An evidence-based approach to blended learning model for aphasia naming rehabilitation

Abstract

The current study utilized a case series approach to investigate the effectiveness of naming rehabilitation of blended learning model in improving language performance of nine Cantonese-speaking persons with aphasia (PWAs). It also aimed to preliminarily identify factors affecting the magnitude of change in language performance. Eight weeks of face-to-face and app-based treatment were conducted, with access to app-based home practice starting from the third week. The result shows that blended learning model was effective in improving the naming and discourse production in some PWAs. In particular, PWAs with moderate language baseline are the potential responders to the naming rehabilitation of blended learning model. By comparing the treatment outcome among the PWAs, it was found that intensive practice, large training size and low frequency of cue usage tended to be the factor enhancing the treatment effect.