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Research Tuesday Post: Phonomotor Treatment for Aphasia

It’s Research Tuesday!  Join us! If you would also like to blog about research related to our field, sign up at Gray Matter Therapy! Thanks to Rachel Wynn for heading this collaboration!  You can also follow the chatter on Twitter using the search #ResearchTues.

The Article:

An Analysis of Aphasic Naming Errors as an Indicator of Improved Linguistic Processing Following Phonomotor Treatment
Diane L. Kendall; Rebecca Hunting Pompon; C. Elizabeth Brookshire; Irene Minkina; Lauren Bislick
American Journal of Speech-Language Pathology May 2013, Vol.22, S240-S249. doi:10.1044/1058-0360(2012/12-0078)
History: Accepted16 Oct 2012,Received25 Jul 2012

Diane Kendall, the director of the Aphasia Research Laboratory at the University of Washington, has been studying the relationship between phonology and aphasia for some time now.  The Publication, Phonomotor Rehabilitation of Anomia in Aphasia reports her most recent findings after her second phase of research in this area.

“We have shown that intensively delivered phonomotor treatment not only improves confrontation naming performance on trained words but, as predicted by the theory motivating it, also achieves generalization to naming of untrained words, some aspects of discourse production, and indicators of quality of life (Kendall, Brookshire, Oelke, & Nadeau, 2012; Kendall et al., 2008).”

The theory behind this work is really interesting and that alone makes reading the actual publication worthwhile.  My short version of the theory behind Phonomotor Treatment is this: words are accessed through bidirectional activation spreading. That means your brain searches for a concept by accessing the meaning of words and phonologic representations (either auditory- the pronunciation of a word, or visually- the written word) at the same time.  This improves accuracy of word retrieval and speeds processing time.  Traditionally, speech therapists have focused on exercises that improve access to word meanings (semantics) without as much regard to the phonological components of words. This treatment attempts to address the “bottom up” aspect of word retrieval.

All participants in the study had aphasia with lexical retrieval deficits due to left hemisphere stroke and did not have significant apraxia of speech.  They each received 60 hours of phonomotor training (One hour sessions BID 5 days a week for 6 weeks.)   Now on a practical level, that’s much more intense than I can deliver in an outpatient setting!  Insurance won’t cover BID outpatient therapy.  But that is another conversation!  It would be great to have a discussion with the researchers about the needed frequency for this intervention and their rational for the intensity.

This is what you should expect from the treatment:  The benefits of phonomotor training were seen immediately after treatment and 3 months post treatment with continued improvement.  They include gains in the following areas: Improved word finding skills and a possible shift in linguistic processing indicated by a decrease in errors of omission (which is associated with a milder form of aphasia), an increase in semantic errors (improved access to semantic activation during word retrieval), and an increase in mixed errors (which suggests improved access to phonological activation during word retrieval tasks.)  So even though your clients will still be making some word finding errors, the quality of those errors should be different.

This is how you do the treatment:  There are two stages. Stage one focuses on sounds in isolation and lasts for 15 sessions.  Stage two focuses on sounds in various combinations and lasts for 45 sessions.

Here is the authors’ description of the protocol:

The goal of stage one was to engage individual sounds by teaching (a) motor movements and descriptions with the use of a mirror and therapist and participant feedback (e.g., the tip of your tongue is behind your front teeth and taps to make the sound /t/); (b) perceptual discrimination (e.g., do /t/ and /d/ sound the same or different?); (c) production (e.g., repeat after me…say /t/); and (d) grapheme‐to‐phoneme correspondences (e.g., letter for each sound is displayed). The goal of stage two was to extend the skills acquired in stage one to various phoneme sequences. Production, perception, and graphemic tasks remained the same in this second stage, with the one difference that sounds would be produced in combinations rather than isolation. Training progresses hierarchically (e.g., VC, CV, CVC, CCV, VCC, CCVC, CVCC, CCVCC). Upon mastery of 1‐syllable treatment stimuli, 2‐syllable stimuli are introduced and trained. The goal of treatment is to strengthen and improve each participant’s phonological awareness to the extent that he or she is able to repeat, read, spell, parse, and blend all treatment stimuli by the end of the 6‐week treatment program. Both real‐word and nonword stimuli were trained using the same procedures detailed below.

