A Visual Interactive Narrative Intervention (VINI) for aphasia education: Can digital applications administer augmented input to educate stroke survivors with aphasia?. Issue 10 (October 2021)

• Record Type: Journal Article
• Authors: Velez, John A.; Keene, Justin Robert; Corwin, Melinda; Elko, Stacy; Potter, Robert F.
• Is Part Of: Patient education and counseling. Volume 104:Issue 10(2021)
• Page Start: 2536
• Page End: 2543
• Publication Date: 2021-10
• Subjects: Aphasia -- Augmentative and Alternative Communication -- Augmented Input -- High-Technology AAC -- Patient Education; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2021.03.018
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: Persons with aphasia face barriers to healthcare due to poor patient education. Augmented Input (AI) is effective for educating persons with aphasia. Digital applications can utilize AI to educate PWA with minimal training. Digital applications foster internal cognitive processing of health information. Abstract: Objective: Persons with aphasia (PWA) face additional barriers to proper healthcare due to inadequate patient education by health professionals unequipped to use augmentative and alternative communication (AAC). The current study examines a digital application that evokes and sustains health information processing through AAC specifically aimed at increasing comprehension with augmented input (AI). Methods: A digital application designed to educate PWA about their health condition was compared to a video-recorded doctor providing oral-only education. Sixteen PWA received both education interventions in a crossover manner. Health information processing was assessed through heart rate (HR) and skin conductance levels (SCL), which were collected continually during each administration of education interventions. Results: PWA demonstrated greater cognitive processing of health information via HR and SCL indices during the digital application compared to the typical oral-only education intervention. The oral-only intervention led PWA to disengage with health information. Conclusion: By combining visuographic materials and adapted language into a customizable narrative structure, digital applications can utilize AI to educate PWA about basic health information (i.e., diagnosis and prognosis). Practice Implications: The current study's AAC requires minimal training and can be used as an aided support in conjunction with other techniques that increase PWA's access to health information.