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D'.’I.O.I.A.I {KC-33’. (N. I .‘.‘.'. a (CHE. 35“. .‘1‘? .'.'u‘a'y'. {Helm .‘s A n'. ~ ,'.‘- ’2‘. .’.'. .‘.'- ¢'. o g . - «K A u b 1'. .1‘1 . .34 ,‘q u p’. n V. t {44 .'. t ,'. r ,‘g I a \ . , . ~ . . n g“) 1 - g ............................................................ 32 The aphasic subjects and their significant others were monolingual speakers of English and had at least graduated from high school. They reported no history of cognitive or language impairments (prior to their CV A for the aphasics), and demonstrated adequate visual and auditory functioning for daily activities. All subjects were currently living in their respective homes. Materials The materials for the experimental paradigm consisted of a subject profile form (see Appendix C), question and statement format sheet (see Appendix D), data form (see Appendix E), Panasonic RQ-L315 SLE mini cassette recorder, Hitachi VM-5400A VHS video camera/ recorder with an ATUS ATR35$ micro- phone, and necessary ingredients and utensils to carry out the treatment activity. The Communicative Efi‘ectiveness Index (CETI) (Lomas, Pickard, Bester, Elbard, Finlayson, 8: Zoghaib, 1989) assessed ecological concerns (see Appendix F). Procedure 1. Experimental Paradigm A. Setting The treatment procedure took place at the subject’s residence, and consisted of five sessions a week for three weeks. Each session was in the 33 subject’s kitchen and involved meal preparation. The sessions required about 45 minutes each and consisted of completing all activity segments described in the treatment protocol. Three individuals were present during the sessions, but only the subject and experimenter were interacting. A research assistant (discussed below) was present to video-record the subjects’ verbal performances. The experimenter attempted to keep unexpected separations from the subject during experimental interaction under two minutes; if separations were longer, the experimental protocol was extended accordingly. B. Experimental Assistance The research assistant was an undergraduate student from the Department of Audiology and Speech Sciences at Michigan State University who was trained by the experimenter before observing subjects in sessions. Training began with instruction about the purpose of the study and the manner in which data were to be collected [accuracy of the subjects’ utterances (1 or 2)]. After instruction, the research assistant scored simulated treatment sessions carried out by the experimenter and a non-neurologically impaired volunteer. Three simulated treatment sessions were videotaped and lasted approximately two and a half minutes each. The research assistant and experimenter independently coded the videotaped sessions, and resultant scores were compared for item-to- item agreement. Training of video simulated sessions continued until the research assistant and experimenter had at least 95% agreement on two consecutive videos. Once criterion was met, the research assistant scored one 34 live treatment session between the experimenter and the non-neurologically impaired volunteer. This session was videotaped and later coded by the experimenter; if coding agreement was at least 90% between the experimenter and research assistant, then the research assistant would have been judged as successfully completing training, as demonstrated by competent independent coding of the non-neurologically impaired volunteer’s utterance performance. If coding agreement were less than 90%, then the training program would have been repeated. C. Baseline Procedure For baseline procedures, the experimenter visited the subject’s home to collect language samples from which his or her level of CIU production per utterance was calculated. Baseline sessions required approximately 15 minutes each, and were conversations between the experimenter and subject. The interaction was typical of natural conversation rather than a manner typical of directed instruction. The experimenter and subject conversed without topic restriction. The conversations were video-recorded for data analysis of CIU production following the session. The establishment of baseline stability was attained before initiating the treatment protocol. The criterion set for baseline stability was less than 0.50 CIU per utterance increase over three consecutive sessions. If baseline CIUS increased over 0.50, then baseline sessions were continued until stability was established. When baseline CIUS were stable, the experimental protocol began within one week. 35 D. Treatment Procedure Treatment sessions began after baseline. The treatment protocol described in this section was followed during each session. Each treatment session contained five segments, (greeting, language sample, instruction, activity, and activity-performance feedback) and required approximately 45 minutes. Segment One. During the initial segment, the examiner used a typical form of greeting such as ”Hi, how are you?” or ”Hello, good to see you.” It was expected that a minimum of two conversational turns would follow, during which the examiner and subject alternated in ritual greeting format. The segment required less than a minute. Segr_nent Two. The second segment, language sample, began with the examiner asking an open-ended question such as, ”What did you do this morning?” The subject was expected to respond verbally and describe various events that occurred throughout his or her day. The purpose of this segment was to engage the subject in undirected conversation. During this segment, the examiner interacted with the subject in a manner typical of conversation. The examiner indicated any inadequate communications by using a phrase such as ”I II don’t understan . No corrective feedback was provided. This segment was allotted approximately ten minutes. Segment Three. The third segment was instruction, during which the examiner explained the nature of the activity for the session, the role of the subject as both speaker and listener, and the expected response type. 36 Instructions always concluded with examiner saying, ”As we do this activity, remember to speak as often as you wish.” This segment required about one minute. The subject was asked to indicate understanding of expectations with a yes / no response. Segment Four. The fourth segment was the activity, which for all sessions was making pasta. This activity was characterized by a conunon procedure using sequential steps to reach a familiar outcome. Within the framework of the task, the order of the steps and the specific ingredients may have varied, however the generally accepted schema for the activity remained constant. That is, variations in task completion depended on the subjects’ own experience in performing the task and the specific ingredients. One subject, for example, may have wanted to add butter to the boiling water, while the other may not have wanted to add it. During this 20-minute activity segment, the examiner and subject were engaged in conversation. Again, as in baseline and the second segment, the interaction between the subject and examiner was in a manner typical of conversation. Both persons participated equally in Speaker and listener roles, and they were not restricted to speaking about topics that were relevant only to the activity. Conversational opportunities during the activity arose naturally or were prompted by the examiner. In naturally arising conversational opportunities, the subject initiated comments or responded appropriately to the examiner. The 37 examiner responded in a manner appropriate to the situation. If a pause of longer than 15 seconds occurred, the examiner prompted the conversation by asking a question requiring an obligatory response, or making a statement suggesting a customary, but not obligatory, response. An obligatory response is a required response from the listener that is necessary in order to continue the conversation. A customary response is one in which it is conventional, but not required, for the listener to respond to the speaker. In other words, the speaker does not require a response from the listener in order to continue the interaction, yet an acknowledgment of understanding is typical. The examiner asked or stated as many utterances as needed to continue the conversation. The order of presentation for questions and statements was randomized with no more than two consecutive questions or statements occurring at any point. Four orders were prepared prior to the start of this study (see Appendix D). The examiner randomly selected one order before each session. During the interaction, the examiner made reference to this ”index-card-size” printout of the selected order. The content of the questions and sentences was spontaneously sensitive to the experimental context. Each utterance the subject made during this segment was scored off-line on two parameters: syntactic structure and time of delivery. The scoring system was as follows: 38 (1) = Adequate - syntactic structure of at least noun and verb within 10 seconds of experimenter’s prior utterance (e.g. ”Noodles boil.” or ”N oodles boil now.”). (2) = Inadequate — one or no syntactic element, or syntactic element(s) other than noun or verb, or any utterance requiring 10 seconds or more to produce following experimenter’ 5 prior utterance (e. g. Gesture, ”Boil.”, or ”The.”). A score of 1 was an appropriate communication exchange, and a score of 2 was considered an inadequate communication exchange. Adequate utterances (1) containing more advanced syntactic structures than outlined above were segmented according to Lund and Duchan (1988). The following is Lund and Duchan’s (1988) guidelines for segmenting utterances: o The end of an utterance is indicated by a definite pause preceded by a drop in pitch or rise in pitch. a The end of a sentence is the end of the utterance. Two or more sentences may be said in one breath without a pause, but each one will be treated as a separate utterance for syntax analysis. 0 A group of words, such as a noun phrase, that can’t be further divided without losing the essential meaning is an utterance, even though it may not be a sentence. 0 A sentence with two independent clauses joined by a coordinating conjunction is counted as one utterance. If the sentence contains more than two independent compound clauses, it is segmented so that the third clause, beginning with the conjunction, is a separate utterance. o Sentences with subordinate or relative clauses are always counted as Single utterances. During the activity segment, on-line feedback was given immediately after each utterance produced by the subject. If the examiner judged the utterance to be appropriate, the feedback was supportive and appropriate to the subject’s utterance, and served to maintain conversation. The use of this kind of feedback is natural in social context, and does not make specific comment on the exchange. Therefore, the feedback was not in the form of statements like ”Good 39 sentence!” If the examiner judged the utterance to be an inadequate, the feedback requested clarification. The prepared pasta meals from this activity were identified as consumable by the subject prior to treatment sessions, and were eaten by the subject and experimenter or research assistant following the conclusion of segment five. The activity in this segment was a reflection of improving impaired verbal behavior with a treatment plan based on communicative, cognitive, and transfer and maintenance considerations. The specific natural activity (cooking pasta) chosen for the current study was required in order to facilitate retrieval of learned information that would otherwise be minimal in settings such as sitting on a couch and talking. Hence, the aspects of the current project’s activity were thought to be central to the use of scripts and the design of the instituted learning theory, namely, Social Learning Theory. Segment Five. The final segment of each session was debriefing (or off- line reinforcement) in which the experimenter, research assistant, and subject reviewed some, or all, of the subject's adequate and inadequate communications from the videotape of the current session’s activity. The experimenter debriefed the subject about his / her performance during the session’s activity and provided suggestions to increase the appropriate behavior during future conversations. Debriefing took approximately five minutes. 40 II. Ecological Validity Homer et al., (1994) describe ecological validity as ”the socio- communicative impact of our treatment by virtue of favorable changes in the individual’s aphasia” (p. 143). In short, they warn contemporary clinicians to consider functionally communicative aspects in a subject’s overall treatment plan in addition to linguistic variables. They have identified two major factors that increase the probability of functional success of treatment. The first factor is the ethical and humanistic value of the treatment outcome. This refers to the expenditure of the subject’s time, effort, and finances towards the treatment, considering statistical and functional outcome. The second factor is the treatment’s methodological value for demonstrating generalization of target behavior to natural circumstances. Horner et a1. believe that ”the challenge of understanding and effecting generalization will take, we predict, an increasingly dominant place in our clinical research in the future” (p. 143). With that in mind, the present study examined ecological validity by including administration of the CETI (see Appendix F) to the aphasic and significant other subjects. The CETI is a questionnaire developed by Lomas et a1. (1989), to evaluate the perception of change in a person’s functional communication abilities. It was administered to these subjects to examine their impressions of the aphasic subjects’ performance prior to and at the endpoint of treatment. This tool allowed the researcher to examine perceived change in 4l functional abilities by using direct, credible feedback from the aphasic subject's own communicative environment. III. Experimental Design A Single-subject multiple-baseline across subjects design (McReynolds 8: Kearns, 1983) was used to investigate the effectiveness of a treatment protocol that utilizes instruction, natural on-line feedback, and off-line reinforcement in natural contexts. The dependent variables in the experimental paradigm were CIU levels during baseline and treatment language samples, and percentage of inadequate communications to total utterances in segment four of treatment. The experimental design of this study probed the utility of the treatment protocol to increase the aphasics’ production of CIUS across time. Data collected from two subjects demonstrated controlled findings by replicating the dependent variable across subjects. A. Dependent variables Two dependent variables were measured during the experimental protocol: level of CIU production per utterance in (baseline and treatment) language samples and the percentage of inadequate communications in segment four of treatment. One dependent variable, percent change of response, was measured from the CETI. 42 B. Data acquisition and preparation Experimental. Baseline CIU data were collected via videotape recorder, during several 20-minute visits between the experimenter and the aphasic subject. The CIU analysis of baseline videotaped interactions was done by the experimenter after each visit. Baseline data collection began simultaneously for both aphasic subjects. For subject 1 (BR), baseline data points were collected until baseline stability was reached; then the treatment portion of this study began. For subject 2 (R.L.), the collection of baseline data points extended into the treatment phase of B.P., continuing until B.P. showed an increase in CIUS per utterance of at least 1.0. At that time, the treatment portion for R.L. began. During treatment sessions, segment two was audiotaped and segment four was videotaped for later analysis by the experimenter and research assistant. Following each session, the subjects’ audiotaped language samples (segment two) were orthographically transcribed by the experimenter, and the level of CIU production per utterance was calculated according to Nicholas and Brookshire’s (1993) procedures (see Appendix B). The data for segment four, representing the accuracy of each utterance (see Appendix E), were coded by the research assistant on a data sheet after each treatment session. The notation for accuracy of utterance on the data sheet was either 1 or 2. The data were prepared by totaling the subjects’ responses and inadequate communications; percentage of inadequate communications was calculated from those totals. 43 After completing calculation, the experimenter noted the performance levels in graphic form for future visual inspection. Several reliabilities were examined in data collection methods. Reliability in transcription was determined by having the research assistant transcribe 10% of samples; reliability greater than 95% was considered acceptable. Reliability of CIU coding was both inter- and intra-judge. Intrajudge reliability was completed by recoding 10% of the language sample a week later, and interjudge reliability was completed by a certified speech-language pathologist trained in identifying CIUS. Reliability greater than 90% would be considered acceptable. If reliabilities were less than criterion, then transcription/ coding was re-analyzed for item-to-item agreement. For utterance accuracy data (segment four), the experimenter reviewed the videotape of the experimental session and coded 10% of the subject’s utterances for accuracy of communication, and compared results to those of the research assistant. If agreement was greater than or equal to 90%, then the data was subjected to further analysis. If agreement fell below 90%, then the research assistant and experimenter repeated the training protocol. After achieving training confidence criteria, the session data was recoded by both the experimenter and research assistant, and subjected to item-by-item analysis for agreement. Ecological. CETI responses were collected from the subjects and significant others prior to the first baseline session and after the last treatment session. The subjects and their significant others were asked to complete the CETI questionnaire by reading the statements and marking, with an X, the location on the visual analogue scale (V AS) below the statement that best represents the current opinion of the aphasic’s performance. Percentages were figured according to CETI instructions (Lomas et al., 1989). C. Data analysis techniques The data sets collected during this study were examined by visual inspection of graphed data points, and means comparison. The data included for analyses were: mean level of CIUS in baseline and segment two, mean utterance accuracy level in segment four, and CETI results (Table 2). 1. Experimental Data (CIUS and Utterance Accuracy) {A.