Stage 1

Exploration of sounds. The participant was shown a mouth picture of a sound and was asked to look in the mirror and repeat after the therapist to make the sound. Knowledge of results was initially given at 100% frequency following each production and then was faded to 30% across trials. Following production, the therapist asked the participant what he or she saw and felt when the sound was made. Socratic questioning was used to enable the participant to “discover” the auditory, visual, articulatory, and tactile/kinesthetic attributes of the sounds (e.g., “What do you feel when you make that sound?”).

Motor description. A description of each sound was provided. The therapist described what articulators were moving and how they move (e.g., “for /p/ the lips come together and blow apart, the voice box is turned off, the tongue is not moving”). The participant was asked to repeat the sound and then was asked to describe how the sound was made. For example, “Do your lips or tongue move to make that sound?”

Perception tasks. The therapist made a sound (e.g., /p/) and asked the participant to choose that sound from an array of mouth pictures (e.g., /f/, /g/, /p/).

Production tasks. Productions of sounds were elicited auditorily (repetition), visually (mouth picture), and via motor description (e.g., “make the sound where your lips come together and blow apart”). Socratic questioning was used for correct and incorrect responses. For example, “you said /b/ — is that the sound where your tongue taps the roof of your mouth?”

Graphemic tasks. Graphemic tiles representing sounds were placed on the table with the mouth pictures. The participant was asked to select a single grapheme and place it on a picture that represented that sound. When the participant was finished, the therapist used Socratic questioning (e.g., “this letter says /f/, does this picture represent /f/?”). If the production was correct, the therapist moved to the next letter tile; if the production was incorrect, the therapist set aside the letter tile and moved to the next tile. After the participant was able to correctly match graphemes to mouth pictures, graphemes were then used in the production and perception tasks for the remainder of the treatment program.

Stage 2

Perception and graphemic task. The therapist produced a real‐word or nonword sound combination (e.g., VC or VCC‐VC) and then asked the participant to arrange mouth pictures or graphemes to depict the target. For example, if the participant heard the VC ip, he or she would select the graphemes /i/ and /p/.

Production and graphemic task. The therapist showed either mouth pictures or grapheme tiles and asked the participant to produce the sounds within a real word or nonword individually and then blended together. For example, the participant would say “/p/ /ee/ /f/ …that says /peef/.” In this example, the therapist would say “You said /peef/. Does that match these letters?” Next, the therapist would change one sound in the word (e.g., /peef/ changed to /feef/). The participant was cued to say the old word by touching each sound individually and then identifying the new sound and blending the new word (e.g., the old word says /p/ /ee/ /f/, /p/ is removed and /f/ is added, the new word now says /feef/). One sound change within a word was made for a series of 5–10 nonwords.

Measuring Progress:
I have included the real words used to teach this protocol and measure progress because they were not just any random group of words.  These words were carefully selected based on their low phonotactic probability (ie, how common is that vc or cv combination in English and how common is that phoneme in that word position) and high neighborhood density (ie, how many other words can you create from the target word by adding, deleting, or substituting a letter.)  Obviously the trained stimuli are the treatment words and the untrained stimuli are the assessment words for pre and post progress measures.  And regarding the use of non-word phoneme combinations during production tasks,  have fun making that up!

Trained stimuli Untrained stimuli
bow toy
hay tire
leather wire
jury iron
ache age
shadow baby
boot valet
fig lady
maze whip
mop beef
heater birth
plane ditch
half wheel
tower chauffeur
teacher laughter
feeder turkey
gravy fisher
day razor
song jeans
ivy clover
shoulder pie
treasure fur
lawyer knee
movie fire
ape egg
itch genie
polo halo
lasso meadow
knob witch
cave knot
bird shower
jail break
owl bride
ladder bruise
father tiger
jockey speaker
level poem
ranger
gray

 

 

 

 

Melodic Intonation Therapy: Back to basics for future research

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Welcome! It’s Research Tuesday!  If you would like to join other SLPs in blogging about research related to our field, you can sign up at Gray Matter Therapy!

