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Browse PlansJanet Patterson
PhD, CCC-SLP
Janet Patterson is chief of the the Audiology and Speech-Language Pathology Service at the VA in Northern California. Prior to that, she held academic positions as faculty member, associate dean, and department chair at California State University East Bay, Central Michigan University, and Michigan State University. With coeditor Patrick Coppens, PhD, CCC-SLP, she published Aphasia Rehabilitation: Clinical Challenges (Jones & Bartlett Learning). She has also authored research articles and presentations related to aphasia treatment and generalization and is an ASHA Fellow.
Courses with Janet Patterson
Browse Course CatalogAuditory Comprehension Deficit in Aphasia: Assessment Plans and Data
Presented by Janet Patterson, PhD, CCC-SLP and Mary Purdy, PhD, CCC-SLP
Auditory Comprehension Deficit in Aphasia: Assessment Plans and Data
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Video Runtime: 39 Minutes, Learning Assessments: 43 Minutes
A crucial part of a treatment program that achieves optimal outcomes for a person with aphasia is the assessment process that identifies the scope of the problem and specific aspects that may be addressed within the treatment. Successful assessment is dynamic and ongoing throughout the treatment program, not limited to an initial session. Two types of measures are typically used to assess auditory comprehension: formal and informal measures. In this course, both formal and informal measures frequently used in research and clinical settings will be reviewed for characteristics such as theoretical foundation, psychometric properties, and clinical utility. Considering limitations placed on clinical time, the discussion will include variables to consider when selecting assessment tools, and examples of how findings can guide treatment decisions. Speech-language pathologists practicing in all settings can apply information in this course.
A crucial part of a treatment program that achieves optimal outcomes for a person with aphasia is the assessment process that identifies the scope of the problem and specific aspects that may be addressed within the treatment. Successful assessment is dynamic and ongoing throughout the treatment program, not limited to an initial session. Two types of measures are typically used to assess auditory comprehension: formal and informal measures. In this course, both formal and informal measures frequently used in research and clinical settings will be reviewed for characteristics such as theoretical foundation, psychometric properties, and clinical utility. Considering limitations placed on clinical time, the discussion will include variables to consider when selecting assessment tools, and examples of how findings can guide treatment decisions. Speech-language pathologists practicing in all settings can apply information in this course.
Auditory Comprehension Deficit in Aphasia: Evidence-Based Treatment
Presented by Janet Patterson, PhD, CCC-SLP and Mary Purdy, PhD, CCC-SLP
Auditory Comprehension Deficit in Aphasia: Evidence-Based Treatment
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and patient education—anytime, anywhere—with video instruction from
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Video Runtime: 39 Minutes, Learning Assessments: 46 Minutes
Goals to improve auditory comprehension deficit are regularly included in treatment plans for persons with aphasia. However, research reporting evidence for treatment protocols is limited, with inadequate replication to support confident clinical decision-making in selecting a treatment protocol that best aligns with a client's needs. Results of a recent review of treatment approaches for auditory comprehension deficit in aphasia will be discussed. In addition, information in this course presents strategies and best practices for mindful clinical decision-making to select, modify, and implement a client-centered treatment program. The adverse effects of program drift, voltage drop, and other factors in treatment effectiveness will be discussed in the context of mitigating actions a clinician can take to maximize optimal outcome. Additional topics presented in this course are knowledge components required to identify the rationale for treatment protocol and modifications; strategies a clinician should take to link a rationale to specific actions when implementing a protocol; how to identify supporting evidence for protocol modification; and strategies for planning client-centered, situationally relevant outcome measures.
Goals to improve auditory comprehension deficit are regularly included in treatment plans for persons with aphasia. However, research reporting evidence for treatment protocols is limited, with inadequate replication to support confident clinical decision-making in selecting a treatment protocol that best aligns with a client's needs. Results of a recent review of treatment approaches for auditory comprehension deficit in aphasia will be discussed. In addition, information in this course presents strategies and best practices for mindful clinical decision-making to select, modify, and implement a client-centered treatment program. The adverse effects of program drift, voltage drop, and other factors in treatment effectiveness will be discussed in the context of mitigating actions a clinician can take to maximize optimal outcome. Additional topics presented in this course are knowledge components required to identify the rationale for treatment protocol and modifications; strategies a clinician should take to link a rationale to specific actions when implementing a protocol; how to identify supporting evidence for protocol modification; and strategies for planning client-centered, situationally relevant outcome measures.
Auditory Comprehension Treatment in a Clinical Setting: Case Studies
Presented by Janet Patterson, PhD, CCC-SLP and Mary Purdy, PhD, CCC-SLP
Auditory Comprehension Treatment in a Clinical Setting: Case Studies
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Video Runtime: 37 Minutes, Learning Assessments: 59 Minutes
Treatment programs for persons with auditory comprehension deficit must be individualized, theoretically motivated, and based on evidence. Although published treatment protocols may be used, it may not always be possible to deliver a protocol as described in the original literature. Factors that limit successful implementation of a published protocol are client-related factors such as environmental awareness, personal needs and goals, or aphasia severity; clinician-related factors such as program drift or unfamiliarity with a treatment protocol and expected outcomes; and setting-related factors such as voltage drop or time limits imposed by a facility. Successful treatment implementation and outcome requires clinicians to understand the theoretical and situational evidence supporting a protocol; to compare the aims of a treatment protocol and aims for a specific client; and to plan and provide evidence in justification for protocol modifications. Linking these components in clinical decision-making requires following the components of evidence-based practice and providing theoretical, empirical, or observational evidence to justify decisions. This process will be illustrated using case examples of individuals with mild to severe auditory comprehension deficit accompanying aphasia.