} Graph visual inspection between phases (baseline and treatment) identified the trend, level, and slope of the data set across time and conditions (Kazdin, 1984; McReynolds 8: Kearns, 1983). The trend of a data set indicates three possible directions (positive, negative, or no change) that the subjects’ behavior might take. The establishment of a desired direction within a study is usually inferred, if not highlighted, in the methodology section. For the current study, there were two different directions that were interpreted as successful. A positive trend (increase in behavior) between phases in the CIU level of segment two was des'u'ed. A negative trend (decrease in behavior) in the percentage of inadequate communications of segment four was desired. The slope of the data set determined the strength at which the trends occur. McReynolds and Kearns (1983) express two general kinds of slopes: (a) 45 Table 2. Experimental and Ecological Dependent Variables. Subject 1 (3.13.1 Session # gt; Accuracy CETI 1 C1 — CETI1 A1 15 C15 A10 CETIz Subject 2 (R.Lm Session # Ell; Accuracy CETI 1 C1 — CETI1 AI 15 C15 As CEle C - CIU level in baseline and treatment A - Accuracy of utterance in treatment CETI - Communication Effectiveness Index 46 pronounced, and (b) gentle. A pronounced slope suggests that the independent variable used during treatment results in a more readily changing behavior than does a gentle slope. A pronounced Slope for the aforementioned trends was desired for the current study. Lastly, the level of the subjects’ functioning between phases contributed to the overall interpretation of the data set. Generally, desired levels within a data set are relative to the content and design of the study. For example, a subject producing accurate names to objects with a baseline level of 80% and increasing 10% during treatment may be judged as successful, while another subject who increased 10% from only 20% baseline functioning may not be determined successful. The criterion set for the above mentioned example determines success by the endpoint data versus percentage of increase. The validity of assigning a variable (e.g., endpoint datum, percentage of increase, etc.) to indicate success differs depending on the researcher’s experimental goal and the study’s functional relevance. For the current study, success was determined by increases between phases in the CIU endpoint data levels across subjects, and an endpoint-to-endpoint decrease in the percentage of inadequate communications. Specific values for these data levels are not given by virtue of the experimental design (unequal number treatment sessions between subjects). Also, the experimenter believes that success cannot be determined for any specific amount of increase (no matter how great) if direct performance feedback from the subjects indicates no perceived functional improvement in targeted behavior. 47 {B.} The t test was used to compare means of the experimental data set. The t test, according to Rosenthal and Rosnow (1991), identifies statistical significance by testing two components (size of effect x size of study) within the researcher’s identified comparison. Several comparisons were evaluated using the t test (go to Table 3). First, the mean values of each subject’s performance were compared. That is, for each subject, the initial mean CIU baseline performance and the final mean CIU endpoint data following treatment were compared for the statistical effect between the two points. As well, the subjects’ initial and final treatment session performances for message accuracy were compared. The statistical outcomes allowed for the examination of the relationship between the use of the experimental treatment and the original level of functioning. Next, the mean CIU values of the subjects’ baseline functioning were compared. Across subjects, the mean CIU baseline performance was compared to determine if any statistical significant difference exists. Again, the statistical outcome would reveal a relationship between the tested variables, specifically, the utility of the methodological screening in assuring pre-experimental homogeneity between subjects. Finally, the endpoint mean values were compared across subjects to identify the relative performance change. Relative performance change in endpoint mean values was cited because of the differing ”size of study” (number of treatment sessions) between subjects. Nonetheless, any statistical effect in this 48 Table 3. Experimental Treatment Protocol Data Comparisons for t test Analysis. Conmparison 1 B.P.-C1 VS. B.P.-C15 R.L.-C1 VS. R.L.-C15 B.P.-A1 vs. B.P.-A10 R.L.-A1 vs. R.L.-A8 Comparison 2 B.P.-C1 VS. R.L.-C1 B.P.-A1 vs. R.L.-A1 Comparison 3 (relative) B.P.-C15 vs. R.L.-C15 B.P.-A1o vs. R.L.-As C - CIU level in baseline and treatment A - Accuracy of utterance in treatment 49 comparison symbolized the treatment’s strength in uniformly changing the dependent variable in both subjects. As one could infer, a highly desirable effect within experimental treatment projects using single-subject designs is a nonsignificant effect across subjects in that the researcher, then, has support to recant any speculation of individual (or personal) influences associated with the endpoint performance. Table 3 illustrates these comparisons. 2) Ecological Data (CETI) {A.} Visual inspection of CETI results was used to identify the perception of change in the aphasic subjects’ behavior between the initial and final sessions. Two sets of comparisons were made [calculated according to CETI directions (Lomas et al., 1989)]; the first comparison set was the aphasic subject’s perception of change in his or her performance, and the second comparison set was the significant other’s perception of the aphasic subject’s change in performance. Table 4 shows these two sets of comparisons using CETI data. 3) Additional Observation (CIU and CETI) {A.} Lastly, the change in CIU and CETI results for each aphasic subject were compared. Three comparisons were highlighted to demonstrate further evidence of pre-experimental homogeneity and possible endpoint tendencies, and the relatedness of noted experimental changes to reported functional changes in the aphasic’s verbal performance following treatment. Table 5 shows these comparisons. 50 Table 4. Ecological Data Comparisons Among Aphasic and Significant Other Subjects. Set 1 - Aphasics Comparison 1 Comparison 42 B.P.-CET11 vs. R.L.-CETI1 B.P.-CETI1 vs. B.P.-CETIz B.P.-CET12 vs. R.L.-CETIz R.L.-CETI1 vs. R.L.-CEle Set 2 - Significant Others Comparison 1 Comparison 2 E.P.-CET11 vs. G.L.-CETh E.P.-CETT1 vs. E.P.-CET12 E.P.-CET12 vs. G.L.—CEle G.L.-CETI1 vs. G.L.-CEle CETI - Communication Effectiveness Index 51 Table 5. Comparisons Between CIU and CETI Scores for Additional Insight. Comparison 1 B.P.-C1 vs. B.P.-CETI1 R.L.-C1 VS. R.L.-CETI] Comparison 2 B.P.-C1s vs. B.P.-CET'I2 R.L.-C15 vs. R.L.-CETI2 Comparison 3 B.P.-AC vs. B.P.-ACETI R.L.-AC vs. R.L.-ACETI C - CIU level in baseline and treatment CETI - Communication Effectiveness Index 52 Experimental Null Hypotheses The experimental null hypotheses were as follows: (a) There will be no significant difference between the aphasic subjects’ baseline and endpoint CIU performance. (b) There will be no difference between the subjects’ initial CETI scores and their final CETI scores. (c) There will be no difference between B.P.’s and R.L.’s initial CETI scores; also, there will be no difference between B.P.’s and R.L.’s final CETI scores. (d) There will be no difference between the subjects’ initial CETI scores and the aphasics’ baseline CIU level, and their final CETI scores and the aphasics’ endpoint CIU level, respectively. For the current study, the experimenter identified success by rejection of null hypotheses (a), (b), and (d), and acceptance of null hypothesis (c). CHAPTER IV RESULTS Reliability I. Pre-Experimental Scoring Confidence (Research Assistant Training) Training for the research assistant consisted of scoring subject responses during simulated treatment sessions (video first, then live) between the experimenter and a non-neurologically impaired volunteer. Specifically, the responses scored were all of the volunteer’s utterances during the simulated experimental treatment activity. Confidence for the video sessions was set at two consecutive trials with 95% or greater agreement. The research assistant scored one live treatment session between the experimenter and non- neurologically impaired volunteer once the video criterion was met. Scoring agreement for the live session was set at greater than or equal to 90%. If scoring agreement was less than 90% on the live session, then the training program was repeated. Point-to-point reliability between the research assistant and experimenter was calculated with the following formula: [Total Agreements/ (T otal Agreements + Total Disagreements)] x 100 53 54 Confidence levels for the research assistant’s scoring were achieved following eleven video trials and two live trials (Figure 1). During the training period, one discussion with the research assistant (following trial 7) occurred to review procedures for utterance identification. II. Experimental Scoring Confidence Interjudge reliability for orthographic transcription was assessed by having the research assistant transcribe 10% of the language samples for comparison to the experimenter’s transcription. Confidence was maintained if agreement was greater than or equal to 95%. Point-to-point reliability and agreement between the experimenter and research assistant for both aphasic subjects was 99% (BR = 99%; R.L. = 98%). The few disagreements noted were derived from interference due to background noise, taping problems, or lack of topic familiarity by the listener. Both inter- and intra-judge reliability for coding CIU data were calculated. For intrajudge assessment, the experimenter scored 10% of the CIU data a week following the initial scoring. Accepted criteria for scoring CIUS was set at 90% or greater agreement. Reliability for both aphasic subjects was 96% (BR = 99%; R.L. = 93%). Disagreements derived from the subjects’ repetitions, repairs, and fillers. Specifically speaking, some utterance opportunities were difficult to consistently score because of the subjects’ ability to repair, or their use of unnecessary repetitions and / or fillers. 55 wouw< a 9'3. oo~m< m. OoE>D 3 8 m w n o m w tax . v . v . . gag than... . smart mum—HEB 253334 dynamo“ Pom \Iom \Ioa \IOOF 33211133an wfifiab wasp Efimmmma 56.832 we 536 mocafiuotwm a 2:5 56 For interjudge assessment, 10% of the experimenter’s CIU scores were compared to those scored by a certified speech-language pathologist trained in identifying CIUS. Reliability criteria for this assessment were set at 90% or greater agreement, and were found to be 96%. To assess interjudge reliability of the research assistant’s scoring of treatment (segment four), 10% of the data were subjected to rescoring by the experimenter. A percentage at, or exceeding, 90% was desired; agreement averaged 92% (BR = 93%; R.L. = 90%). Clarification of disagreements revealed that the utterance boundaries had some variance. Not unlike the CIU reliability segment, the utterances were, at times, contaminated with repairs, repetitions, and fillers. Experimental Data The experimental design in this investigation (single-subject multiple- baseline across subjects design) was implemented to assess the effectiveness of the treatment protocol and its applicability to everyday clinical environments. This design is unique in its ability to provide the experimenter with data analysis that is, so to speak, self-contained. By this, it is meant that the experimenter can infer conclusions from the graphic illustrations of the data set by visually comparing actual performance scores, as opposed to other methodological designs which subject mass data sets to numerous statistical analyses before 57 some discernment can be produced. Consequently, the individual performances observed in single-subject designs can be readily accounted for and compared with other replicated performances. For the current study, the verbal outputs of both mild nonfluent aphasics were assessed to determine whether increases in performance were observed. 1. Visual Inspection A. Using Experimental Impressions Graph visual inspection of CIU (baseline and segment two) and utterance accuracy (segment four) performances were completed to determine experimental effects. With graph visual inspection, the experimenter identified the trend, slope, and level of the data set (Kazdin, 1984; McReynolds 8: Kearns, 1983) Figure 2a displays B.P.’s CIU data collected during baseline and treatment sessions. For B.P., a positive trend was found in the CIU data when phases were compared. The slope of her CIU data was judged as gentle. The overall level of B.P.’s CIU data demonstrated an increase (1.1 CIU) from the initial baseline observation to the endpoint of treatment. B.P. evinced well over half (70%) of her treatment scores above the baseline scores. From this data set, B.P.’s treatment scores did not depict a visually patterned increase when compared to her baseline scores. In fact, one could even refrain from making any conclusions about the treatment’s ability to improve her b) 58 Figure 2. Experimental CIU data for aphasic subjects Subject B.P. 23456 s910'1112131415—mem Session SubjectRL. 2 3 s 9 10*11 12 13 14 15 —O—Bueline +Treatment 59 targeted behavior by simply looking at her overall performance variance. However, an experimental note should be highlighted; one discontinuation was recorded with BB during this project. Following session 10, BR discontinued treatment for two weeks due to medication problems. During the actual treatment sessions leading up to and directly following session 10, the experimenter did not observe obvious reductions in her performance or behavior; regardless, the treatment data for B.P. during sessions 9 through 11 may have been influenced by the medication problems. When asked about her absence, B.P. only replied that the medication was giving her headaches and nausea, and that, currently, she was feeling better. With that in mind, one can see that 86% (6 / 7) of B.P.’S treatment scores were above all baseline scores when treatment sessions 9 through 11 were excluded. Figure 2b displays R.L.’s CIU data collected during baseline and treatment sessions. For R.L., a positive trend was found in his CIU data when phases were compared, and a gentle slope was observed in this positive trend. The overall level of R.L.’s CIU data also demonstrated an increase (0.9 CIU) from the initial baseline observation to the final treatment observation. R.L. attained only one treatment data point below the baseline level. Thus, improvement was clearly illustrated. Unlike B.P., R.L. did not miss a session during the experimental period, and did not report any extraneous conflicts affecting his performance. Yet, due to the experimental design, R.L. did discontinue experimental sessions that were 60 coinciding with B.P.’s absence. The experimental design of the current study asserted that both subjects were to receive the experimental sessions simultaneously in order to maintain control of the resultant findings. In other words, while the conditions between subjects may have been different (e.g., baseline and treatment), the administration of the experimental sessions were to be given at the same time for both subjects to Show controlled replication. Next, the treatment data (segment four) for both subjects were displayed (Figures 3 8: 4). The experimental utility of these data was accountability for the subject’s total experimental performance. For instance, if a subject’s performance on one. measurement had significantly decreased, was there also a decrease in the other measures? In short, do the behaviors Show consistency throughout the experimental segments, or does the subject acquire some sort of preference toward a particular segment. Also, and more importantly, does this treatment protocol assist in the improvement of other communicative aspects in the subjects’ expressive performance (i.e., lowering the percentage of inadequate communications)? The following data demonstrated decreased performance error in both subjects’ utterances during the treatment period. Figures 3a-c Show the utterance accuracy data points for subject B.P. In each of the three categories, she demonstrated a negative trend, and a gentle slope. Her overall level in the percentage of inadequate communications indicated a decrease (2.6%) from the initial to the final treatment sessions. b) 61 Figure 3. The treatment session data for B.P. Total Utterances - Subject B.P. # of Utterances T1 T2 T3 T4 T5 T6 T7 T8 19 T10 Total Inadequate Comm - Subject B.P. 10 g 4 3 .L .............................................. 8 i 6 >0=om .15 as am e28 “canvas 88 s8 EU .2 28E a) b) 76 Figure 13. CETI data differentiation between first perception (1) and second perception (2) by B.P. (a) and G.L. (b). CETI Set 2, Comparison 2 .11.- - "1-1.- - -- ........... 1 111- 11-1, ..... _-1 ---- --1 - a .1 1 I _ _ "-1 ----- --—~1— --1— 1 ................ 1 ..... 1 ----1 1-1 20~ ------------------------ II ------ \In-If 10- ------------------------------- Unu— 0 1 1 1 1 1 1 1 1 r +ua) 1 2 3 4 5 6 7 a 9 10 11 12 13 14 15 16 _0_E.P'(2) Question! CE’I'ISetLCompariaonz i 301 ----------------------------------- zo- ———————————————————————————————————— Io- ------------------------------------ 0 1 1 1 + ‘r r A, L If 1 1 2 3 4 5 6 7 s 9 10 11 12 13 14 15 I6 +6141) —O—G.L.