Completion 100% 100% 100% 100%

Active Sentence Completion

Passive Sentence Completion

Voice Mail 100% 100% 100% 100% 100% 0% 100% 100% 100%

Sound Matching 100% 100% 100% 100% 100% 100% 100% 0% 100% 100% 100% 100% 100% 100% 100% 100%

Picture Matching 100% 100% 100% 100% 100% 100% 100% 0% 100% 50% 100% 100% 100% 100% 100% 100% 100%

Word Matching 100% 67% 0% 100% 100% 100% 0% 100% 100% 100% 100% 100% 50% 100%

Clock Reading 100% 100% 100% 50% 0% 100% 100% 100% 100% 100% 100% 100% 100%

Symbol Matching 100% 100% 100% 100% 100% 100% 50% 100% 100% 100% 100% 100% 100% 100% 100% 100% 75% 100% 100%

Response Inhibition Flanker

Map Reading 100% 100% 100% 0% 100% 0% 50% 50% 0% 100% 100% 100% 100% 100% 100% 100%

Picture Ordering 100% 100% 100% 100% 100% 0% 100% 100% 100% 100%

Word Ordering 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Addition 100% 100% 100% 67% 100% 100% 100% 100% 0% 100% 100% 50% 100% 100% 100% 100% 100% 50% 100% 75% 100% 100% 100% 100% 100% 100% 100%

Subtraction 100% 100% 100% 50% 100% 100% 50% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Multiplication 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Division 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Clock Math

Word Problem 100% 100% 100% 0% 100% 100% 0% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Executive Skills Instruction Sequencing 100% 100% 100%

Numerator: beneficial significant changes, Denominator: All

significant changes, positive and negative

Latency Language Tasks Cognitive Tasks

Nam

ing

Re

adin

g

Wri

tin

g

Sen

ten

ce P

lan

nin

g

Au

dit

ory

Me

mo

ry

Vis

uo

spat

ial M

em

ory

Vis

ual

Pro

cess

ing

An

alyt

ical

Re

aso

nin

g

Ari

thm

eti

c

Qu

anti

tati

ve

Re

aso

nin

g

Cat

ego

ry M

atch

ing

Feat

ure

Mat

chin

g

Nam

ing

Pic

ture

Rh

ymin

g

Sou

nd

Iden

tifi

cati

on

Sylla

ble

Iden

tifi

cati

on

Cat

ego

ry Id

enti

fica

tio

n

Lett

er t

o S

ou

nd

Mat

chin

g

Pas

sive

Sen

ten

ce

Co

mp

leti

on

Sou

nd

to

Let

ter

Mat

chin

g

Rea

din

g P

assa

ge

Lon

g R

ead

ing

Co

mp

reh

ensi

on

Wo

rd Id

enti

fica

tio

n

Wo

rd C

op

y

Wo

rd C

op

y C

om

ple

tio

n

Wo

rd S

pel

ling

Wo

rd S

pel

ling

Co

mp

leti

on

Pic

ture

Sp

ellin

g

Pic

ture

Sp

ellin

g

Co

mp

leti

on

Act

ive

Sen

ten

ce

Co

mp

leti

on

Sub

trac

tio

n

Vo

ice

Mai

l

Sou

nd

Mat

chin

g

Pic

ture

Mat

chin

g

Wo

rd M

atch

ing

Clo

ck R

ead

ing

Sym

bo

l Mat

chin

g

Flan

ker

Map

Rea

din

g

Pic

ture

Ord

erin

g

Wo

rd O

rder

ing

Ad

dit

ion

Language

Tasks

Naming

Reading

Writing

Sentence Planning

Mu

ltip

licat

ion

Div

isio

n

Clo

ck M

ath

Wo

rd P

rob

lem

Inst

ruct

ion

Seq

uen

cin

g

Cognitive

Tasks

Auditory Memory

Visuospatial Memory

Visual Processing

Analytical Reasoning

Arithmetic

Quantitative Reasoning

3-4. Mixed model regression for each task (across patients, collapsing

levels) using log odd of accuracy or latency as the dependent measure. Calculated contrast effect: what is the rate of change per session

• Green- rate of change per session is significantly positive

• Red- red of change per session is significantly negative

Taking into account the effect of R-WAB AQ or CLQT Composite Severity on

treatment outcomes

• Light blue: participants with a low score show more improvement in the task

• Dark blue: participants with a high score show more improvement in the task

5. Accuracy co-improvement table of beneficial and significant slope

values.

2. Changes on standardized measures.

Conclusions

5. Latency co-improvement table of beneficial and significant slope

values.

Results

Thirty-seven treatment tasks were

developed based on a review of

evidence based treatment

recommendations from various

sources, including Speechbite

(http://speechbite.com/), PubMed

(National Center for Biotechnology

Information, U.S. National Library

of Medicine, Bethesda, MD), and

Google Scholar (Google Inc.,

Mountain View, CA)

Data Analytics

Reports provided by the software, which include accuracy and latency by

item, by task, and by week for each participant.

http://www.facebook.com/pages/PosterPresentationscom/217914411419?v=app_4949752878&ref=ts
http://speechbite.com/

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