We all know about Melodic Intonation Therapy (MIT).  It’s been around forever.  And we all know that it works.  But do we know why it works and are we doing it the way it was intended? “ Therapeutic protocols using singing as a speech facilitation technique are not necessarily MIT.” Anna Zumbansen, Isabelle Peretz, and Sylvie Hebert remind us in their critical review of the literature on melodic intonation therapy.

They distinguished three main types of treatments that are generally referred to as MIT, although each have specific protocols and goals:

1) Original MIT – the goal is to restore propositional speech through reorganization of language production

The protocol has 3 levels which are advanced when the session score is greater than 90% for five consecutive sessions.  Numerous sentences of daily living and a relevant picture are used with an intoned pattern (exaggeration of normal prosody on two notes where the high note is the stressed syllable and the low note is the unstressed syllable), tapping the beat with the left hand, and lip reading as needed.

Level 1: steps for each sentence-
Humming
INTONED Unison
INTONED Unison with Fading
INTONED Repetition
INTONED Response to a question

Level 2: steps for each sentence-
INTONED Listening
INTONED Unison with Fading
INTONED Delayed repetition
INTONED Response to a question

Level 3: steps for each sentence-
INTONED Delayed repetition
Speak/Sing Listening
Speak/Sing Unison with Fading
Normal Speech Delayed repetition
Normal Speech Response to a question

Reported frequency and duration of treatment from 5 studies: as little as 4 days/week for 4 weeks to 5 days/week for over 3 months.  One study reported 75 sessions.  Because advancement is criterion based severity can play a larger role in determining duration, however frequency was quite high for all these studies.

2) TMR (Therapie melodique et rythmee) – the goal is to reduce speech struggles with use a facilitation technique

The protocol has 3 levels.  Numerous sentences  and written sentence with a graphic representation of the melodic pattern are used with an intoned pattern (exaggeration of normal prosody on two notes where the high note is the stressed syllable and the low note is the unstressed syllable), tapping the beat with any part of the body, and no lip reading allowed.

Level 1: steps for each sentence-
Introduction to rhythmic sequences
Humming
Introduction to TMR representations

Level 2: steps for each sentence-  (ending two or three months after beginning the program)
INTONED Listening
INTONED Unison
INTONED Unison with Fading
INTONED Repetition
INTONED Response to a question

Level 3: steps for each sentence-  (on several months, less intensively)

Use intonation as a facilitation technique in different situations for communication

Reported frequency and duration of treatment from 1 study: frequency was not reported although duration was reported to be 37-42 months

3) Palliative MIT – the goal is to enable severely impaired individuals to produce a set of useful readymade phrases.

Administer intensive training on a limited set of daily phrases in order to facilitate basic communication using intoned speech.

Reported frequency and duration of treatment from 5 studies: as little as 3 days/week for 2 weeks and up to 7 days/week for an unspecified duration.  Studies with frequency of 3 days a week or less all reported no return to normal speech.

This literature review underscored the difference between the facilitation effect of a technique and the therapeutic effect of a treatment. With all the research that has been done, we still don’t know why MIT works.  There seems to be a relationship between using the technique of intoned speech to involve the rhythmic component of the melody along with left hemisphere peri-lesional regions. We just don’t know what role rhythm and pitch are playing in the rehabilitation process when it comes to language recovery.

They also raised the question about the effect of MIT on Apraxia, for which it has never been tested.  MIT has been indicated for individuals with Broca’s aphasia, who typically have concomitant apraxia.  They speculate that perhaps MIT works so well with these individuals because their apraxia is masking language competency and MIT is actually best suited for overcoming this motor speech impairment.  They go on to site numerous techniques similar to MIT that are evidence based treatments for Apraxia such as, singing, hand tapping, control of speech rate, speaking with a metronome or rhythmic beeps.  It is an interesting point.  Perhaps we will have the research to answer those questions in the close future.

And for the present, perhaps we can get back to the protocols for MIT.

 

 

Achieving Your Personal and Professional Goals

It’s still January!  It’s still appropriate to talk about setting goals.  As a therapist, when I hear the phrase “set goals” my eyeballs immediately roll back in my head.  Let’s not talk about *those* types of goals.