(2) Question 9 77 previous comparisons, the variables (CIU 8: CETI) being compared in this section were derived from different methodologies. While the small number of data points and differing methodology make statistical comparison inappropriate, information from these comparisons adds to interpretation of the overall data set. For the purposes of this section, a CETI mean was figured from the sixteen questions in an attempt to limit the immensity of the data presentation. A CETI mean was easier to compare than all sixteen individual percentages. Comparison 1 targeted baseline functioning of both experimental data (CIU) and ecological data (CETI). For this comparison, B.P.’s CIU level was 5.8, and her CETI mean was 56.9%. R.L.’s CIU level was 6.1, and his CETI mean was 56.3%. It was inferred, again, from this comparison that pre—experimental homogeneity had been achieved. Comparison 2 targeted endpoint functioning of both CIU and CETI. For B.P., her CIU level and CETI mean were 6.9 and 75%, respectively. For R.L., his CIU level and CETI mean were 7.0 and 55.6%, respectively. Comparison 3 targeted the change in CIU level and CETI mean for both aphasic subjects from the initial observation to the final observation. B.P. demonstrated an increase of 1.1 in her CIU level with an 18.1% increase in her CETI mean. R.L. demonstrated an increase of 0.9 in his CIU level with a 0.7% decrease in his CETI mean. CHAPTER V DISCUSSION This study examined the verbal performance behaviors of two mild nonfluent aphasics during a treatment protocol which incorporated natural context and variables from Social Learning Theory (Bandura, 1977). The underlying theoretical principles of this protocol were patterned from elements of the ”ultimate” clinical goal, that is, communication in conversation. In consideration of this and in response to documented evidence of variation among aphasics (Glosser et al., 1988; Holland, 1975), the current study attempted to examine and account for individual clinical performances. Therefore, a single- subject empirical format was used to demonstrate experimental effects by replicating the dependent behavior across subjects. The experimenter proposed that the aphasic individuals would demonstrate improved verbal performance abilities (both experimental and functional) when provided with the experimental treatment protocol. The results, in large part, were equivocal. Experimental Goals The improvement of expressive abilities in nonfluent aphasics is generally determined by targeting their grammatical behavior (Fink, Martin, Schwartz, 78 79 Saffron, 8: Myers, 1992; Glosser et al., 1988; Williams et al., 1994). For the current investigation, correct information units (CIUS) (Nicholas & Brookshire, 1993) were used to identify increases or decreases in verbal production. Other measures used to show experimental effects in this study were utterance accuracy and CETI (Lomas et al., 1989) percentages. One goal of the current study was to determine whether the aphasic subjects were able to improve their respective verbal performance (increase their CIU production and utterance accuracy level) upon the initiation of the experimental treatment. Another goal was to determine whether these same subjects were able to improve their perceived functional communication abilities (CETI percentages) from the beginning of the experiment to the termination of the treatment paradigm. Overall, the purpose of the current study was to evaluate and show the treatment’s ability to improve different facets of aphasic communication. As expected, changes in verbal performances by the aphasic subjects moved in desirable directions. In general, the findings derived from these effects suggested profitable implications for the use of the current study’s treatment protocol with mild nonfluent aphasic individuals. The outcomes of both CIU production and utterance accuracy for the aphasic subjects demonstrated improvement in performance during implementation of the treatment paradigm. For CIU production, performance levels in both aphasic subjects demonstrated increased levels (e.g., 5.8 to 6.9 CIUS per utterance for B.P.) during treatment. 80 These improvements were noted in relation with the aphasic subjects’ established baseline stability. Therefore, the CIU outcomes illustrated that a controlled (and positive) influence had occurred overall, and that the use of instruction, on-line feedback, and off-line reinforcement in natural contexts were beneficial in positively augmenting the aphasic subjects’ CIU production. Outcomes in the aphasic subjects’ utterance accuracy performances across the treatment period also suggested a positive influence in the administration of treatment. In both cases, the aphasic subjects showed gradual increases (improvements) in their utterance accuracy during treatment (e. g., 94.4% to 99.0% for R.L.). The main effect in their performances was clearly depicted, but because there were no means of experimental control (e.g., baseline data to compare with treatment data), this finding was limited in suggesting any empirical conclusions. In other words, who’s to say that these findings would not have occurred anyway? Yet, these findings, albeit experimentally uncontrolled, did provide potential evidence toward using of the treatment protocol with mild nonfluent aphasics. Despite the positive outcomes found in verbal performance behavior, conclusions were moderated when the investigator compared experimental performance levels with the feedback (i.e., regarding functional communicative abilities) received from both aphasic subjects and their significant others. For each aphasic subject, visual analysis of functional feedback ratings (i.e., CETI scores) indicated little, if any, improvement in the opinions of their respective 81 functional communication abilities over the time of the experiment. Initial opinions taken from the subjects documented the pre-experimental homogeneity well, but the final measures collected were weak in demonstrating the treatment’s ability to improve opinions of the aphasic subjects’ functional communication. In short, the overall interpretation of these data points suggested that improvements in functional communication were minimal when compared to the experimental verbal performances. Notwithstanding, it remains possible that the proposed treatment protocol positively influenced the overall communicative abilities of the aphasic subjects. This observation was derived from the fact that the overall communicative abilities of individuals are not exclusively based on perceptions (e. g., CETI ratings), but also on actual performances. The aphasic subjects in the current study demonstrated improved CIU and utterance accuracy functioning, while demonstrating minimal or no gain in CETI ratings. The lack of improvement demonstrated in the CETI findings did not diminish the importance of the noted improvements in these verbal performances. Instead, the CETI data assisted in the interpretation of the verbal performances. The CETI findings, admittedly, suggested that either some genuine shortcomings existed in the current treatment protocol’s ability to develop the aphasic subject’s perceived functional communication skills, or that perceptual limits associated with identifying change of performance in the CETI were inherent; the latter being a weaker 82 argument than the former with respect to documentation of CETI’s empirical support. A closer look at each experimental hypothesis further summarized specific effects. In regards to the experimental hypotheses, the investigator noted that the aphasic subjects demonstrated improvements in their targeted verbal behaviors, but not their perceived functional abilities. These conclusions were derived from the current study’s methodological design which explicated the aphasic subjects’ individual performance and variance; by far, succeeding any other speculation through statistics. The following is a detailed examination of each experimental null hypothesis (refer to page 52). Experimental hypothesis (a). When examining the difference between the baseline and endpoint CIU performance among aphasic subjects, the statistical result revealed evidence in favor of accepting the experimental null. This conclusion, which was undesirable, suggested that any improvements demonstrated by the aphasics were no more attributable to the experimental circumstances than chance. This same evidence, however, was noteworthy. The merit of any conclusions derived from the use of inferential statistics in the current study’s data analysis was questionable. A case in point, how could ”serially dependent” data points be analyzed in a format that assumes independence in data acquisition (McReynolds & Kearns, 1983)? The empirical strength, then, was determined to be visual analysis of individual data points. Contrary to the resolved statistical findings, visual analysis of this comparison 83 demonstrated notable performance improvements in the aphasic subjects during the experimental protocol, specifically, that performance improvements were dependent on the treatment condition. These experimental improvements (increases) were seen with respect to the initiation of treatment, whereas baseline performances remained experimentally invariable. In both aphasic subjects, the CIU data during the treatment phase were generally characterized by gradual increases in the number of CIUs per utterance. Sudden increases following the second treatment session were of particular interest, however (refer to Figure 2). Both aphasic subjects showed increases at, or above, 7.5 CIUS per utterance in only two treatment sessions, this compared to their baseline level of near 6.0 CIUS per utterance. Perhaps this evidence, gathered in natural language samples, was reminiscent of the aphasic subject’s ability to generalize successful communication with the experimenter upon initiation of treatment, which used an activity of daily living (also natural). This is a likely attribute considering the experimenter’s role in assisting the aphasic with his or her utterance strings. That is to say, the experimenter, who played an active role in communicating during the activity segment of the current treatment protocol, had opportunities to either assist the aphasic subject in finishing an utterance string or visually / aurally indicate comprehension of the utterance when it was inferred that the meaning of the utterance was already exchanged (scored as a 1 in this segment) and that the aphasic subject was just having difficulty with the last word or two. Both subjects were noted as 84 demonstrating fewer communication breakdowns, and in turn fewer episodes of frustration, because of this kind of approach to communication. Overall, the characterization of the findings in this hypothesis was consistent with studies by Kearns and Yedor (1991) and Li et a1. (1988). In both, visual analysis of data in single-subject designs revealed notable increases in verbal performance for the aphasic subjects during the implementation of a ”natural context” treatment. Kearns and Yedor (1991) found criterion performance achieved quicker with response elaboration training (RET) than with convergent treatment (CT) methods. In addition, the authors noted that RET was contributing to the production of novel content words in the aphasics’ speech. Li et a1. (1988) showed evidence in support of PACE (Davis & Wilcox, 1981) therapy to improve aphasic naming and description tasks. Specifically, they observed a positive stairstep effect in the data during the administration of PACE, while such an effect was absent during traditional therapy. Experimental hypothesis (b). Visual analysis revealed no difference between the subjects’ initial and final CETI scores. The outcome of this hypothesis, accept the null, was undesirable. The experimenter desired a visually positive difference in these variables to demonstrate the treatment’s ability to improve perception of functional communication. Effects across aphasic and significant other subjects demonstrated that the use of the experimental treatment protocol was not influential in improving the perception of the aphasic subjects’ functional communication skills. 85 Visual comparison of the aphasic subjects’ (B.P. 8: R.L.) responses (refer to Figure 10), for instance, did not suggest any conclusive patterns of change. Changes from the original perception in B.P.’s CETI percentages occurred in several questions, however only three questions were similar to changes in R.L.’s scores. That is, thirteen of sixteen pairs of CET I responses for these subjects moved in the opposite direction. Clearly, this evidence indicated that the aphasic subjects, themselves, did not perceive a consistent change (positive or negative) in their functional communication, or the benefit of treatment. Visual comparison of the significant other subjects’ (B.P. 8: G.L.) responses (refer to Figure 13) did provide a similar pattern of direction in change, but the strength at which this pattern occurred was weak. It was noted that only two questions between these subjects shared a similar pattern and differed from the original perception by more than 20%. The remaining questions (fourteen of sixteen) showed a similar pattern of direction in change, but demonstrated an agreed difference of less than 20% from the original perceptions. In other words, while perception scores of change among each individual significant other may have been 10%, 20%, 40%, or more from the original perception, the collective perceptions of change between both significant others (which showed a similar direction) did not demonstrate a strong tendency in their shared direction from the original perceptions. Not unlike the aphasic subjects’ evidence, this evidence also provided the investigator with inconclusive feedback in relation to the treatment protocol’s functional utility. 86 Experimental hypothesis (c). With reference to the difference between the aphasic subjects’ initial CETI scores (refer to Figure 8), visual analysis revealed tendencies in favor of accepting the experimental null. This outcome was desirable because it showed pre-experimental homogeneity in CETI scoring for the aphasic subjects’ functional performance. Further examination revealed that only four of the sixteen ratings by each aphasic subject differed more than 40% from one another. Obviously, this finding failed to confirm an irnparity in the aphasic subjects’ initial perceptions. The overall effects of this analysis, instead, were characterized by relatively uniform perceptions of functional abilities. When examining the difference between the aphasic subjects’ final CETI scores (refer to Figure 9), visual analysis showed evidence also in favor of accepting the experimental null. This outcome was desirable by virtue of its accountability for experimental influences improving the targeted performance as opposed to undesired personal influences. The final CETI ratings from each aphasic subject were collectively inferred as similar since eleven of their sixteen ratings differed only by 25% or less. This indicated that there was minimal or no personal variance in noted experimental performances; further demonstrating the current study’s ability to control for personal nuances. Experimental hypothesis (d). With one exception, visual analysis of the difference between the subjects’ initial CETI scores and the aphasic subjects’ baseline CIU level, and their final CETI scores and the aphasic subjects’ endpoint CIU level, respectively, (refer to page 77) pointed to rejecting the null, which was 87 desirable. The one exception existed with respect to R.L.’s final CETI scores. His final CETI scores, both his own and spouse’s, demonstrated that he had not perceptually improved from his initial functional communicative performance. In fact, the evidence suggested that he was even perceived as functioning slightly below his original level. The experimenter, in spite of this, was not convinced that R.L. had regressed functionally. From R.L.’s verbal performance data collected during treatment and from his communicative abilities observed by the experimenter outside the study, it was clearly demonstrated that he had not lost his original skills in functionally communicating with others. The remaining data in this hypothesis indicated preliminary support of an acquired improvement in the aphasic subjects’ communication abilities due to the experimental protocol. The evidence showed that both aphasic subjects improved their respective CIU production over the treatment period, with ceiling productions approaching 8.0 CIUs per utterance. The CIU production data also showed that 70% of B.P.’s scores were above her baseline functioning, and that 90% of R.L.’s scores were above his baseline functioning. The functional value of these CIU improvements, however, was assumed minimal. The functional perceptions (i.e., CETI data) received from both the aphasic and significant other subjects revealed minimal-to-no improvement in the aphasic subjects’ functional performance. Thereby, it was determined that the attained CIU improvements in the current study were functionally trivial. In general, this hypothesis provided evidence for increased verbal production, but 88 for these mildly aphasic subjects, an improvement in functional communication skills was not seen. Experimental Notes There were three notable issues in the current study that were not part of the experimental goals: (1) the research assistant’s training, (2) the use of CIUS in clinical environments, and (3) the current treatment’s applicability to contemporary speech pathology services. These issues were presented in this section to further highlight the overall value of the experimental protocol. Specifically, this section discusses other non-experimental variables that contribute to the overall interpretation of the treatment protocol’s effectiveness. Findings from the research assistant’s training indicated that the system used for identifying utterance boundaries in the current study was both effective and efficient in segmenting connected speech. For instance, it was noted that a minimal amount of training trials was needed to acquire criterion agreement for the defined utterance boundaries. Moreover, the accuracy in identifying utterance boundaries was not affected by the speaker’s rate of speech. During the experiment it was also found that these boundaries were reliable across interjudge assessment. This evidence suggests that this procedure can be applied to dynamic therapy settings with profitable implications. 