Adaptação do Instrumento de Avaliação Neuropsicológica Breve NEUPSILIN para avaliar pacientes com afasia expressiva: NEUPSILIN-Af

Ciências & Cognição 01/2011; 16(3):078-094.


This paper aims to present an adaptation of the Brief Neuropsychological Assessment Battery
NEUPSILIN for patients with expressive aphasia (NEUPSILIN-Af). This battery includes a brief assessment of components of the functions Time and Spatial Orientation, Attention,
Perception, Memory (Working Memory, Episodic-Semantic, Long-Term Semantic, Prospective
and Visual), Arithmetic Abilities, Language (Oral and Written), Praxias (Ideomotor,
Constructional and Reflexive) and Executive Functions (Simple Problem Solving and Verbal
Fluency). The adaptation was necessary due to primarily linguistic deficits of expressive
aphasic patients, who have dificulties in the production of verbal answers. The adaptation
process involved six steps: 1) literature review, 2) analysis of the original instrument and
construction of NEUPSILIN-Af preliminary adapted version, 3) analysis of expert judges in the
health area; 4) analysis of expert judges in the neuropsychology area, 5) pilot study, and 6) the
final version. These procedures allowed to test the content validity of the NEUPSILIN-Af.
Future steps in this study include testing the sensitivity of this battery for detecting cognitive
impairment in patients with expressive aphasia.

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Available from: Jerusa Salles, Oct 01, 2015
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    • "El " Sistema de Evaluación de Test Psicológicos " (SATEPSI) del Consejo Federal de Psicología brasileño no lista instrumentos de evaluación de los trastornos adquiridos de lenguaje. Según Fontoura et al. (2011), en Brasil no hay instrumentos neuropsicológicos construidos o adaptados específicamente para evaluar pacientes con alteraciones a nivel de la expresión del lenguaje. En este contexto Silva (2009) cita dos test validados para evaluación de las afasias en la población brasileña: el Test de Boston y el Test de Rehabilitación de las Afasias Rio de Janeiro. "
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    ABSTRACT: Introduction: Melodic Intonation Therapy (MIT) is a therapeutic method which uses the ability to sing to promote the recovery of linguistic deficits in aphasic patients with primarily expressive impairment. Objective: Testing the efficacy of a music-based language rehabilitation program, adapted from MIT in a patient with Broca’s aphasia due to stroke in the left cerebral hemisphere (LH). Method: This research used the methodology of AB single case experimental design with multiple baselines. The participant G. is a female, right-handed, 46-year-old Brazilian; presenting Broca’s aphasia. G. suffered an ischemic stroke five years before speech therapy intervention began. Neuropsycholinguistic evaluation was undertaken before, during, and at the end of therapy. The treatment took place over three months, in two weekly meetings (24 sessions). Results: significant improvement was observed in verbal fluency, with an increased number of words produced per minute during conversational speech, anomia reduction, improved syntax and reduction of speech dyspraxia. Regarding neuropsychological functions, improvements were observed in the following functions: attention, working memory, verbal episodic semantic memory (recognition), naming, reading sentences aloud, identifying words and repeating words. Conclusion: the neuropsychological functions which were not trained in the MIT process remained the same before and after therapy. This indicates that improvements in the trained functions occurred due to intervention. Thus, it can be concluded that the MIT has proven effective in this case of Broca’s aphasia.
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    ABSTRACT: Stimuli in tasks for neuropsychological assessment of word reading should be sensitive to psycholinguistic effects and to types of errors which may indicate impaired and preserved abilities in reading. The aim of this study was to present the process of construction of a word and pseudoword reading task for adults and evaluate the performance of profi cient readers in the task. Stimuli were selected from word lists, considering the criteria of frequency, extension, lexicality and regularity, and underwent an evaluation process between judges. For the assessment of performance, 35 children (M = 10.80; SD = .83 years) from private schools in Porto Alegre, Brazil, and 54 adults, divided in two groups: 10 or less years of study (n = 25) and 11 or more years of study (n = 29). The psycholinguistic effects of lexicality, frequency, extension and regularity were observed, indicating that the stimuli were appropriate. Performance in the tasks correlated signifi cantly and positively with education and reading and writing habits. In the comparison between groups, adults with lower education exhibited lower performance compared to adults with higher education and to children. Besides highlighting the infl uence of age and education of the participants, the data may help clinicians who wish to use this task in a more detailed assessment of word reading.
    Temas em Psicologia 07/2015; 23(2):413-429. DOI:10.9788/TP2015.2-13