Let’s talk about personal and/or small business goals.  I prefer to think of it as a vision for where you want to end up.  It’s so much easier to visualize yourself doing the things you love to do a year from now than it is to sit down and write a goal.   I recently read an inspiring article from David Stowell’s  Business tip of the Week for Private Practice Owners, “ The Two Secret Things You MUST Do After You’ve Set Your Goals for 2014”

He shared some cool statics on goals collected through a research study conducted by Dave Kohl, a professor emeritus at Virginia Tech:

  •  80 percent of Americans say they don’t have goals
  •  Another 16 percent do have goals but they don’t write them down
  •  Less than 4 percent write down their goals
  •  Less than 1 percent who have goals review them regularly

Obviously the folks in the last group are more successful at meeting their goals and not surprisingly they make significantly more money in their lifetimes than those who don’t have goals (nine times more money according to David Stowell.)

Okay, so you see yourself doing the things you love to do a year from now and you write down on paper what those things are.  You’ve got your goals.  So What?

According to Stowell you also have to have a plan to accomplish your goals.  These are the two secret things you must to for success:                                                                                                                                                                                                                       1) Create an Action Plan

2) Put those Action Items on your Calendar with a fixed date.

Now all therapists know how to break a long term goal (your vision) into shorter goals that can be accomplished in a few weeks (your action plan), and we all know how fixing a date to a goal works out…  The date will be a bit off.  Don’t worry about that detail.  Hold on to your vision and execute your plan.

I once heard a quote, “Vision without planning is daydreaming. Planning without vision is drudgery.”  Best of luck with your Vision for this year and your plan to get there!

 

 

Writing Daily Notes for Reimbursement

We all have to write daily notes.  A few find this task enjoyable, most do not.  So what is the purpose of the daily note and what needs to be included in our notes for reimbursement for services?  There are many reasons we write daily notes. We write notes for record keeping, to objectively track progress, for interdisciplinary communication, for reimbursement; really, for a variety of reasons based on any combination of factors.  While reimbursement is only one of them, it is an important one.  For the most part, if you have satisfied the requirements for reimbursement, then your documentation is likely sufficient for everything else.

When submitting daily notes for reimbursement, whether it is within a medical setting or when submitting to Medicaid for a student, the notes go to a billing clerk who may or may not know about therapy.  They do, however, have a list of rules about the criteria for paying for services.  If your documentation has been requested, this clerk is looking to see that you have followed the rules for billing reimbursement.

According to the Medicare Benefit Policy transmittal 52, June 30th,2006 these are the requirements for daily note documentation:

“Documentation is required for every treatment day, and every therapy service. The Treatment Encounter Note must record the name of the treatment, intervention, or activity provided, the time spent in services represented by timed codes, the total treatment time (including the untimed code services) and the identity of the individual providing the intervention. The format may vary depending on the therapist and the clinical setting.”

“Documentation of each treatment encounter will include the following required elements:

Date of treatment;

Total timed code treatment minutes and total treatment time. The amount of time for each specific intervention/modality(activity) provided to the patient is not required, as it is indicated in the billing, but the billing and the total timed code treatment minutes must be consistent. Identification of each specific intervention/modality provided and billed, for both timed and untimed codes. Frequency and intensity of treatment and other details may be included in the plan of care and need not be repeated in the treatment encounter notes unless they are changed from the plan; and

Signature and professional identification of the qualified professional who furnished or supervised and list of each person who contributed to treatment during that encounter (i.e., the signature of Kathleen Smith, LPT, supervisor, with notation of the assistance of Judy Jones, PTA, when permitted by state and local law).“

Daily notes are therapist’s way of recording each encounter with an individual and demonstrating that skilled intervention took place.  The notes must demonstrate quantifiable progress toward a functional skill.    You are not required to have an elaborate assessment, detailed plan, or detailed inventory of the non-billable services that you provided in your daily notes.  These things are just a bonus!