89 On a similar note, the use of CIUs in clinical environments was also believed to be effective and efficient for clinicians observing verbal performance. In the current study, several factors contributed to this conclusion. For one, the use of CIUs required a minimal amount of instruction and practice from the experimenter before he was comfortable using them. This was also later demonstrated by the intra- and inter-judge reliability scores throughout the experiment; neither reliability measure required point-to-point reviews. Secondly, when using CIUS, it was noted that significant amounts of verbal data (over a hundred utterance strings) could be readily accounted for within a moderate time frame (e. g., forty-five minutes). Exposure to large samples like this can eliminate some of the chance findings often found in small samples, and provide speech-language pathologists with representations that are closer to an aphasic’s ”true” performance abilities. Given time constraints in faster-paced clinical settings, though, the experimenter educed that the utility of CIUs in ”non-research” speech therapy services may rest in less frequent language sample probes rather than language samples taken everyday or every other day. Lastly, it was believed that CIUs symbolized changes in the natural verbal performances of mild nonfluent aphasic individuals. Without question, CIUs in the current study accurately embodied the aphasic subjects’ dynamic and contextual verbal productions. Not only from its empirical background, but also from high intra- and inter-judge reliabilities in coding these dynamic verbal 90 productions were CIUs acknowledged for their collective representation. This finding was similar to Nicholas and Brookshire’s (1993) outcomes, in that they found that CIUS were able to represent complex and variable connected speech in aphasic individuals. Overall, CIUs were ”naturally” accountable for aphasic speech. This is currently important because there are only a few other assessment instruments that give methodological attention to dynamic and contextual variables in communication (see Chapter II), and even fewer that can be efficiently applied without a significant amount of instruction or practice. As a result, the use of CIUS in clinical settings is believed to be beneficial in accurately portraying natural verbal production performances of nonfluent aphasic individuals. Moreover, it is felt that its use is fittingly pertinent in assessing or monitoring natural verbal functioning. With respect to the current treatment’s applicability to contemporary speech pathology services, there were three considerations examined. First, does the current study’s kind of conversational treatment improve the communication abilities of mild nonfluent aphasics? If yes, to what extent? Second, what can a certified speech-language pathologist do to help the disordered individual that requires his or her qualified services when using the provision of this type of conversational treatment? Finally, does the current study’s findings warrant these services payable by third-party payors, or by private pay? For the first consideration, the data in the current study have shown that the use of this kind of conversational treatment with mild nonfluent aphasic 91 individuals resulted in an improved verbal performance; both an increase in CIU production and utterance accuracy. It was presumed that these findings were attributable to the stimulation of conversational skills by the use of an activity of daily living. Specifically, that the activity provided immediate, natural feedback and that it instilled a sense of reality in performance. Data related to the aphasic subjects’ functional communication abilities, howbeit, were not as encouraging. Improvements in perception of their functional communication skills following the end of the treatment were nonsignificant. For the aphasic and significant other subjects alike, the ratings suggested that the treatment protocol under investigation was not improving the aphasic subjects’ functional skills. Overall, then, the current study’s conversational treatment program was noted as improving the aphasic subjects’ targeted verbal performances, but these gains were limited in their functional utility. Upon examining the next consideration, it was felt that a certified speech- language pathologist could greatly assist an aphasic individual during this kind of treatment, whereas family members or other laypersons could not. First, and foremost, certified speech-language pathologists can determine communicative and cognitive limits of the aphasics, and manipulate treatment to control both positive (e.g., progress) and negative (e.g., frustration) influences. In addition, certified speech-language pathologists are trained to design specific communicative goals related to the impairment observed, and provide continual counseling of therapy goals and objectives when needed. All of this contributes 92 to building and maintaining a much-needed rapport between the services rendered and the impaired individual’s expectations. It is interesting to note, in light of this, that the mildly aphasic individuals in the current study demonstrated improvements during this ”natural” treatment protocol (established under the direction of a certified speech-language pathologist), when for a year or years these same individuals were involved in many conversations with their family members and reported (per aphasic subject and significant other) that their speech had not improved since last receiving speech therapy services. The final consideration, payment for services, grouped the two previous considerations together, and weighed their aggregate utility. To sum, it was first noted that the current treatment protocol positively influenced the aphasic subjects’ targeted verbal performances, but not their perceived functional communication. Next, it was determined that speech-language pathologists offer more skill in carrying out such a treatment protocol effectively than laypersons. Taken together, it is determined that payment for services will have to be private pay until modifications are made to the current study’s treatment protocol to further develop and show greater improvements in targeted and functional behaviors. Recognition of private pay for the current treatment program was derived from the treatment’s documented capability to improve verbal productions in mild nonfluent aphasic individuals, who may otherwise 93 demonstrate minor difficulties in their functional abilities but express a desire in further improvement. CHAPTER VI SUMMARY This chapter provides a general examination of the experimental outcomes and their relationship to theoretical and clinical applications in past, present, and possibly future models. Subsequently, the overall conclusions of the current study’s findings, theoretical and clinical implications of these findings, and some suggestions for future research will be presented. The focus of this resultant discourse aims to provide an accumulative understanding in administering an effective treatment plan to those aphasic individuals who have minimally demonstrated progress, or have otherwise plateaued, using traditional methods. Conclusions The current study examined the experimental and functional effects of the outlined treatment protocol on aphasic communication. The findings suggest that the inclusion of ”natural” context variables and variables from Social Learning Theory (Bandura, 1977) within treatment methodologies improve disordered language abilities, specifically, those abilities of aphasic individuals. Two favorable findings contributed to this claim. For one, the aphasics’ verbal 94 95 production improved an average of 1.0 CIUs per utterance from baseline to the end of treatment. Also, it was found that the utterance accuracy of both aphasic subjects improved to over 97% during treatment. These desired effects show the treatment protocol’s ability to systematically improve several facets of aphasic speech simultaneously. In a manner of speaking, the protocol is able to stimulate complex and contextual language processing centers and improve the targeted function without such a concentrated effort as to perpetuate its own limits. In other words, there are not any inherent limitations in the protocol that are associated with the complex communicative system. The protocol simply allows for increased stimulation of variable communicative demands by enforcing ever-changing meaning (i.e., natural context). For the impaired population investigated in the current study, this effect means that speech therapy services must consider the communicative, cognitive, and generalization limits of the employed treatment, and maintain a progressive therapy plan that innately regards fluctuating communicative demands. One important influence abraded some of the overall practical use of the investigated treatment protocol, at least from a functional standpoint. The CETI data accumulated did not demonstrate a strong tendency for or correlation of a perceived functional change for either of the aphasic subjects. The evidence suggested that perception of the aphasic subjects’ functional communication abilities following treatment were similar to perceptions prior to the experiment. 96 Although this evidence discloses a functional weakness, it remains possible that the current study’s treatment protocol can improve functional communication with either additional emphasis on variables affecting functional communication (future research) or by merely providing additional amounts of treatment sessions. Tentatively, it is believed that further manipulation of the activity’s cognitive demand will tap into more of the aphasic’s impaired verbal production while minimizing other detrimental behaviors (e.g., frustration). During the current investigation, for example, it was felt that the activity’s overall demand was, at times, too light for the impaired subjects. Mostly, they were already prepared for such demands. As a possible solution, it is believed that the amount of ”noise” (e.g., required response delays, radio in background, inconsistent facial expressions) given by the clinician during the activity of daily living would compel the aphasic to use more language processing faculties; thus, placing increased demand on the impaired expression. This is only valuable if the ”noise” were to be increased or decreased according to the noted experimental progress and other pre—determined observations. All of these effects, however, were thought to be specifically attributable to the current study’s treatment methodology rather than the simple addition of natural context and Social Learning Theory to a basic treatment methodology. Several measures were taken to increase the current methodology’s accountability. The design was first related to current thinking in clinical models for mildly nonfluent aphasic individuals. As such, the current treatment 97 protocol targeted models of communication, cognition, and generalization (see Chapter II), in addition to their specific functional meaning. These three primary variables respectively contributed to the program’s success by: (1) targeting the impaired system, (2) surveying and manipulating unavoidable stresses, and (3) incorporating reciprocal benefits from given determinants. The underlying functional value of these variables assisted in interpreting their later relevance to clinical environments where speech therapy services are becoming evermore contingent on the importance and availability of resources, and positive interfacing with the referral base. The design of the current methodology was next related to several theoretical models of normal and aphasic communication. In this instance, the current treatment protocol targeted models of stimulation, contextual language processing, and learning (again see Chapter 11). These models were all well supported empirically from their originators, but the current study’s data closed an important tie between treatment plans and theory by showing a predictable pattern from its theoretical conception. Both aphasic subjects, for example, were predicted to improve their verbal production during the current treatment protocol, which was theoretically based to do the same; and both subjects did. Even the functional shortcoming was predicted by virtue of its moderate relationship with verbal production (CIU performance). It was assumed that a functional limitation would be noted if improvements in the number of CIUS averaged less than one or two; and it did. From both CETI and CIU foundations, 98 it can be easily assumed that functional improvements are just not well perceived when impaired speakers increase their CIU production per utterance only minimally. By and large, the current study’s methodology anticipated several possible clinical and theoretical confounding relationships, and in turn posed firmly based solutions within its framework. For that reason, it was not surprising to find the eventual evidence demonstrating an effective clinical method. The data simply showed the applicability of theoretical foundations in clinical settings. Implications The lack of functional support to the improved CIU productions argues against an interactive process in which functional reality is mutually inclusive with improved objective observations. That is, with respect to the limited objective findings, the current study’s results are equivocal in showing a relationship between the empirical and functional performances. The data in the current study highlight limited CIU improvements without a notable emergence in improved functional perception. It is quite clear from this that CIUs (objective data) and CETI ratings (surveyed perceptions) do not form highly predictive, or uniform, relationships at a level where CIU improvements are only one or two units per utterance. It might be reasoned that stronger relationships would occur 99 if there were further improvements in the aphasic subjects’ CIU production or even minor adjustments in the treatment’s presentation that adhere more to the aphasic individual’s clinical expectations (i.e., perception of workload); the latter suggestion concerning the current treatment’s perceived overall demand (too light). This contrast throws caution into the ”true” meaning of all clinical data taken from mildly impaired individuals. If objective, observable improvements are noted without any perceived functional utility, then by what standard are we, as clinicians, supposed to demonstrate clinical merit? In other words, what justifies speech services for mildly impaired individuals who improve clinically but not functionally? Clearly, reconciliation of this question in future research will unravel an important dilemma concerning speech services for the mildly impaired. For now, it can be safely said that clinical services are valuable to those impaired individuals who continue to show worthwhile improvements. With reference to this contrast between empirical improvement and functional utility, it is also interesting to note that both aphasic subjects’ utterance accuracy improved during the current study’s treatment period. This finding renders further objective data that were not perceived functionally important, thereby suggesting that objectively observable data can be unrepresentative of an impaired person’s ”real” communicative abilities. Perhaps this finding was underscored by the aphasic subjects’ already mostly successful functional abilities prior to the study, as measured by referring 100 speech-language pathologist’s description and the initial CETI data. If such data are unrepresentative, then assuredly the functional sensitivity of the utterance accuracy data mandates increases greater than 10% or these same increases but from lower starting levels, say 20%. The data in the current study touch a broader issue, though. A tie between theory and clinic was demonstrated in this investigation in addition to the benefit of its clinical method. It was found that the evidence in the current study fell in line with the expectations of the theoretical models that formed the treatment protocol. That is, the models collectively created and partially sustained an assumption of improvement in the aphasic subjects’ targeted verbal production and their estimated functional abilities. This was done by promoting natural multiple-modality comprehension and expression, controlled environ- mental input (scripts), and transfer of the desired behaviors into the subjects’ own environment. The findings implicitly suggest that the noted verbal production improvements in these mildly nonfluent aphasic subjects were attributable to the tested empirical format. This does not support the contemporary delivery of speech services in which traditional methods are indiscriminately embraced. It suggests that speech services may include short- term alternate forms of management for individuals with differing behavior at differing post-onset periods. As a result, clinical methodologies must transpose unnecessary or ineffective therapy commitments with those that are more theoretically lOl grounded for the individual being treated. A reinvestment of time and effort toward progressively planned therapy regimens will demonstrate greater accountability in the clinical interest of the aphasic individual. In fact, disregarding parsimony at traditional ends, supporting empirical evidence from such a progressive environment will also concede to valuable efficacy concerns of aphasia treatment (Holland, Fromm, DeRuyter, 8: Stein, 1996). In conclusion, the current study’s treatment protocol produced no relationship between the minimal improvements in an aphasic individual’s objective data and their perceived functional communication abilities. It does, however, integrate theoretical models to clinical environments. Because of this and its controlled experimental influence, the current study’s treatment protocol offers a new and potentially important tool in improving mildly nonfluent aphasic speech. APPENDICES APPENDIX A Appendix A Portions of the BDAE (Goodglass 8: Kaplan, 1983) Commands 1. Make a fist. 2. Point to the ceiling, then to the floor. 3. Put the pencil on top of the card, then put it back. 4. Put the watch on the other side of the pencil and turn over the card. 5. Tap each shoulder twice with two fingers keeping your eyes shut. Complex Ideational Material Will a cork sink in water? Is a hammer good for cutting wood? Do two pounds of flour weigh more than one? Will water go through a good pair of rubber boots? Will a stone sink in water? Can you use a hammer to pound nails? Is one pound of flour heavier than two? Will a good pair of rubber boots keep water out? <<<<<<<< 22222222 Mr. Jones had to go to New York. He decided to take a train. His wife drove him to the station but on the way they had a flat tire. However, they arrived at the station just in time for him to catch the train. Did Mr. Jones miss his train? Was Mr. Jones going to New York? Did he get to the station on time? Was he on his way home from New York? -<-<~<~< 2222 A soldier tried to cash a check in a bank near his camp. The teller, firm but sympathetic, said, ”You will have to have identification from some of your friends from the camp.” The discouraged soldier answered, ”But I don’t have any friends in camp - I’m the bugler.” Was the soldier’ 5 check cashed at once? Did the soldier have a friend with him? Did the teller object to cashing the check? Did the soldier have trouble finding friends? 0... <<<< 2222 102 APPENDIX B Appendix B Rules for Scoring and Counting Correct Information Units (CIUs) Nicholas 8: Brookshire (1993) Counting Correct Information Units (CIUs) Definition: Correct information units are words that are intelligible in context, accurate in relation to the topic, and relevant to and information about the content of the topic. Words do IQ have to be used in a grammatically correct manner to be included in the correct information count. Each correct information units consists of a single word. Instruction: Put a diagonal penciled slash through words that are n_o; to be included in the correct information count. Rules for Counting CIUs A.1. DO NOT COUNT THE FOLLOWING (In this section, words in bold print would pg; be counted as correct information units.) A.11. Words that do not seem accurate in relation to the topic being discussed, such as incorrect names, pronouns, numbers, actions, etc. If a word reflects regional usage (such as calling the midday meal ”dinne1” in some areas), it is counted as a correct information unit. If grammatical incorrectness would lead to misunderstanding or uncertainty about the meaning of words, the grammatically incorrect words would not be counted as correct information units. (See 8.12 for examples of grammatically incorrect words that would be counted as correct information units.) 