Purpose: This study aims to determine the ideomotor apraxia features pertaining to object use of people with aphasia, taking into account the variables of age, gender, education years, type of aphasia, post-onset time, Aphasia Language Assessment Test (ADD) total score and ADD language score. Method: The participants of the study included 30 adults diagnosed with aphasia and age and gender-matched 30 healthy individuals, 60 in total, 12 women ant 18 men in each group. 33.3 % had fluent aphasia ant 66.7 % had non-fluent aphasia. The number of weeks post-stroke ranged between four and 468 (Tables 1 and 2). The aphasic participants were all examined by a neurologist and had medical reports. The Turkish Aphasia Test (ADD) (Maviş & Toğram, 2009) was also administered by a speech and language therapist as well as the Ideamotor Apraxia Assessment Tool, prepared by the researchers. The ideomotor apraxia features of participants were examined according to the 4 steps in the Ideomotor Apraxia Assessment Tool, involving 10 objects. The 4 steps are (a) verbal stimulus “Show me how the objects I name are used”, (b) visual stimulus-image “Show me how the objects in the pictures are used”, (c) visual stimulus-actual object “Show me how the objects you see are used”, and (d) imitation “Imitate my movements after me”. The 10 objects used were tooth brush, comb, razor, cup, salt shaker, hammer, lightbulb, lemon squeezer, scissors and cork screw. The real objects were available as well as their 297x420 mm. pictures as visual stimuli. The Kolmogorov- Smirnov test revealed normal distribution therefore parametric tests were used. Results: According to the results obtained from the study, there were significant differences between the two groups an all four steps (Table 3). The individuals with aphasia showed the lowest performance in verbal stimulus and highest performance in imitation. The results revealed no gender differences (Table 4) or differences between aphasia type (Table 5). Similarly, no significant correlations were observed between scores from any of the steps and variables of age, years of education, time since stroke and ADD total score. However, scores on ADD language score and scores of verbal stimulus were related on a significant basis (r=.392, p<.05) (Table 6). Conclusion: The results of the study were discussed together with previous literature. The relationship between language scores and IMA features revealed the necessity of identifying IMA features of aphasic patients before determining the intervention method that will be used in language and speech therapy.
aphasia, ideomotor apraxia, object use, pantomime, imitation
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