All Theses, Dissertations, and Capstone Projects

Year of Award

2022

Degree

Doctor of Education (EdD)

College

College of Education & Allied Health

Degree Program

Collaborative High Impact Instruction

Department

Education and Special Education

First Advisor

Gale Rice

Second Advisor

Joanne Fish

Third Advisor

Carmen Russell

Keywords

Aphasia, Psychosocial, Quality of life, Speech-language pathology

Abstract

Physiological and psychosocial communication components impact communication-related quality of life for people with aphasia. This study aimed to understand how these components were addressed in a university clinic speech-language pathology program. Mixed-methods with inductive coding of interviews and documentation data were used to develop a description of communication-related quality of life, including perspectives of people with aphasia and graduate student participants. Qualitative findings revealed three trends: therapy which aids the ability to communicate, connections with additional people with aphasia, and supportive environments emerged from people with aphasia data. Three trends emerged: communicating effectively, a naturalistic environment, and individualization were shown from the students’ data. Quantitative findings of 164 summary report documentation indicated physiological components were communicated more frequently than psychosocial. There were complimentary findings between qualitative and quantitative data sets. Findings indicated how communication-related quality of life were perceived by participants and represented in documentation, with implications to enhance clinical practice and documentation.

Document Type

Open Access Dissertation

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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