0 The girl is riding her bike. (The picture shows a girl with a bike nearby which she may have been riding, but which she is not currently riding.) o The girl is on a ladder. She fell. (The picture shows a boy on a stool who is tipping but has not fallen yet.) 0 The boys and girls are arriving. (The picture only one boy and one girl arriving.) If several people are involved in an action and only one of them is mentioned, the mentioned one is still counted as a correct information unit. This constitutes an incomplete description but not an inaccurate one. The M is arriving. (The picture shows a boy and a girl arriving.) The p1_a_n drove away. (The picture shows a couple driving away.) A.12. Attempts to correct sound errors in words except for the final attempt. 0 He put paper popper pepper on his food. 0 She saw her with her mass... mack... mask. A.13. Dead ends, false starts, or revisions in which the speaker begins an utterance but either revises it or leaves it uncompleted and uninformative with regard to the topic. My si... no no not my sister... my fa... with my wife. He goes over to her and puts his wants to give her a hug. He looks out and sees that she had the car ran into the tree. The... the... that one oh forget it. In the hose in the mouse in the house. We go to a party no I mean a movie. If an utterance is incomplete, but some information about the topic has been given, count that information. o The kitchen window was... In this example, the words flip kitch_en window wa_s. would be counted as correct information units (if they meet the other criteria). Even though the entire statement was not completed, the words are informative. Words that express some legitimate uncertainty or change in perception about characters, events, or settings in a picture are counted as correct information units (if they meet the other criteria). See A.18 for further examples. 0 Her dad or maybe a neighbor was in the tree. 0 From the looks of the candles, he must be four. No there is another candle on the table so he must be five years old. A.14. Repetition of words or ideas that do not add new information to the utterance, are not necessary for cohesion or grammatical correctness, and are not purposely used to intensify meaning. 0 The blue truck was blue. 0 The restaurant was a new one. It was a new restaurant. 0 She was cleaning washing the dishes. Such repetition of words or ideas can be separated by other counted words. 0 The mother was very angry. The daughter was crying. The mother was very mad. Exceptions: (1) If the repeated words or ideas are necessary for cohesion, they are counted. 0 She went to the M. The st_or_e was closed. (2) If words are repeated to achieve effect or to intensify a statement, they are counted. The girl was vgy, veg sad. They were fighting, really fighting. (3) If repeated words are used to expand on previous information, they are counted. 0 He put on a m... a left shoe. 103 104 0 There were some m... a m and a woman. A.15. The first use of a pronoun for which an unambiguous referent has not been provided. Subsequent uses of the pronoun for the same unspecified or ambiguous referent are counted as correct information units (if they meet the other criteria). 0 She (no referent) was doing the dishes. I think she was daydreaming. If an inaccurate referent is provided but it is clear that a pronoun refers back to it, the pronoun would be counted as a correct information unit. 0 The fox (inaccurate referent) ate some of the cake and i_t was hiding. A.16. Vague or nonspecific words or phrases that are not necessary for the grammatical completeness of a statement and for which the subject has not provided a clear referent and for which the subject could have provided a more specific word and phrase. o The mother is drying one of those things. She gave him some stuff. He put something up to the tree but that one knocked it down. We had pancakes or scrambled eggs or something like that. I wash the glasses and plates and so on. The words ”here” and ”there” frequently fall into this category. Here we have a boy. This here boy is crying. That mother there is doing dishes. There is a cat here and a dog there. The mother is there. She put them over here. She has a bike there. The cookies were up there. The following are examples of uses of ”here" and ”there" that are necessary for the grammatical completeness of the statement and cannot be replaced by a more specific word. These uses of ”here” and ”there” would be counted as correct information units. 0 There is a boy. 0 He_re comes the same couple. The following is an example of a nonspecific word that is preceded by a clear referent and would be counted as a correct information unit. 0 The boy opened the cupboard. The cookies were up $1313. A.17. Conjunctive terms (particularly so and then) if they are used indiscriminately as filler or continuants rather than as cohesive ties to connect ideas. 0 Thereisaman. Then thereisawomanandthenacat. When used cohesively, ”then" indicates the temporal order or sequential organization of things or events. 0 She had lunch and M she went to the store. 0 When you go into my house you see the living room first, mg; the dining room, thin the kitchen. When used cohesively, ”so” indicates a casual consequence. 0 He was thirsty g he drank some juice. 0 The mother was after the dog s_o the boy was crying. A.18. Qualifiers and modifiers if they are used indiscriminately as filler or are used unnecessarily in descriptions of events, settings, or characters that are unambiguously pictured. The following examples concern unambiguously pictured information. o Apparently this is a kitchen. Evidently the boy is on a stool I think that the cat is in the tree. It looks like the man is up in the tree too. The boy is sort of crying and the dog is kind of hiding. Of course, the woman left in a huff. When used informatively, qualifiers and modifiers suggest legitimate uncertainty on the part of the speaker about events, settings, or characters portrayed or modify associated words in a meaningful way. The following examples concern ambiguously pictured information. Apparently this is a mother and her two children. I think she is his sister. It looks like he gave them the wrong directions. She must be daydreaming. He might be the girl’s dad or maybe he’s a neighbor. He is the father or a neighbor. I don’t know which. He looks sort of sad. 0 Evidently they went around in a circle. A.19. Filler words and phrases (you know, like, well, I mean, okay, oh well, anyway, yeah), interjections when they do not convey information about the content of the topic (oh, oh boy, wow, gosh, gee, golly, aha, hmm), and tag questions (It is really smashed up, isn’t it). 105 A20. The conjunction ”and.” ”And” is never counted as a correct information unit because it is often used as filler and we have found that its use as filler cannot be discriminated reliably from its uses as a conjunction. A21. Commentary on the task and lead-in phrases that do not give information about the topic and are not necessary for the grammatical completeness of the statement. 0 These pictures are poorly drawn. 0 This is kind of hard. 0 In the first picture... 0 As I said the last time, she was upset. A22. Commentary on the subject’s performance or personal experiences. I can’t think of the name of that. I can't say it. No, that’s not right. My kids were always getting into trouble too. My wife and I used to fight like that. They are fighting but I don't know why. Some statements that contain personal information may be appropriate in procedural and personal information descriptions and, in such cases, they would be counted as correct information units (if they meet the other criteria). See 8.16 for embellishments that are counted as correct information units. 8.1. COUNT THE FOLLOWING (if they meet all other criteria) (In this section, words in bold print would be counted as correct information units.) 8.11. All words (nouns, adjectives, pronouns, verbs, adverbs articles, prepositions, and conjunctions) that are intelligible in context, accurate in relation to the topic, and relevant to and informative about the content of the topic. 8.12. Words do not have to be used in a grammatically correct manner to be counted. Words that violate standard English grammar rules concerning appropriate verb tense and form, agreement in number between subject and predicate, agreement between articles and nouns, incorrect use of articles, and appropriate singular and plural forms are counted as correct information units unless these violations would lead to misunderstanding or uncertainty about the meaning of the words. See A.11 for examples of words that would not be counted as correct information units. The firemans are coming. The firemen ain't rescued them yet. Put some stamp on it. The friends is here. 0 He don't look very happy. 8.13. Production of a word that results in another English word, if the production would be intelligible as the target word in context. 0 He is standing on a school and it is tipping over. 8.14. The final attempt in a series of attempts to correct sound errors. 0 He went to the musket... minuet... market. 8.15. Informal terms (nope, yep, uh-huh, un-uh) when they convey information about the content of the topic. 0 She said, ”Un-huh, I’ll do it.” 8.16. Words in embellishments that add to the events portrayed in topics or express a moral, if they are consistent with the situation or events portrayed. Words that express some legitimate uncertainty about characters, settings, or events in topics. He's going to get hurt and his mom is going to be angry. Some days everything seems to go wrong. That looks like a nice way to spend a summer day. Sooner or later cats usually get stuck up a tree. Mothers sometimes get distracted and don't notice things. 0 This is the one about the accident-prone family. However, see A22 for examples of extraneous commentary that may resemble embellishments, but are not counted. 8.17. Verbs and auxiliary verbs (is, are, was, were, to, has, have, will, would, has been, etc.) as two separate correct information units - one for the auxiliary verb and one for the main verb. 0 His mom is going to be angry. (Each word in bold print is a correct information unit.) 8.18. Contractions [both standard (won’t) and colloquial (gonna)] as two correct information units. 8.19. Each word in hyphenated words (father-in-law, good-bye). APPENDIX C Appendix C SUBJECT PROFILE FORM Name ; Experimental Initials DOB ; Age Significant Other Initials Medical Diagnosis Speech-Language Diagnosis Post-Onset Duration *Current SLP treatment: Y or N *Monolingual speaker of English: Y or N *Grade (Education) Level last completed: $8 9 10 11 12 College *History of Language/ Cognitive impairments: Y or N Visual/ Auditory WFL: Y or N Pre-experimental screening Receptive: Commands (BDAE) % Complex Ideational Material (BDAE) % Expressive: CIU level Apraxia severity (ABA): None Mild Moderate Severe *(Per report of aphasic/ significant other) 106 APPENDIX D Randomized Question and Statement Format Sheet PWNQP‘PSDNE" #1 mmommoomomoommomoomo Appendix D NHHt—JHHi—ln—It—IH PrOPONP‘SneSDNH Ssmflemswwe #2 mommoomomoommomommom 107 HHHHHHHHHH BeszwszHPQWNQWPWNF #3 OWWOOU’U’OOWOOU’OOU’U’OOU’ 9995199959.”? #4 mommomomoommomommomm APPENDIX E Appendix E Data Sheet of for Session # Subj Ii Utterance a—A Daily Observations: Subject \DmVO‘UI-fiwn p—lg—l HO Daily Observations: Clinician p—l N ..A DJ ...i A p—Iy—al—lp—lp—lp—ls—lp—ls—lp—lp—lp—lflp—J 1—1 UI [91—11—11—11—1 OOWVG B B N 1b NNNNNNNNNNNNNNNNNNNNNNNNN N p—l n—Ia—Iu—lu—Iu—Is—Ib-lv—lv—In—I 6% Total Utteranoas Total Inadequate Communications (2 score) Percentage of Inadequate Comm. (T .l.C. / T.U.) 108 APPENDIX F Appendix F The Communicative Effectiveness Index (CETI) (Lomas et al., 1989) (Page 1 of 2) Please Rate '5 ability at... 1. Getting somebody’s attention. Not at all able As able as before stroke 2. Getting involved in group conversations that are about him/ her. Not at all able As able as before stroke 3. Giving yes and no answers appropriately. Not at all able As able as before stroke 4. Communicating his / her emotions. Not at all able As able as before stroke 5. Indicating that he/ she understands what is being said to him/ her. Not at all able As able as before stroke 6. Having coffee-time visits and conversations with friends and neighbors. Not at all able As able as before stroke 7. Having a one-to-one conversation with you. Not at all able As able as before stroke 8. Saying the name of someone whose face is in front of him/ her. Not at all able As able as before stroke 109 110 (Page 2 of 2) 9. Communicating physical problems such as aches and pains. Not at all able As able as before stroke 10. Having a spontaneous conversation (i.e., starting the conversation and/ or changing the subject). Not at all able As able as before stroke 11. Responding to or communicating anything (including yes or no) without words. Not at all able As able as before stroke 12. Starting a conversation with people who are not close family. Not at all able As able as before stroke 13. Understanding writing. Not at all able As able as before stroke 14. Being part of a conversation when it is fast and there are a number of people involved. Not at all able As able as before stroke 15. Participating in a conversation with strangers. Not at all able As able as before stroke 16. Describing or discussing something in depth. Not at all able As able as before stroke APPENDIX G DEPARTMENT OF AUDIOLOGY AND SPEECH SCIENCES 378 Communication Arts and Scnences East Lansmg. Mncmgan 48824-1220 VOICE: 517/353-7175 FAX: 517/432-1244 0m Speech-Language- IIsarIng CIInlc VOICE. 517/353-8780 FAX- 517/353-3176 TTY: 517/355-8780 MSU IS an amrmarrvwctron equal-opportunity IflSftlUI/‘On Letter of Consent I am conducting a study to determine if persons with nonfluent aphasia can further develop their verbal expression skills during conversation. As a subject, you will be asked to respond to questions on standard tests of language ability, to talk at length with the speech- language pathologist providing treatment, and to evaluate your own verbal expression skills. As a significant other, you will also be asked to evaluate the subject’s verbal expression skills. This is a study about speech language treatment and we will expect you to spend the agreed-upon time frame with the speech-language pathologist in your home. The therapy program will be forty-five-minute sessions, three times per week, for five weeks. There will be no etoyouforpartidpatinginthisstudy,andyouwillnotbepaid. The treatment program for this study is a novel therapy technique based on a theoretical framework that develops verbal expressive skills more naturally. It is designed to help you improve your ability to communicate with other people. No known risks are associated with this study, beyond normal, minimal, risks associated with speechvlanguage treatment. The general idea of the study was explained in the first paragraph, and more specific informah'on will be provided at the time of each treatnent task. Your participation in this study is voluntary and you may choose to stop at any time without penalty to you. In the event that you choose to stop parh‘c'qration in the study, you will no longer receive treatment under the current therapy plan. If you stop participation in the study prior to the end, you will not be charged for any services rendered to that time. All records of your participation will be destroyed, with the excepb'on that, at your written request, performance scores may be provided to you. Allresultsofthisstudywillbetreated withstrictconfidence. Theresearchstaffwillbe aware of your identity, but you will remain anonymous in any report of research findings. If you agree to be a subject in this study, all sessions will be videotaped for later analysis by the project staff. It is possible that some tape segments will be shown to audiences other than the project staff. Your permission to show tape segments to these audiences is requested. Please note, it is certainly acceptable for you to agree to be a subject and allow taping for analysis, but not want anyone else to see the tapes, and you can indicate that on the reverse side. This study is a treatment study. We anticipate benefit from treatment, but cannot guarantee any benefit. At all stages of the study you will be informed of progress. Your active paru'cipation as a subject in the treatment protocol or as a significant other in evaluating the subject is important. If you have any questiom about this project at any time, you can contact the project investigators, Janet Patterson, Ph.D., at the letterhead address, telephone number, or fax number, or Chad McCarney, 8.A., at (517) 333-8928. Thankyouforagreeingtobeasubjectinthisstudy. Pleasesignonthereverseside,in two places, to show that you agree to be a subject, and that you do or do not wish to allow segments of your videotapes to be shown to people other than the project staff. lll 112 I agree to be a subject in this study and understand the following informtion: The general plan of the study and number of sessions have been explained to me. All sessions and activities will be videotaped for later analysis. There are no unusual risks to me. I will not be charged for participation nor will I be paid. No benefits from the treatment program are guaranteed. Results will be treated confidentially. I may stop participation at any time without penalty. Subject’s Name Subject's Signature Date The general plan of the study and involvement required of me. There are no unusual risks to me. I will not be charged for participation nor will I be paid. Results will be treated confidentially. I may stop participation at any time without penalty. Subject's Significant Other Significant Other’s Signature Date — _ I have agreed to be a subject in this study, and indicate below how videotapes of my treatment sessions may be used. I give my pamission for segments of videotapes of my treatment sessions to be shown to audiences other than the project staff for educational purposes. Subject's Name Subject's Signature Date I do not give my permission for segments of videotapes of my treatment sessions to be shown to audiences other than the project staff. Subject's Name Subject's Signature Date APPENDIX H omcs OF RESEARCH AND CBADUAJE STUDEQ Michigan State University 232 Administration Budding East Lansing. Michigan 48824-1046 517/355-2180 FAX: 517/432-1171 WEMMQMSMMmen IDEA is Institutional Diversiiy, Exceiienoe in Action. MSU is an affirmatiie-aaion. corral-opportunity institution MICHIGAN STATE UNIVERSITY June 13, 1996 TO: Chad McCarney RE: IRB#: 96-374 TITLE: THE UTILITY OF NATURAL CONTEXT AND SOCIAL LEARNING THEORY WITHIN NONFLUENT APHASIA TREATMENT. REVISION REQUESTED: N/A CATEGORY: 2-s APPROVAL DATE: 06 /11 /96 The Universicy Committee on Research Involving Human Subjects'(UCRIHS) review of this prOject is complete. I am pleased to adVise that the rights and welfare of the human subjects appear to be adequately rotected and methods to obtain informed consent are appropriate. agerefore, the UCRIHS approved this project and any reVisions listed ove. RIIIIIL: UCRIHS approval is valid for one calendar year, beginning with the approval date shown above. Investigators planning to continue a prOJect beyond one year must use the green renewal form (enclosed with t e original approval letter or when a_ prOJECt is renewed) to seek u date certification. There is a maximum of four such expedite renewals ossible. Investigators wishing to continue a project beyond tha time need to submit it again or complete reView. RIVISIONS: UCRIHS must review any changes in procedures involving human subjects, rior to initiation of t a change. If this is done at the time o renewal, please use the green renewal form. To rev18e an approved protocol at any 0 her time during the year, send your written request to the CRIHS Chair, requesting revised approval and referenCing the project's IRB # and title. Include in our request a description of the change and any revised ins ruments, consent forms or advertisements that are applicable. PROBLnts/ , . . CHANGES: Should either of the follow1ng arise during the course of the work, investigators must noti y UCRIHS promptly: (1) roblems (unexpected side effects, comp aints, e c.) involving uman subjects or (2) changes in the research environment or new information indicating greater risk to the human sub'ects than eXisted when the protocol was previously reviewed an approved. If we can be of any future hel , lease do not hesitate to contact us at (517)355-2180 or FAX (51714 2- 171. avid E. Wright, Ph.D. CRIHS Chair DEW:bed cc: Janet P. Patterson. 