Treatment programs for persons with auditory comprehension deficit must be individualized, theoretically motivated, and based on evidence. Although published treatment protocols may be used, it may not always be possible to deliver a protocol as described in the original literature. Factors that limit successful implementation of a published protocol are client-related factors such as environmental awareness, personal needs and goals, or aphasia severity; clinician-related factors such as program drift or unfamiliarity with a treatment protocol and expected outcomes; and setting-related factors such as voltage drop or time limits imposed by a facility. Successful treatment implementation and outcome requires clinicians to understand the theoretical and situational evidence supporting a protocol; to compare the aims of a treatment protocol and aims for a specific client; and to plan and provide evidence in justification for protocol modifications. Linking these components in clinical decision-making requires following the components of evidence-based practice and providing theoretical, empirical, or observational evidence to justify decisions. This process will be illustrated using case examples of individuals with mild to severe auditory comprehension deficit accompanying aphasia.
Auditory Comprehension Deficit in Aphasia: Examining the Evidence
Presented by Janet Patterson, PhD, CCC-SLP and Mary Purdy, PhD, CCC-SLP
Auditory Comprehension Deficit in Aphasia: Examining the Evidence
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 41 Minutes, Learning Assessments: 45 Minutes
Evidence-based practice (EBP) is about how clinicians make assessment and treatment decisions in collaboration with patients and care partners. Implementing EBP requires locating evidence, identifying quality evidence, and determining alignment between the evidence and a person with aphasia in a clinical setting. The evidence base reporting treatment to improve auditory comprehension in persons with aphasia is limited and variable, therefore complicating the clinical decision-making process and reducing confidence in the applicability of a particular technique in a clinical environment. In this course, the evidence base reporting treatments aimed at reducing auditory comprehension deficits in persons with aphasia will be used to demonstrate application of tools to evaluate study quality, beginning with guidance in understanding the elements of the research report and rating evidence quality. Speech-language pathologists practicing in all settings can apply information in this course to mindful clinical decision-making.
Evidence-based practice (EBP) is about how clinicians make assessment and treatment decisions in collaboration with patients and care partners. Implementing EBP requires locating evidence, identifying quality evidence, and determining alignment between the evidence and a person with aphasia in a clinical setting. The evidence base reporting treatment to improve auditory comprehension in persons with aphasia is limited and variable, therefore complicating the clinical decision-making process and reducing confidence in the applicability of a particular technique in a clinical environment. In this course, the evidence base reporting treatments aimed at reducing auditory comprehension deficits in persons with aphasia will be used to demonstrate application of tools to evaluate study quality, beginning with guidance in understanding the elements of the research report and rating evidence quality. Speech-language pathologists practicing in all settings can apply information in this course to mindful clinical decision-making.
Selecting Aphasia Treatment: Case Examples
Presented by Jacqueline Hinckley, PhD, CCC-SLP and Janet Patterson, PhD, CCC-SLP
Selecting Aphasia Treatment: Case Examples
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The purpose of this course is to explore in detail the process by which a clinician selects a therapy based on treatment goals. We will do this by using three case examples of individuals with different types and severities of aphasia. The two presenters will also discuss each case in terms of impairment-focused and participation-focused treatment choices.
Engaging Persons with Aphasia in Community Resources
Presented by Janet Patterson, PhD, CCC-SLP and Jacqueline Hinckley, PhD, CCC-SLP
Engaging Persons with Aphasia in Community Resources
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Video Runtime: 62 Minutes; Learning Assessment Runtime: 16 Minutes
The value of participating in group activities to an individual's psychosocial and physical well-being is clear from research evidence. This is the case both for persons without and with aphasia. Gaps exist between the evidence base and implementing participation activities from the perspectives of community groups welcoming a person with aphasia (PWA), determining the interest or willingness of a PWA to participate in a group, and the strategies available to a PWA or caregiver to translate the desire into reality. This course will present the evidence describing the value of group membership to PWA and, through a series of case examples, will discuss the challenges faced by clinicians, PWA, and caregivers in accessing, joining, and sustaining membership in community groups.
The value of participating in group activities to an individual's psychosocial and physical well-being is clear from research evidence. This is the case both for persons without and with aphasia. Gaps exist between the evidence base and implementing participation activities from the perspectives of community groups welcoming a person with aphasia (PWA), determining the interest or willingness of a PWA to participate in a group, and the strategies available to a PWA or caregiver to translate the desire into reality. This course will present the evidence describing the value of group membership to PWA and, through a series of case examples, will discuss the challenges faced by clinicians, PWA, and caregivers in accessing, joining, and sustaining membership in community groups.
Evidence-Based Practice in Aphasia Treatment
Presented by Janet Patterson, PhD, CCC-SLP
Evidence-Based Practice in Aphasia Treatment
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Evidence-based practice (EBP) relates to how clinicians make assessment and treatment decisions with patients and families. EBP is taught in graduate programs in speech-language pathology. However, as students become practicing clinicians working in fast-paced, contemporary clinical environments, obstacles arise that may prevent consistent, active engagement in EBP. The intent of this course is to discuss EBP and practice-based evidence, provide a model for how to find evidence and determine its quality and relevance, and present suggestions for using the evidence to support good clinical decisions. Several readily available, easy to use tools for finding and evaluating evidence will be demonstrated. At the end of this course, the learner will have knowledge and skills that are readily transferable to clinical practice in any contemporary clinical speech-language pathology's practice in hospitals, rehabilitation facilities, skilled nursing facilities, or home health care settings.
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