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Browse PlansMary Purdy
PhD, CCC-SLP
Mary Purdy is professor emeritus at Southern Connecticut State University, where she taught courses on aphasia and related neurogenic communication disorders. She is board certified by the Academy of Neurologic Communication Disorders and Sciences and has authored articles, book chapters, and presentations related to aphasia. Throughout her career, she has provided clinical services to individuals with aphasia in acute care and inpatient and outpatient rehabilitation settings.
Courses with Mary Purdy
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
Subscribe now, and access clinical education
and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
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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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
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
Subscribe now, and access clinical education
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.
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