About this resource
Aphasia affects language, not intelligence. This handout explains aphasia simply and gives practical tips for conversation: reducing noise, speaking clearly in short sentences, giving time, using writing, gestures and pictures, checking understanding and including the person in decisions.
Purpose
To help families communicate more successfully and respectfully with a person who has aphasia.
Who it is for
Primary profession: Speech pathologists. Also relevant for allied health and multidisciplinary teams, disability support workers.
Client or participant group: Families, friends and carers of adults with aphasia.
Practice setting: Hospital, rehabilitation and community speech pathology.
Suggested uses
- Education for families after stroke or brain injury
- Discharge planning
- Training support workers
- Ward and community information
Instructions for practitioners
- Go through the handout with the family and person with aphasia together where possible.
- Personalise the tips to what works for this person.
- Model the strategies during sessions.
- Link families with aphasia support groups if wanted.
Instructions for clients or participants
- Read the tips.
- Try them in conversation.
- Tell the speech pathologist what helps.
Accessibility considerations
Plain language. An aphasia-friendly version with pictures should be developed for the person with aphasia.
Scope and limitations
General information. Individual strategies depend on speech pathology assessment.
Research basis
Speech and language therapy benefits people with aphasia after stroke. Training communication partners improves communication for people who use AAC and people with aphasia. Clear, plain-language information and checking understanding (teach-back) improve understanding, safety and quality of care.
- Australian Commission on Safety and Quality in Health Care. (2014). Health literacy: Taking action to improve safety and quality. ACSQHC. https://www.safetyandquality.gov.au/publications-and-resources/resource-library/health-literacy-taking-action-improve-safety-and-quality
- Australian Government. Style Manual: Plain language and word choice. https://www.stylemanual.gov.au/writing-and-designing-content/clear-language-and-writing-style/plain-language-and-word-choice
- Brady, M. C., Kelly, H., Godwin, J., Enderby, P., & Campbell, P. (2016). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, Article CD000425. https://doi.org/10.1002/14651858.cd000425.pub4
- Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. https://doi.org/10.3109/07434618.2015.1052153
- Simmons-Mackie, N., Raymer, A., & Cherney, L. R. (2016). Communication Partner Training in Aphasia: An Updated Systematic Review. Archives of Physical Medicine and Rehabilitation, 97(12), 2202–2221.e8. https://doi.org/10.1016/j.apmr.2016.03.023
- Talevski, J., Wong Shee, A., Rasmussen, B., Kemp, G., & Beauchamp, A. (2020). Teach-back: A systematic review of implementation and impacts. PLOS ONE, 15(4), e0231350. https://doi.org/10.1371/journal.pone.0231350
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