113 APPENDIX I Data sheet 1 of 3 for Session # Bl Subj B.P. Language Sample Orthographic Transcription: Washing I still have some washing to do Probably whenever G. gets home I don't know if we'll go anywhere Do anything I never know Sometimes it's one Sometimes it's three It depends how much he has to do Before ten He's does the banking Helps with all the errands he has to He's an all-around helper Sometimes he will write all the check and bookkeeping For Lansing Mercy We don't have any kind of schedule A lot of the time we're at home I don't have any hobby I see now should have had some It was all work related I had to do reviews of all my employees I had a lot of time to do everything Banking First of America I worked quite a number of different branches Mainly it was the main office Then to M., H. And before they closed that one I was there almost thirty years I became not a branch manager A supervisor a branch Til I was the only in charge from that branch All the people I still in touch with them Quite a few of them When both my boys were born I started there before I was married even And after I retired I went to work for F.C. I did a lot of the bookkeeping and computer work As long as I have something to do and enjoy it I'm happy Never have [cont.]>>> 114 115 Data sheet 2 of 3 for Session # B‘l Subj B.P. Language Sample Orthographic Transcription: Most of our neighbors I enjoy them I don't want to have to work with them all the time My life was my work Sometimes it became a really work It was tmgh It was so rewarding Idid The only thing I was on a bowling league For many years For the bank And that was my entertainment was the bowling I really didn't even sit and watch tv Always busy When I was little younger I think it was the average about 135 My best years were about almost fifty That was only when I was doing two leagues I think when you're bowling two leagues you're better That seems to me it's good Oh really I think my highest game was about 236 Something like that That was not consistent I had quite a few in the almost 200's I was not consistent No, not right now I used to enjoy them very much I find liet frustrated I put it down I think I was much better Now I've lost my touch That will be my husband I'll be right back I forgot that I could've put it off Not across the house Across Logan Martin Across on Fielding D. You probably don't know where that is It's about a mile and half That his daughter The other one is the truck driver [cont.]>>> 116 Data sheet 3 of 3 for Session # Bl Subj B.P. Language Sample Orthographic Transcription: He's living with us Why have apartment when he's gone so much He went out yesterday morning He gets home every two or three weeks All over California is the farthest I think it took him six days Something like that He's almost anything Ican'tthink Too many things Generally His is more smaller things Like if it was dog food He might haul two or three things the first run He could have two or three stops One could be way up north Other days he might have Kentucky Someplace like He gets the loads He doesn't have any loading or unloading He's the driver He likes to drive Sometimes he would rather have a job and apartment He's not married Sometimes kinda rough All alone too much think about [cont.]>>> 117 Data Sheet 1 of 2 for Session # 32 Subj B.P. Language Sample Orthographic Transcription: I had a bad morninj Now it's getting better I was a little upset about my Situation I can't drive I can‘t get out anyway Very much We'll try to get out somewhere We might get out to the mall somewhere I need some clothes so why not Yes, I do My clothes don't fit any longer I'm still losing weight Oh some Not like it was He kind of makes me eat Even whether I want to or not I think I'm set for that You know if I happen to see something I'll buy it I don't think you can ever depend on it It could be like Michigan in Idaho California, it should be the same Hopefully, there won't be this terrible heat You really do have to Not winter clothes You have to have some sweaters I know Dole What's his name Oh Clinton I feel like he is too changeable Tomorrow it might be one way The next day he'll have a different I really can't describe it One thing the arm forces He never did go to the army While you Shouldn't take that away from him Having the leading of a nation should have been at least some experience from wars What would you call it One day he is for something The next day he’s against it I don't think he really knows what he wants The nation wants [cont.]>>> 118 Data sheet 2 of 2 for Session # B2 Subj B.P. Language Sample Orthographic Transcription: I'm concerned about Dole of his age Definitely It can take a lot out of a person Ithinkso What's his name He was on tv Quayle He was a vice He is really aged in my opinion No, two nights ago I think it was I felt like he aged I would think in the mid 40's You can tell who my political You can tell very much Sure Oh yes No, not definite I really don't know how to what to do about it I think it's probably a terrorist I think there will be more I think our military has to ready at any time I feel that this flight It was too close to home I mean it right in California That's too close It was in New York wasn't it I think so too They'regoing to have to do something What about the Jewell What's his name It is Jewell The terrorist No, he's been at least questioned all the time Nobody really knows yet Two persons died Look at the amount of people that it affected I guess they feel that Jewell is not responsible That will tarnish his entire life [cont.]>>> 119 Data sheet 1 Of 3 for Session # BB Subj B.P. Language Sample Orthographic Transcription: Started very bad My situation I didn't even want you here today I have to be honest I wanted G. to go to work I could do my work Laundry or whatever I got very perturbed at myself to think I can't do everything I was once able to do I got through it I got it through Doctor has a very sedative pill I did take one The only way I felt that it would be worth your time and mine Iamtoo I have to accept some of this thing I have to That's going to be the rest of my life I'm going to have times that I'm not going to be very happy I know that Everybody does I think the rest of my day will be better No, actually we had a very good evening A couple We went to their house We had supper with them We was out in the yard Had kinda a picnic We had seen them not visiting We decide last night was a time We had an enjoyable evening Everything You really want to know No, we were visiting there has been many things that have affected our lives A couple of girls that I was very very close with both passed away My other friend we were having dinner with She knows them Kinda matter of fact the same family from my previous marriage We still keep in contact Which I think's good Right off of c. Not very far at least at all I'm guessing twenty years Like we have been [cont.]>>> 120 Data sheet 2 of 3 for Session # B3 Subj B.P. Language Sample Orthographic Transcription: G. and l and other couple had spouses that eithmiassed away or divorced We kind of grew apart So it was kind of nice to get back with them So we're trying to keep our relationships Some of the girls that I worked with still I want to retain G. wants to I think we had a very enjoyable evening No we haven't Not as we would like to The second time this year TNo we were out with them Maybe we'll get closer Maybe it'll passing friendship I don't know Kramer versus Kramer It's good Actually it's divorce The man who has a little boy How they react to it and everything Only I've been through it G.'s through it So it's good from that standpoint too I like almost any movie that's Robert Redford is been in He not director Starred in quite a few I enjoy them Brewmaker was a good one It was lengthy I think they could've shortened it It was a good movie I felt like a little too much spent personalities I have seen it I don't recall I must have I don't recall the movie Therefore it wasn't one of my favorites And Gone with the Wind I have been four or five times It is very, very good It is And all the stars are gone I have [cont.]>>> 121 Data sheet 3 of 3 for Session # B3 Subj B.P. Language Sample Orthographic Transcription: A man would really enjoy it more than I did It was good Yes, many times 1 don't think I've seen that one I don't know why I haven't seen it I don't recall I can't think of one One of them he was a millionaire I don't recall the storyline It doesn't come to me It was a good one Maybe I should see it again I can't even remember who the other star was Magnificent obsession was a good one I think it was I think he was in one of them It was a good flick I remember that It's one of the older I mean it's been long out 60's I would think We have a almost complete library downstairs You'd be surprised A lot of westerns A lot of war [cont.]>>> 122 Data sheet 1 of 3 for Session # B4 Subj B.P. Language Sample Orthographic Transcription: I'm ready Did I Sure, no problem Pretty well I had my doctor's appointment this morning Everything is fine That's good I don't have another scheduled appointment That's the first time since the stroke I feel good about that Then as you can see my grandkids come over Then I don't worry about them They're noisy and boys It's getting to be a little warmer I think the first of the week it's supposed to rain again Yeah, not bad Well I guess you know that Dole was What do you call it now He is the nominee He had a very good speech last night I felt excellent Lowering taxes He wants education for the underprivileged The big issue is keeping out war He is not afraid to send the troops if we need them The only one that I'm aware of is Zaire I thought so Maybe that's the movie I was watching last night It's been going on for about 12 years This that I'm talking about They're going always It's been going on for I don't know how many years That's right He brought up Vietnam last night Ireally think so I h0pe so I can't recall right now what anything about it I have a feeling that perhaps Clinton will be defeated See if I'm right Well I was hoping Baseball, football I'm not into hockey at all I don't even understand it [cont.]>>> 123 Data sheet 2 of 3 for Session # B4 Subj B.P. Language Sample Orthographic Transcription: Baseball-and football They have to build again Most of the players are new I don't know I'm not that much in football I watch them I really like football when Montana was there Absolutely I think he's one of the announcers now He did so last year Are you leaving I do however I haven't tried since the stroke I have out of box I can do that I haven't tried pies They are much more difficult I know that I can do it Yeah, I kinda think so I haven't tried again I think I've just a little apprehensive I don't want see just yet if I can or cannot He doesn't bake He would I used to have lemon pies I enjoyed 'em He can't eat them I'm doing that anymore I do too I've been out of it quite awhile I can't even think of the name It's like a pie You layered graham crackers I had cherries You could anything else Then you put whipped cream We used to have that quite often You don't even in a pie You put it in a deep dish I did quite often That's good I made my own not from a box of any sort Flour, do it in cocoa Butter, and nuts of sort [cont.]>>> 124 Data sheet 3 of 3 for Session # B4 Subj B.P. Language Sample Orthographic Transcription: I think very maybe one mg Milk is about a half of cup I think I made them with shortening I think you can It's quite awhile since I've done any baking I have a crust in the freezer I should use it They're good for six-eight months I certainly do Maybe I'll surprise G. with it Anything almost Except the lemon Nothing in lemon No, he likes the rest of them [cont.]>>> 125 Data sheet 1 of 3 for Session # B5 Subj B.P. Language Sample Orthographic Transcription: I would say about same except we did have a family reunion yesterday It wagood to get out There were a few from Florida for the summer I enjoyed it That's good I felt like I was a little hesitant Some of these people I had not seen since the stroke I felt like I was doing better I think that good to me Itis I feel now that I can talk more easily in the beginning I feel like everybody is not staring I'm trying to get more natural I think yesterday helped me I didn't know exactly how everybodnvas going to accept me as the way I was I felt very good about it I think you're very helpful really I liked to be back the way I was I'm probably not going to ever be completely well I accept that Sometimes it's very difficult Like you say, people I have not seen Since the time There were quite a few yesterday They helped me They knew about my stroke They acknowledged it Ihave to a drink Anybody else Sure I guess I can move around with this can't I Now where were we We discussed it About the nomination I'm really kinda lost Even when I'm reading the newspaper I lost my place Then I don't even realize what I need I think that with the political scene and everything EspeciallLthis weekend I mean Dole has really come better He's getting more relaxed He has a lot of good ideas I think Like the ten to fifteen percent he wants to lower the deficit [cont.]>>> 126 Data sheet 2 of 3 for Session # BS Subj Language Sample Orthographic Transcription: B.P. He had a lot of ideas He wants the military to stay as it is I'm not doing so well today I feel that the nation is better off than we have been in many years I don't want to see the military or any other policies changed Stay as it is That would be nice I believe that too I think you don't ever want to have another war When you do we should be prepared Welfare is definitely I feel so He wants, Dole, to keep the older people for social security and the pensions Why has that happened I don't either Not much That plane that crashed Yesterday, the day before One or the other One of the secret servicemen was killed There was eight or nine people It was in Colorado It was a smaller one, wasn't it I love Colorado You ever been to Colorado The mountains We've had a few trips And Colorado is kinda in the middle You have to go to Colorado You can either two ways You can southern or the northern And I like to see the mountains And always have The south is different The mountains are not as high It's different I love the one Colorado and the Dakotas Both southern and north It's different And when you go that route It will take you through Montana That's where the glacier is [cont.]>>> 127 Data sheet 3 of 3 for Session # B5 Subj B.P. Language Sample Orthographic Transcription: And that is beautiful absolutely No, not Yellowstone I can't even think the state I'm trying to think about That is beautiful too Glacier is in Montana I know what we're thinking about I can't say it either That's what they do It blows every so often Something like that What state is Yellowstone That's my geographer I do enjoy the program 1 don't very often have the answers [cont.]>>> 128 Data sheet I of l for Session # T‘l Subj B.P. Language Sample Orthographic Transcription: I think better than yesterday Did it Even though I was stumbling quite a lot in speech Good I thought yesterday was really bad for me No, I didn't I'm disappointed in myself I want so much like it used to be And that's the problem on myself I feel like You can tell I was pretty fluent in my work Even my house And now I feel like my house isn't clean like I once did And so it's very difficult to accept the way I am For instance, the basement I haven't had the energy to go and clean like I want to I used to There is a lot of cobwebs I don't mop the basement like I once did I don't clean I don't keep my house like I'm accustomed to No, not quite It‘s someone could get into my house unannounced I could go and not feel like my house was clean enough It's my energy I don't have energy By the time I get through laundry I do a couple of loads Amd sometimes I have to wait another day I don't have the energy I need to be comfortable with my cleaning I used to mow the lawn G. is not supposed to He has a heart condition And now I still assist him I feel like I can't do it I feel like letting him down [cont.]>>> 129 Data sheet 1 of 2 for Session # T2 Subj language Sample Orthographic Transcription: B.P. Saw a lot of persons that I had not seen in awhile Most of them are now retired A couple still Tell the bosses that we don't like And the ones we do The bank is changing so much I think worse I think because they grown so big You see First of America is even different states now It's probably myself I feel like they're not personable like once were I do too Most of the customers would rather have a ready teller than a regular They can in and out much, much faster Unless they have a problem They really don't even know the customer they're dealing with I think not very personable I do too On the Today show They had a teacher telling all the things from a teacher's standpoint I think the teaching is a little bit over the heads of the children They're not personable like they used to The tellers are too rushed They don't time to chat with customer Thyey have so many responsibilities You can't believe how much a teller or a branch manager The responsibility more than they can manage You have all the meetings They are not necessary Somewhere the actual teaching of a new teller is sell, sell, sell More than they have the customer in mind That's my Opinion You have to have a certain amount of meetings in order to train Not only the staff The customer too I feel it's very much personal The teller is more interested in the amount of work has to complete She has to sell That's the biggest thing a new teller is trained I think so too Sometimes they don't have the time A real busy branch have about 30 bags, night drops They have to complete [cont.]