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AIM AND PURPOSE: The aim of this research project is to investigate within-language and cross-language semantic facilitation and interference effects in English-Spanish bilingual persons with aphasia and neurotypical adults. The purpose of the project described in this protocol is to gain insight into how languages are initiated in bilingual speakers who present with aphasia, specifically when presented with semantically related stimuli. METHODS: To achieve this aim, participants wore an eye-tracking device and were presented with an image and four word choices. They were asked to match the picture to the most correct word. The word choices included the correct target word, semantically related words in English or Spanish, and at least two semantically unrelated words. The exact distribution of word type was dependent on the experimental condition. Their trial duration, dwell time per area of interest, and total fixation count per area of interest was collected for each trial and analyzed using mixed linear effects models. RESULTS: The results of this study showed that bilinguals with aphasia (BWA) spent significantly more time on trials that included a semantically related word in Spanish, compared to semantically unrelated words in either language or semantically related words in English. This pattern was not seen in neurologically healthy control participants. We also showed that across group all participants spent more time on the target word compared to semantically related words, however, BWA demonstrated increased fixation measures in trials that included a Spanish semantically related word. This pattern was not seen in neurologically healthy control participants. These results demonstrate increased semantic interference in BWA when compared to neurologically healthy control participants. CONCLUSION: Spanish-English BWA may be more susceptible to cross-language semantic interference compared to neurologically healthy bilingual individuals. However, both BWA and neurologically healthy individuals may experience within language semantic interference.

Rationale: The study aimed to explore the practices of South African speech-language therapists in providing psychosocial care to people with aphasia. People with aphasia are at risk of adverse psychosocial disruptions and access to appropriate support may be particularly challenging for individuals with compromised communication abilities. The study was the first of its kind in the unique multilingual and multicultural context. By understanding current practices, direction for improved psychosocial care to people with aphasia, as well as support to speech-language therapists delivering this care may be provided. Method: A 20-item previously published online survey was completed by 56 South African speech-language therapists. Purposive sampling and snowball sampling were used to recruit participants for the study. A mixed-methods design was adopted. Descriptive and inferential statistics, as well as qualitative content analysis, were used. Results: Respondents recognised addressing psychosocial wellbeing to be very important. A variety of psychosocial approaches were used in practice. However, 67.9% of the sample felt ill-equipped to provide psychosocial care to people with aphasia. Further barriers included: time/caseload pressures (60.7%) and feeling out of their depth (48.2%). Enablers were access to more training opportunities (89.3%), adequate time (62.5%), and ongoing support from skilled professionals (55.4%). The majority of respondents also perceived mental health professionals to have limited expertise in working with people with aphasia, making onward referral challenging. Conclusions: Respondents aimed to support people with aphasia’s psychosocial wellbeing by working collaboratively, including family and setting person centred goals. However, many challenges to the provision of psychosocial care to people with aphasia were identified. In order to improve services, more training, role definition and interprofessional collaboration is required. / Dissertation (MA (Speech-Language Pathology))--University of Pretoria, 2021. / Speech-Language Pathology and Audiology / MA (Speech-Language Pathology) / Restricted