Disclaimer: this resource is intended for speech and language therapists and students of this profession. If you require therapy for aphasia please contact a speech and language therapist.
Phonological and Semantic Cueing
Summary: An approach that provides additional information in the form of phonological or semantic cues in order to facilitate word finding.
Example: Phonological cues (also known as phonemic cues) can take the form of initial phoneme or rhyme cues, e.g. if the target were 'dog', an initial phoneme cue would be “It’s a d…” and rhyme cue could be “It rhymes with log”.
A phonological cueing hierarchy can be used in this type of therapy. Here a client, if unsuccessful at naming a picture, is given progressively more phonological information about the target. Raymer et al. (1993) used the following heirarchy:
1) The client attempts to name target picture.
2) The client is given an initial phoneme cue.
3) The client is given a rhyme cue.
4) The written word presented for the client to read aloud.
5) The therapist models the word for the client to repeat.
Semantic cues offer contextual information about the target such as its category, function and appearance, e.g. “it’s an animal… it barks… they’re used to help people who are blind”. Additionally, clients can be prompted to complete a sentence that provides some semantic information, e.g. “I walked the …”.
A phonological cueing hierarchy can be used in this type of therapy. Here a client, if unsuccessful at naming a picture, is given progressively more phonological information about the target. Raymer et al. (1993) used the following heirarchy:
1) The client attempts to name target picture.
2) The client is given an initial phoneme cue.
3) The client is given a rhyme cue.
4) The written word presented for the client to read aloud.
5) The therapist models the word for the client to repeat.
Semantic cues offer contextual information about the target such as its category, function and appearance, e.g. “it’s an animal… it barks… they’re used to help people who are blind”. Additionally, clients can be prompted to complete a sentence that provides some semantic information, e.g. “I walked the …”.
Evidence Base: Studies indicate that phonological cueing hierarchies can improve word retrieval for trained targets, although little generalisation to untrained targets takes place (e.g. Greenwald et al., 1995). However, Hillis (1998) reported that a phonological cueing hierarchy was less effective than semantic cues in her case study of an individual with a semantic impairment.
Freed, Celery, & Marshall (2004) compared the effectiveness of personalised cueing and phonological cueing for word retrieval amongst 3 participants with moderately severe aphasia. Personalised cueing involved the participant generating a personally meaningful cue, e.g. a participant might create the cue “hunting dog” for the target “hound”. This is then reinforced by the therapist over subsequent sessions. Personalised cueing treatment was found to result in a significantly better naming ability for trained items (but no generalisation to untrained items).
Wambaugh, Cameron, & Kalinyak (2004) compared the effectiveness of phonological and semantic cues for 5 with chronic aphasia. Results for participants were mixed, highlighting the need to determine and utilise the most effective type of cueing therapy for a given client.
Freed, Celery, & Marshall (2004) compared the effectiveness of personalised cueing and phonological cueing for word retrieval amongst 3 participants with moderately severe aphasia. Personalised cueing involved the participant generating a personally meaningful cue, e.g. a participant might create the cue “hunting dog” for the target “hound”. This is then reinforced by the therapist over subsequent sessions. Personalised cueing treatment was found to result in a significantly better naming ability for trained items (but no generalisation to untrained items).
Wambaugh, Cameron, & Kalinyak (2004) compared the effectiveness of phonological and semantic cues for 5 with chronic aphasia. Results for participants were mixed, highlighting the need to determine and utilise the most effective type of cueing therapy for a given client.
References
Freed, D., Celery, K., & Marshall, R., 2004. Effectiveness of personalised and phonological cueing on long-term naming performance by aphasic subjects: A clinical investigation. Aphasiology, 18(8), 743-757
Greenwald, M.L., Raymer, A.M., Richardson, M.E., & Rothi, L.J.G., 1995. Contrasting treatments for severe impairments of picture naming. Neuropsychological Rehabilitation, 5, 17-49
Hillis, A.E., 1998. Treatment of naming disorders: New issues regarding old therapies. Journal of the International Neuropsychological Society, 4, 648-660
Raymer, A.M., Thompson, C.K., Jacobs, B., & leGrand, H.R., 1993. Phonologic treatment of naming deficits in aphasia: Model-based generalization analysis. Aphasiology, 7, 27-53
Wambaugh, J., Cameron, R., & Kalinyak, M., 2004. Retrieval of action names in aphasia: Effects of two cueing treatments. Aphasiology, 18(11), 979-1004
Freed, D., Celery, K., & Marshall, R., 2004. Effectiveness of personalised and phonological cueing on long-term naming performance by aphasic subjects: A clinical investigation. Aphasiology, 18(8), 743-757
Greenwald, M.L., Raymer, A.M., Richardson, M.E., & Rothi, L.J.G., 1995. Contrasting treatments for severe impairments of picture naming. Neuropsychological Rehabilitation, 5, 17-49
Hillis, A.E., 1998. Treatment of naming disorders: New issues regarding old therapies. Journal of the International Neuropsychological Society, 4, 648-660
Raymer, A.M., Thompson, C.K., Jacobs, B., & leGrand, H.R., 1993. Phonologic treatment of naming deficits in aphasia: Model-based generalization analysis. Aphasiology, 7, 27-53
Wambaugh, J., Cameron, R., & Kalinyak, M., 2004. Retrieval of action names in aphasia: Effects of two cueing treatments. Aphasiology, 18(11), 979-1004
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