>>> 130 Data sheet 2 of 2 for Session # T2 Subj B.P. Language Sample Orthographic Transcription: You might find five problems You have to solve It's really the new streamline machines are very good Yoget out quicker You're taking away the personality of both tellers, managers, the entire bank [cont.]>>> 131 Data sheet 1 of 2 for Session # T3 Subj B.P. Language Sample Orthographic Transcription: Rushed We had to get out here about 9:30am The doctor is clear out in Okemos It took me about a couple of hours for the eye exam You have to have eye drops We got home about, oh maybe ‘15 minutes ago Ithink so I don't feel any I know these glasses are going to be very, very good They're scratched At the time I was in the hospital Nobody bothered I mean I get by glasses I couldn't get up Somebody would hand my glasses to me Quite a few times I have to put them on the nightstand They really got scratched It's scratched A couple of nurses would have to help me to get it in I could not much with this hand I didn't have a lot of movement I couldn't even feed myself I'm right handed I was only once for Christmas The rest of the time I was in my own room Sometimes they may have to cut my food G. have to It was kinda bad I was discharged on January 10th Then the seizures came in April I was back in that time A week and a day Then I could've gotten out early except I was on a (2’) with the nurse I fell I don't know if it was her fault, mine They kept me another day and had all kinds of tests To the tune of about one thousand dollars I was in the hospital I felt that I shouldn't have been charged You bet That's not right Not for the insurance company [cont.]>>> 132 Data sheet 2 of 2 for Session # T3 Subj B.P. Language Sample Orthographic Transcription: Why should I been charged It happened right in the hospital The nurse was right with me Yet, it was more My insurance should not have to had to pay Ifl had not insurance I would've fought it As longas I had insurance They covered it I didn't make a stink What are we going to have insurance-wise now about Clinton If you have insurance You go to somewhere employed You change jobs Your insurance goes with you How can do that I'm sure it's going to have to be like 90 days Maybe they're going to have to carry it that far When you change jobs You're insurance is only good for about 60 days Maybe 30 days Who's going to pick up the tab [cont.]>>> 133 Data sheet 1 of 2 for Session # T4 Subj B.P. Language Sample Orthographic Transcription: Most of the time I can't spell That's my problem I can read a newspaper no problem If I start writing lfl had to spell I can't do it I call too much I have quick notes from my sister in A. I've done that It's not like If I don't know how to spell She'll decipher it It's been very difficult You don't know how many times that you need to spell Sometimes I think I know how to spell it I start to write it I can't get it out Believe me, it's very difficult Especially in my job You had to read and write The computer work You have to know how to spell Otherwise it takes you forever All of the orders from the people See, I don't do any ordering supplies The people who are buying furniture You have to have the order That takes a lot of spelling If you know how to spell a person's name it's no problem If you can't do it Like the beds their purchasing She likes it All the kids are there I wouldn't go for any length of time at all I don't like the climate Maybe I shouldn't say it They're not very well educated I think that the more south you go It's probably both They don't have the money to actually have the technology that we have Ithinkso Even my grandkids are beginning He's eight [cont.]>>> 134 Data sheet 2 of 2 for Session # T4 Subj B.P. Language Sample Orthographic Transcription: He's beginning to learn computers He's gt to have it Almost everything you do He's a mechanic He has to know a lot about the truck to even know where the problem is It's on big, big trucks [cont.]>>> 135 Data sheet 1 of 2 for Session # T5 Subj B.P. Language Sample Orthographic Transcription: It is the best No, it's a vacuum A lot of attachments If you ever want to get a sweeper I recommend It's supposed to be in the 80's the next two dpys Then back in the heat You can't depend on I'm glad There is a lot work I know my sister-in—law's got three places to contend with She's really into flowers Right here in M. E. L. It's not really a cottage It's more like a house in R. Ever hear of R. They have two places up there that they have to keep They're only renting an apartment right now They sold their house Now they've got the cottage It's been sold They hope to winter in F. Summer in R. It was in H. L. Ours is trailer Not like theirs It's around here though right lnM. You'll have to talk with them We close it in the fall No, we don't move it They're probably younger than I am I would imagine It's about the same Once in awhile dependigiin the weather Sometimes here in L. Especially we're in the city It can get warm Especially a trailer It's not air conditioned Not even this We have an appointment for have getting ready for the fall [cont.]>>> 136 Data sheet 2 of 2 for Session # T5 Subj B.P. Language Sample Orthographic Transcription: The furnace cleaned and all ready for Yesterday we did some shopping Maybe we'll more that today I need some clothes I don't know exactly what we'll do after that In the mall I think lirefer M. I don't know No, 1 think about the same Both of them They have M. Sometimes I have found things that 1 like I go with P. usually It's a little bit cheaper than H. Unless you watch for sales I kinda watch I know H. Ilike P. I know about the prices what they should be They usually put their up You have to know the store [cont.]>>> 137 Data sheet I of 2 for Session # T6 Subj B.P. Language Sample Orthographic Transcription: What was it about two weeks I haven't done much at all I will dust a little G. did the mopping I'm not doing much at all I do go to store We go out if I want to If I feel like it Everything like that is not different I mean with him sometimes I haven't yet No, we go down to the ice cream store If he goes to the grocery store I haven't yet go with him I ride with him No, he always did the shopping anyway I have not gone to the grocery store I just wait in the car At least I'm getting out Oh, he does that We had a fuse You know the light That was this morning as a matter I have gone to M. to walk around That's almost basic what I have done No, two lights in the kitchen See we had this kitchen put in mid remodeled I don't know if it had anything to that I don't think so It would have those two So, I think that was probably the problem I think it's been about five years Oh, you like that, eh I try to cook more slowly Even G. That's what I'm used to I don't like, as you can see, grease on my stove I don't like that I felt it's too hot If the grease is splattering it's too hot Chicken, cake I like it slow Usually we'll do that [cont.]>>> 138 Data sheet 2 of 2 for Session # T6 Subj B.P. Language Sample Orthographic Transcription: Just the chicken Sometimes we have Chinese Then I have chicken in them They are very good Rice, just rice, just make it There is one I take finite a lot of it There are a couple You might like to try it It's very simple It's a mix I might have one in the kitchen I'll show you if I have it They're really good Do you like Chinese You would like it I always put rice with it It doesn't come in the mixture [cont.]>>> 139 Data sheet I of ‘1 for Session # T7 Subj Language Sample Orthographic Transcription: B.P. It's a holy pant I went fishing I bent down and it didn't come out It was a wet that day No, I was on the shore You're not going to see that right It's pretty much Right now I have about three pairs of certain pants that I cannot wear I'm too thin That's usually not a problem It costs a lot of money This won't bother you will it I have so many Slacks that I can't wear I was never very heavy Not at all You can see how I'd have to I was a bank teller among other things I was not senior manager I had others over me also under Ihad a bank You probably know where it is out in H. First of America I managed that bank for many years The reason I wasn't in management they didn't ask me I had to the all at that branch It was my responsibility Complete that bank I enjoyed it very much We kept in touch Ususally some of us do talk This was just a group at that particular time The bank has a banquet once a year for all the banks There are a lot of them There are even state-wide now So I wouldn't of course have a banquet The ones here in town they have banquets Then we will do what we call the Christmas What's the holiday coming up Christmas we have a real nice big banquet [cont.]>>> 140 Data Sheet 1 of I for Session # T8 Subj B.P. Language Sample Orthographic Transcription: What am I doing today Since Friday much better I absolutely couldn't do anything When G. called They believe it's the same part The same thing that happened before Now, they want to the Neurologist Let me show you It's in neurology That's what they think That's happening to me That was in the first I mean it was just the same thing now They're trying to find out They think it's because my nerves So we just have to find out All this weekend after they different my medication seems fine We don't know Not that I was before Yeah a little bit We'll say April and May That is okay now But then now it's back to that my speech My speech is worse much than it was I think don't you That was terrible Since the first of April I think I'm getting better Let's put it that way Well I know I can tell it Not 'til the 30th I have to go do all that G. has to do that You know I can't read too well I was always so good That's why it's so hard to accept I was really good in school, my job I can't even bowl That's the worse Maybe one of these days that will come out Me too I'll have to just pop [cont.]>>> 141 Data sheet 1 of 2 for Session # T9 Subj B.P. Language Sample Orthographic Transcription: A bad day G. has been working on plumbing When he goes it makes me nervous He's not a plumber His father was a plumber I mean he knows a lot of knowledge You still have to specialty I think it's because of my stroke I want everything to go smoothly Like just a thing this morning Last night is started Igot in the car I realized my eyes are just as not as good as they were I first had a another eye exam So the next thing I think is botheringme is not being able to drive That is part of my life My sister and I used to take trips 1 did all the driving Now I'm afraid Maybe I'll be able to Maybe not I just had new prescription It should be as good as they're going to get Unless maybe it will improve I had this bad eye even before that stroke Maybe I will Yeah, it's pretty good Maybe I have been worried uselessly I have to wait the second stroke I have to wait to even be tested The end of October Which not no big thing I drove with my job too I think it's being to bother me more I'm to the point that I could anything I want to I know but what if I can't I sure really could I think where you and I differ I have had hardly any education except my schooling It's true It doesn't help you if you get to the point that you want to go up the ladder Tell me it doesn't happen You cannot get the [cont.]>>> 142 Data sheet 2 of 2 for Session # T9 Subj B.P. Language Sample Orthographic Transcription: I think you know I'm educated You can tell that That's what keeping my goal That's my goal is to be somewhere I can work I don't care what kind of a job even like I had Not even banking The furniture store That's what I need [cont.]>>> 143 Data Sheet 1 of 1 for Session # T10 Subj B.P. Language Sample Orthographic Transcription: They felt the dilantin was not letting my sleep So I don't know Maybe they can readjust it That's what threw me in the hospital that time No, unless I had a sleeping pill I don't like that I don't like to take any kind of pills Some I have to I was never the person to take anything Maybe that's one good thing I was very healthy Maybe I wouldn't have been I would've been even worse if I wasn't You can't tell The dog We have the dog across the street About when the kids go to school I mean he is nothing but a nuisance Every morning and today was terrible It's just a pup I'm hoping that it's just a puppy stage Ithinkso As you notice she is more proper right now Whenever the kids go back and forth Maybe it was just lunch time too They have all different lunch hours here It's fine today I could just strangle He's just a pup Maybe a couple of weeks It might be That's the time he or she started with the leaving them out [cont.]>>> 144 Data sheet 1 of 3 for Session # B1 Subj R.L. Language Sample Orthographic Transcription: Now we're on We went to seen the bridge Walked on the bridge They've been out here several times They always want to go up north So they called about three weeks ago We went Sunday It was a small motel Well we did too We went up there three weeks ago Got a motel Yeah, we go up there quite a bit We go up and gamble Play around There's quite a few of them up there One up there S. M. I would say fifty miles in that neighborhood Not quite There's nothing there so you can go I think down in L. V. about five hundred dollars That was it Well that was over a week We were down there over four days No, there is no one up there I've been up there when I went to school Before the bridge was there The people came We got up to the bridge I wanted to go up to the straits To see the boats go across There was some there while we was there They got to see that Then she wanted to go to the Island We stayed up there two days Sunday and Monday A lot of people No, I walked just like this That's what they said Ithinkso I don't know It's quite a deal anyway We were right there Our motel we walked from there to the bridge [cont.]>>> 145 Data sheet 2 of 3 for Session # Bl Subj R.L. Language Sample Orthographic Transcription: We didn't take the car or nothing It was probably quarter mile or something to get down there Sunday we went When we got there we went down through town I wanted to show them what looks Then we went up North Up to the Soo But getting through there was a lot of people in there No, they wasn't there Right, just to see it Then we went on up But there was people A lot of them They got here on Friday I didn't want to go up North My son was racing I wanted to take them Saturday night Before we went That why we went Sunday O Three-eighths They all are that way There's three of four modifies For awhile It looked nice when started it Things happen around there It's doing all right No, this is his first year Ithinkso He's done real good so far I thought Even to be there myself He's doing okay Forty I ask him I said is that what you want to do He says I don't know I'm gunna try If you think some guy when get forty You wondering does he really need that Their kids You can't tell them what to do Let them do their own thing [cont.]>>> 146 Data sheet 3 of 3 for Session # Bl language Sample Orthographic Transcription: Subj R.L. Probably end of the month I don't know I've never been there To have that many people No, he lives in S. J. He went there last year Watched them going And said that I thought that be prettLthing to do So he decided that's what he was going to do with that Last autumn he got this car All winter long they monkeyed with it We helped him some what But that's the way he done it Yellow You want to look at it No, I think that's the only one around there Dents in it now I think they get they're numbers from it I don't know how it comes about at the track I don't know how that works I don't know When he first started, he got a nice motor on It was ready to go He says it's something new to him to be on there He says the motor was okay It was really nice It's was big enough for him Now he's been out there awhile He might want a bigger motor He understands how things go He's in there He's been in there It takes awhile [cont.]>>> 147 Data sheet 1 of 3 for Session # B2 Subj R.L. Language Sample Orthographic Transcription: 1 don't know what you want to Are we ouet So far was good This walk will go from right here Will go up to the new high school That's maybe two miles It goes from this way Will go up to where you get off the expressway up here That's about a mile that way If I'm alone I usually go up to the high school Go around that I come back Yeah, or more When it goes across G. R. down here The walk goes around the river Up to the bridge up there It goes across there It goes again along the river to the next bridge That's a small bridge there From that it goes on up probably a half mile up along the river That use to be just a scenic route They got two of them They meet right here in P. together D., up through there It stops here Up above, I don't know where it It gets real narrow It does, right here There's many bridges there It is right there Onthiswalk On these bridge, they got now so that without going up across the highway They've made bridges underneath the bridge If you go down there and look They've made a pass on each one of them Right here in P. If you come off exit up here You'll see a new motel they've puttin' up When you come off of there That walk stops just side of that No, that's probably just as far as P. goes It's quite a deal It's been there probably three years maybe [cont.]>>> 148 Data sheet 2 of 3 for Session # B2 Subj R.L. Language Sample Orthographic Transcription: When you go there It don't matter when you go there There's somebody there walking It seems like As long as the train was going through They had rocks That kept it pretty nice Then when they took the ties and tracks out It stayed that way pretty good If you keep going on Then it gets to be just a track Where they don't put any more I wouldn't know right away It's been quite a while It did It used to be flour many years ago It made flour Now it's feed for cattle It's a different place now They do all right I guess with it Years ago when they had the flour When you're going down on you right There's a big cement silos There was a great big building right there That's where all the flour were made That burnt That's probably in nineteen forty nine In that area I don't know I don't The doctor told me This is three years ago He told me to walk keep walking I've never The girls got one They don't drive it either It don‘t make any difference I'll be working on that building over here It will be painting A little bit of both The porch With a brush Gray, I think most of them are gray [cont.]>>> 149 Data sheet 3 of 3 for Session # Language Sample Orthographic Transcription: 132 Subj R.L. I don't know what they call it now It's small sheets many years ago It's like brick They don't make it anymore I don't have any I don't know it There's three There's two upstairs small ones One downstairs A kitchen and living room and den-like in the front This is a little different any way Yeah, more or less This was my grandmother's house Ears ago We bought it years ago This part here is the same This I had to put something in here these panelines You wonder sometimes why at that time okay I didn't like it Today we wished we'd left it alone Quite a bit now, yeah I don't think so Yes, I will have to in the kitchen The faucets will have to be repaired They've been there a while [cont.]