If you decide to add or change a goal in between progress reporting periods, you need to include a statement of why you did that.  For example, the original plan was for speech sound production, expressive language production, and problem solving.  The individual is having difficulty identifying problems. So, you decide to add a goal for identification of non-verbal communication of facial expressions to address recognition of when a social problem is occurring.  Another example might be that the articulation goal has been met and you are advancing to a higher level of linquistic complexity.  Your justification can be a short statement as long as it is clear why the change is needed.

The following things are optional for daily notes, although it is good to include them as they happen for our colleagues benefit, and they need to be in the progress summary if they are not in the daily notes.  I like to report them as they happen in my daily notes:

  • Patient self-report;
  • Adverse reaction to intervention;
  • Communication/consultation with other providers (e.g., supervising clinician, attending physician, nurse, another therapist, etc.)
  • Significant, unusual or unexpected changes in clinical status;

If you include the requirements for a Progress Summary in your daily note, you do not need to create an additional document.  These are the requirements for a Progress Summary that you can also include in your daily note:

  • Must provide Justification for Medical Necessity
  • Must provide objective measurable data
  • Assessment of progress toward each goal
  • References to modifications to approach or plan of treatment if appropriate
  • Current levels for goals (including prior level and target level of function)
  • Goals need to be numbered or lettered so that they are easily identifiable from one report to the next.
  • Completed long term goals can be deleted.
  • Short term goals can be added, deleted, or changed as needed.

*The clinician (not an assistant) must provide treatment at least once every 10 days and sign the progress report, unless there is an unexpected discharge.

If a time interval for the treatment is not specifically stated, it is assumed that the goals refer to the plan of care active for the current interval of treatment. If a body part is not specifically noted, it is assumed the treatment is consistent with the evaluation and plan of care.

You can use JOTx therapy to document your progress summary every session if you include numbered goals containing prior level of function, target level of function and current level of function (this will copy into your plan automatically if you have entered them once) and add detail to your assessment section regarding medical necessity of services, progress toward each goal, and justification for modifications to your approach if you have done that.  I include the session number on all my notes as well, but apparently this is not required.

In general, state Medicaid services and local insurance carriers also adopt the Medicare rules, although it is always best to check your own state requirements.

Writing a concise, yet complete daily note can be a challenge for even the most seasoned therapist.  It can be beneficial to review the requirements from time to time as a reminder and to stay on top of the latest changes.

Happy Documenting!

The Eight Minute Rule

Most US therapists who have worked in a medical setting have been schooled on “the eight minute rule.”  This may not be common knowledge to therapists that work in school settings or therapists that have recently transitioned into private practice.  And it doesn’t necessarily get taught to graduate students either.  So what is the eight minute rule?

For speech therapy, most codes are service based codes.  That means that regardless of how much time you spend on the service, the reimbursement rate is the same.  The 15 minute (92507) speech treatment session and the 60 minute session are reimbursed at the same rate, 1 unit of speech therapy.

Other codes are time based codes.  The most common time based code that speech therapists use is for (97532) cognitive treatment.  Time based codes are billed by units of time. The reimbursement rate per unit for these codes is less than for service based codes.  This is the formula established by CMS (Center for Medicare Services) for calculating the number of treatment units provided

1 unit: 8 minutes to < 23 minutes

2 units: 23 minutes to < 38 minutes

3 units: 38 minutes to < 53 minutes

4 units: 53 minutes to < 68 minutes

5 units: 68 minutes to < 83 minutes

6 units: 83 minutes to < 98 minutes

In short, if you spend less than 8 minutes with a client, it is not a billable therapy session.  And if you spend 52 minutes with an individual, you can only bill for 3 units of time with them.  Knowing these rules can help you manage your sessions well.

ASHA has a great webpage with more information on time based codes and clarification of how the rules can be applied.  http://www.asha.org/practice/reimbursement/coding/TimedCodesFAQs.htm

HIPAA in Private Practice

We seem to be inundated with information and discussions about the new HIPAA regulations and Final Rule. It’s being talked about on listservs and forums, in therapy clinics, and there were even courses about HIPAA compliance at the ASHA convention. Despite all the information and chatter I have found myself a little overwhelmed and wondering if I’m truly complying with all aspects of the law within my practice. I’m confident that as SLPs we’re following general confidentiality and client privacy rules. But, am I following all the rules that are applicable for my business? Is my practice ready if I were to be audited?

