Integrating Metacognitive Reading Interventions and Neurorehabilitation Techniques for Post-Stroke Aphasia

  • سال انتشار: 1404
  • محل انتشار: هشتمین کنفرانس بین المللی علوم تربیتی، روانشناسی، مشاوره، آموزش و پرورش
  • کد COI اختصاصی: HEPCONF08_066
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 22
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نویسندگان

Afsaneh Pourmohammadalighasemabadi

Psychologist, Hadavi Nonprofit Girls’ High School, Rafsanjan, Kerman, Iran.

Reza Mirzaeiebrahimabadi

Neurology resident, Xuanwu Hospital, Capital Medical University, Beijing, China.

Afsaneh Taghizadehghasemabadi

Dentistry student, Rafsanjan University of Medical Sciences, Rafsanjan, Kerman, Iran.

Mahsa Mirzaei

Physical Education student, Islamic Azad University Rafsanjan Branch, Rafsanjan, Kerman, Iran.

Amin Azimpour Moghadam

Medical student, Sechenov First Moscow State Medical University, Moscow, Russia.

چکیده

This review looks at the ways metacognitive reading skills (including self-monitoring of comprehension, summarization, inference generation) help people recover from post-stroke aphasia when added to new neurorehabilitation approaches (constraint-induced language therapy, neuromodulation, and computer-based therapy). We looked through a PubMed search of studies that focus on reading comprehension and neurorehabilitation therapy for chronic aphasia. The findings indicate that using a strategy-based approach in reading programmes greatly improves comprehension of texts and self-perception in reading among individuals with aphasia. For example, patients who were taught several ways to understand texts continued to do better at reading and had more positive feelings about it. For example, patients who were taught several ways to understand texts continued to do better at reading and had more positive feelings about it. In the same way, reading and summarizing exercises in programmes such as ARCS were shown to boost both speaking and writing skills. Neurorehabilitation techniques have proven results on their own: constraint-induced language therapy (CIAT) shows similar results to other intensive therapies, and repetitive transcranial magnetic stimulation (rTMS) is now accepted as an effective support for recovering language abilities. Computer-based therapy consistently improves people’s language skills and is equally effective as seeing a therapist. Conceptual synthesis indicates that combining these methods could bring forth better results. For example, when rTMS was combined with intensive multimodal therapy, the results in reducing aphasia severity were better than therapy alone. In summary, it seems beneficial to offer integrated reading support that includes metacognitive lessons and makes use of current technological methods. From a clinical perspective, therapists should include teaching strategies as a part of treatment aimed at neuroplasticity for faster reading improvements. Additional studies should be done to find the best way to use multiple therapies together.

کلیدواژه ها

Aphasia, reading strategies neurorehabilitation, constraint-induced therapy, transcranial magnetic stimulation

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