Purpose: Language assessment is the most important stage of aphasia
rehabilitation. With aphasia assessment, problems in the language skills of the aphasic person are addressed and as a
result, appropriate therapy program is implemented. The Aphasia Language Assessment Test (ADD), developed for
Turkish-speaking aphasics, is a validated and reliable assessment tool that evaluates language skills in
detail. The purpose of this study was to investigate the effects of variables such as age, gender, education, paralysis,
aphasia onset, aphasia type on total score and language score obtained from the ADD test and to determine the extent
to which the ADD test was appropriate to determine the aphasia types. Method:
The research was conducted in a retrospective datacontrolled
research model. ADD test scores of 24 female and 29 male aphasics were used in
the study. Arithmetic mean ± standard deviation was used for descriptive statistics. For
the analysis of the data, Mann Whitney U and Kruscal-Wallis was used. Results:
A statistically significant difference was found between the educational level of the participants and the ADD total and language scores.
There was no statistically significant difference between gender, age, paralysis, stroke onset and ADD total and
language scores. In the study, differences between aphasia types were found in terms of spontaneous
language-speech, auditory comprehension, repetition, naming and ADD language and total scores. Conclusion: Research findings
showed that Turkish speaking aphasic individuals, regardless of aphasia types,
generally have better auditory comprehension. As a result, ADD seems to be appropriate to classify individuals
to their aphasia types.
Keywords
aphasia, aphasia assessment, aphasia language assessment Test (ADD), aphasia types, aphasia variables
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