These are the questions that inspired me to research further. And what did I find? Well, I was excited to find that resources are plentiful! And many are truly terrific. Not only are there resources that are user-friendly but structured and descriptive as well.

The first go to location is the US Department of Health and Human Services website. In addition to having the lengthy (yet somewhat overwhelming legal documents for HIPAA laws) there are also many summaries of the law and links to additional resources and trainings. Perhaps the most useful resource for questions about getting my private practice in compliance was the HIPAA Security Series. These are a series of 7 documents that educate about various areas of the security rules from the basic standards to risk analysis and assessment. The 7th installment of the series is titled “Implementation for the Small Provider” (http://www.hhs.gov/ocr/privacy/hipaa/administrative/securityrule/smallprovider.pdf). Can you imagine how excited I was when I found this resource?!

According to the HIPAA Security Series to be in compliance private practices should:

1) Complete a Risk Analysis and Assessment: This step requires a thorough analysis and assessment of where confidential PHI (protected health information) is located in the business, who has access to it and how it’s managed. This includes paper files and electronic files. Security procedures then need to be implemented to reduce the risk of the PHI being accessed inappropriately. Some examples are noting that PHI is kept in locked file cabinets and the key is only accessible by those employees working directly with the client for treatment, insurance or billing purposes. Another is that electronic PHI is used in the form of treatment notes and billing done via a password protected computer and/or iPad with data encryption software. Each employee has their own password.

2) Implement Workforce Security and Employee Policies: The business needs to have a plan for who will supervise employee compliance with security measures regarding PHI. There must also be policies and procedures in place for sanctions if an employee fails to comply. An example might be that the policy is for the office manager to supervisor all HIPAA/PHI compliance and that each employee has their own password for the computer system. If an employee was found to leave his/her password written on the workstation then the employee will receive a written notice of noncompliance with the security measures. If done more than once suspension or further penalties could result.

3) Implement Security Awareness and Training: There needs to be a training program in place for all employees in regards to not only HIPAA rules but also the specific security measures that are in place for the clinic/business. An example could be annual HIPAA training for all employees in addition to an annual review of the facility handbook regarding confidentiality measures such as password protection.

4) Implement Facility Controls: Policies and procedures need to be implemented to safeguard and limit physical access to files (paper and electronic) at the facility. This could be policies and procedures about use of locked doors, security system, and security cables on the computer. There should also be maintenance policies and records to specify how repairs to the building/facility (such as hardware, door locks, etc) are completed in order to document protecting of PHI.

In addition to these items I found that a private practice should have policies and procedures surrounding PHI protections at workstations (ie. privacy screens, automatic log-off controls), disposal of hardware and electronic devices to b sure PHI is eliminated, and policies for back-up of PHI data.

5) Contracts for Business Associates: All outside entities and vendors that work with you and your clients that have access to PHI need to have a signed agreement in place. Sample business associate agreements are available at http://www.hhs.gov/ocr/privacy/hipaa/understanding/coveredentities/contractprov.html

As overwhelming as this can be upon first glance it seems the HIPAA requirements are quite common sense. They seem to be practices that are for the most part already occurring in the clinic. It appears that it goes back to the age old saying of “if it wasn’t documented it didn’t happen”. It appears we just need to be sure to write down (as policies and procedures) all the routine rules and practices that we use in the day-to-day operations of our clinic.

Additional Resources for HIPAA regulations and trainings:

http://www.asha.org/Publications/leader/2013/130401/Policy-Analysis–New-Patient-Privacy-Rules-Take-Effect/
http://www.asha.org/eweb/OLSDynamicPage.aspx?title=HIPAA:%20Protect%20Your%20Clients%20and%20Yourself%20(On%20Demand%20Webinar)&webcode=olsdetails
http://www.hhs.gov/ocr/privacy/hipaa/understanding/training/
http://www.asha.org/practice/reimbursement/hipaa/
http://myhipaatraining.com/courses.html
http://www.hipaatraining.com/hipaa-training-for-healthcare-providers.aspx