>>> 150 Data sheet I of 3 for Session # B3 Subj R.L. language Sample Orthographic Transcription: You got it We're all set Good We did our walk I like to see the eleven o'clock the news Then I'm gone usually Eleven-thirty I usually get home Is it In the morning we went up to H. L. My nephew we were supposed to go last Thursday He couldn't make it Friday, I couldn't make it I thought we were done He wanted to go yesterday So I had to go with him He had some things he had to look up there Wanted me to go with him For different things We just went up No, I didn't I usually have got something going To sat here and do it If it's Sunday or later on sometimes we get her Just to sit here and watch her I don't have I like to watch it If I'm out in the garage I can usually hit the State on the radio If I'm doing that way I like to watch them all mostly I hear about it Sunday, we watch tennis sometime and golf I don't play golf We watch in the afternoon if there's nothing In the summer time we've something to do In the winter time we kinda watch Football I like to watch that pretty good Well, State is usually and the Lions I guess that does it I don't know I have no idea You wonder about what happens though I don't know why They got some nice people on there [cont.]>>> 151 Data sheet 2 of 3 for Session # B3 Subj language Sample Orthographic Transcription: R.L. Ijust don't know why sometimes they don't make It's like the Tigers I think so I think he should I don't know I think so All people are different They have coaches Over the years I've seen quite a few of them Some of them are quite a bit different from the others It's okay No, D. and all them guys years ago l have no idea right now I don't know I've watched on to the other night on news They were asking several people who the president was United States who the president was A lot of people didn't know who he were This is something different I don't know I have no idea That's right They was Lust asking people on the street That was it We went up to H. L. Years ago used to there quite a bit My wife and I and the kids We went around there quite a ways over to P. V. It's like around P. It's moving There's new stores After you haven't been somewhere in quite a while It looks a little different There's a lot of people there now I have no idea what their thing is there I'm sure I would imagine We doing a lot of things up at this end you see coming in there We got new gas stations and motels their making Years ago they used to be filled Now there's quite a few of them Not downtown, but up above here There's several up there [cont.]>>> 152 Data sheet 3 of 3 for Session # B3 Subj R.L. Language Sample Orthographic Transcription: Eating places and flowers They have a lot of flea markets Whatever they call it They got quite a few of them here Mostly it's antiques They have different things, right I believe in W., or someplace over there I think they got quite a few in their town I've been there several times I would imagine I think everybody has them anymore My grandson's both of them are soccer We go to D. quite a bit They have games there They go out of S. J. Where they're at They go different places N. is eleven and she's nine They've been for quite a few years It's something for them Yeah, they do No, I don't know what they have They go to different towns Every year, I think we have to go down to E. R. VFW, they have a big camp down there It's a big one They have games down there Yes, quite a few of them They have them all over I don't know Probably I would say from here probably fifty miles I would think Takes about an hour The VFW, they have houses for older people and veterans [cont.]>>> 153 Data sheet ‘I of 3 for Session # B4 Subj R.L. Language Sample Orthographic Transcription: Pretty good I've been down in the house down there Not yet, but I'm gunna get ready We're upstairs and took the paper out of there We're gunna use kilts I think on the plaster first It's a cover over the plaster Before yoyut the paint on I don't think so On the porch Probably do on the porch Probably not, just a brush and sandpaper Have you done it I hope so, yeah The ceiling upstairs has been there quite a while Just wanted to get out of there No, just putting paper in some of it and paint it The woodwork It is now Nothing in there I have a refrigerator down there and a stove What will they need Just there furniture I don't know right now When somebody goes out somebody else wants to get in there They have the tractors down below Right below on the corner I wanted something between myself and that At P. Yes, all my life I was in the army for two years No, I was on the other side South of here just a little bit No, they're both passed away Yes, I guess It was in the Korean War I was in quite a few States I didn't get out of the country at all Well, I got out of school I went into a garage with Ford down there Something to do Iknewlwasgunnagoin It took me about two years before they got me Ihad to go in [cont.]>>> 154 Data sheet 2 of 3 for Session # B4 Subj R.L. language Sample Orthographic Transcription: So I was a mechanic When I got in the army They put me in the medical corps That was what I did N o, with shots I went back to the shop Then I shortly got out of that Wanted to do Well, I went on the road working bulldozers for a while Then I got this Job down here I started down in the shop down here I was fronting press I was there couple years I got in the shipping part of it They wanted somebody I went in I kept records pretty good They said well you better come in the office I stayed in the office It was okay It was home Yes, fishing and hunting Not usually We went up to C. with that one My son has been up there before He goes with bow and arrow After the situation I had here He says I better He always wanted me to go I said no He says you better go with me He's got one with a bow and arrow He didn't get one when we went up here Five of us when up Two of us got them That was it There's quite a few bear around I've only seen one in that area They've got a lot of bears up there No, I don't imagine He's got a place over around S. J. He's got ten acres He built a house in nineteen eighty-five [cont.]>>> 155 Data sheet 3 of 3 for Session # B4 Subj R.L. Language Sample Orthographic Transcription: The year before that we started hunting there I built two shanties that you can sit inside So now, I go out there I got two deer last fall with it I get so I can't sit in that house I got a chair in there Rocker in like I built a stove in it I can sit there all day I like to see the deer I just like to see everything going on out there Years ago, I'd take them to the locker After a while, I says I want to do my own I want to have my own venison We do it I make it I built a grinder So I can make the meat for hamburg like Then I've got a lard press You can put this hamburg inside of it Push the crank It will come down I can put it in a casing So I have them about that long Out of that Put them in there I make a smoker out of a refrig Now I do everything I have yes Salmon I have before My son got them most the time The last couple of times I've made the sausage It's hard It's small meat and real hard when you get through with it I'm trying to tell you what it is Ican't think of it right this minute Well, someday I'll tell you Tomorrow morning I'll do her It's right there That was back in fifty-eight in that area It was a hundred eighty pounds when I took him over the locker So he was over two hundred pounds when I got him [cont.]>>> 156 Data sheet I of 3 for Session # BS Subj R.L. Language Sample Orthographic Transcription: We done our walk again We came down the trail this morning Up L. you could see across There's a small stream there It's down in the country Some of the people on L. here Go down by the river Mow the grass Down in there Have a nice picnic area Anyway, we see deer down there qpite a bit So we seen a doe and two fawns out in there Quite a deal Upin that area you can see 'um Gets pretty woods Yeah, you'll go right out in The river It's a long hill going down to it I usually go on the river The sidewalk here I was in there yesterday, yeah I was upstairs yesterday I was plastering the cracks I think today we'll be painting in there somewhat I don't know Of course, we should be outside when the sun We could do in there when it's raining Ithinkso Brush it It isn't too bad It needs got something to do with it I worked there for awhile Then I had to go to the store last night in L. Get somemore supplies for down there today Well, we got paint In the kitchen, I got to put a new faucet in there One things that happen over the years No, nothing big just paint It sounds like we're going to be back in there again I don't know what thgy're doing It sounds like they're gunna put more planes in there again You have to do something I guess Years ago, I'd have to look what happened in Germany [cont.]>>> 157 Data sheet 2 of 3 for Session # BS Subj R.L. language Sample Orthographic Transcription: That Should never hapm That type of thing I don't like It shouldn't happen what happened over there before So we was in there I don't know Sounds like the fellow just don't understand what's going on with people It's funny If you do that with your own people Somebody'll have to do it I guess For people have to go in there It's bad Around here anymore I figure as long as I'm What I do myself Let's see IfI do what right Don't hurt anybody People leave me alone Everything will be pretty well going If some kid comes through here Somebody is after him I'll probably be on the gjiy myself You gotta do something You can't just sit back and relax Let everything go Somebody's got to do something That's right I hope not, no. I think they outta to I don't know what you gotta do to tell him what to do I don't know Work with him I guess They have worked with him recently On that part of it Now this happens So there you go We can sit back See what he does We don't live there People sit back over there Think about our president They don't think much of him You see it on the tv that he's got many people over there [cont.]>>> 158 Data sheet 3 of 3 for Session # BS Subj R.L. Language Sample Orthographic Transcription: Not have the medicine and food Today, a lot them think he's okay What happens you know He's smart evidently in some way I haven't heard anything in quite a while I don't know They come up with that the last I haven't heard anymore since I would've thought before this With the people they have What theygot out of ocean They would've had something These people are pretty smart I'm sure of this That's right Maybe they're still playing with it I don't know this If they know something happened Why don't you tell it [cont.]>>> 159 Data sheet I of 3 for Session # B6 Subj R.L. Language Sample Orthographic Transcription: Now it's raining It's also supposed to be getting colder Saturday and Sunday It's walking when you alike this In the winter time it's all right They don't want any snowmobiles on it You're not supposed to take any thing on there Yeah somewhat I think it's so people stop there also They got stop ahead right behind that If they got bicycles They can go right through there No, not usually Quite a bit Usually I go in the morning Mostly it's for myself You don't have quite as many people It's all right That's good for them I did when I was working That's about the only time I could go then No, not really My doctor told me to do it twice I says if I'll do her once that will make her He was real good Helped me out It worked pretty good Of course I smoked After I got out of there I haven't smoked since I tried that before It didn't work very good It didn't bother me There was something there I haven't even wanted one It's pretty good If it's done anything for me That was good Probably down there working We want to get as much done as we can I've been down there I probably will after while also Yeah, right I think the grandchildren will have soccer Saturday [cont.]>>> 160 Data sheet 2 of 3 for Session # B6 language Sample Orthographic Transcription: Subj R.L. We'd like to go and see them Some of them are They're in S. J. what they are Well, I don't know It depends on their They'll call me or let us know It's good No, he's eleven She's nine I believe he's in the sixth I believe it I don't know she's third Fourth probably We were talking about the other day It was S.'s birthday Sunday We were out there We were talking about where she was gunna go for college It sounds like he's gunna have to go down to He can go where he wants to go I think where they're telling him is down to M. His grandfather, her father, is retired now I don't know what he does down there He used to be on the I don't know what his name What he did there I'm sure that's why he'll be down there Where he goes I have no idea Several years ago they give him money for tuition I don't know what they call that Well, right He gets readyto go It'll be there I don't know State does it Where that comes from I think it is because it come out Three or four years ago It was quite a bit I didn't In my family you mean My daughter went to F. for a year Ijust don't know what She didn't go any farther I think She got a job here [cont.]>>> 161 Data sheet 3 of 3 for Session # B6 Subj R.L. Language Sample Orthographic Transcription: Decided that whatever My oldest son he was a policeman I don't know where it was in L. They had a course for him go through that That's all he I think it was I don't know My daughter-in-Iaw she went at State She was there a couple three years I don't know what she got She works for a bank now in L. Relation some type of thing It's everything [cont.]>>> 162 Data sheet 1 of 4 for Session # B7 Subj R.L. language Sample Orthographic Transcription: Yes sir I worked down there this afternoon 'til about six o'clock That was it We still upstairs with the painting No, we got two bedrooms up there Those gunna be painted Ithinkthisisgunnabewhite In that area Off a little bit They'll both be the same up there I watch didn't watch mine last night I didn't watch her We went up to H. L. Coming back you could see some of the trees were starting to change somewhat It's the fall I always like to see This month here it will get pretty good It goes all over Several years we went up to C. Went on a train up there They have this train that goes up through there We went was a whole day It was pretty interesting It's right out in the country We didn't get into cities at all Right across the S. M. Just across That's where you get onto it It goes right back and forth I don't know what it is, no In fact, I think what we might have went on the side of several towns They're real small There's no big cities on it Where we stopped You can take this Go there stay overnight up there Come back We got halfway There was tracks pulled over So one train can stop The other one can come through That's where we stopped Something different [cont.]>>> 163 Data sheet 2 of 4 for Session # B7 Subj R.L. Language Sample Orthographic Transcription: They know when you're coming It's pretty Yeah, that's when we went They have it in the winter When you go on through the snow I guess that's pretty in the pines That's really pretty in there There's a lot of people in there A lot of cars on there It's just like a regular train really Yeah, more or less just sandwiches Yeah, they don't have a big No, I think you take you own I believe it They have it You can go in have a beer It's a different We went to M. We went a train there out of L. The kids gave us a for Christmas one time They wanted us to go over have a opera They're nice too The coaches aren't When we went up sight-seeing They aren't as big I mean they were nice They aren't as comfortable as the The Phantom We were supposed to go there We couldn't get in there So we went to a theatre that After we had dinner We went into this theatre They have a movie right there You're in the movie like They have the show there They go around to the people that are there You're in the Yeah, that's it It was all right It was pretty nice Yeah, they talked too It was nice [cont.]>>> 164 Data sheet 3 of 4 for Session # B7 Subj R.L. Language Sample Orthographic Transcription: My wife and daughters They went to L. here with it When it was here just lately They went in through there They've wanted to go to it many years A different thing My daughter and her went to E. and S. and S. Their about like eighty-six something about like that There were different operas like it over there I think they got to see one in E. one time I don't know just where they went Usually the girls are going That's what they do, yeah I like to see them I like to go with her Not in a long time I wanted to go to L. here the baseball up here We haven't made that this year either It's gone It must be Lretty close It looked like they were Will they I thought they was doing It looks like pretty good Every one that has gone and seen it says it's nice She wants to go to the Tigers I haven't been there in many, many years The parking If they get her straightened around It's okay with me We went to in D. We went a couple times during the summer Watching the horse races We went into L. We took a bus in there They had a room for us to go It has for the State They had room for people to go in We went with them That was pretty nice You go on the bus You had dinner right at the track You'd leave about ten o'clock in the morning [cont.]>>> 165 Data sheet 4 of 4 for Session # B7 Subj R.L. language Sample Orthographic Transcription: Six, seven o'clock we'd be home [cont.]>>> 166 Data sheet I of 2 for Session # Tl Language Sample Orthographic Transcription: Subj R.L. The camera this time Is that open out now Pretty good Yes, I was in the rain watching soccegame That's right The kids got wet We had our suits on so it didn't hurt us too much It was bad S.'s was in S. J. The girls went to that She lost The boys went to O. We went with N. Their team got a win seven to nothing He got three of the points He did all right He didn't do the goalie He was up front I don't know the positions they have He was up front at first He played three quarters The last quarter had didn'tplay I think he got two points when he were up front In back, he finally got one in there Depends on where you're at I believe it I'pist don't know they are I don't know where she played I think she was flake for awhile If it goes by you, then it's bad news Yesterday we went to church Then we walked They had a party Some of our friends They retired They wanted to have a party So there was quite a few people at this over around C. In that area It was an all day affair Yes they did They're right on a lake Over quite a few years he got different land Across there he's got a big garage [cont.]>>> 167 Data sheet 2 of 2 for Session # T‘l Subj R.L. Language Sample Orthographic Transcription: It was all in there mostly [cont.]>>> 168 Data sheet I of I for Session # T2 Subj R.L. language Sample Orthographic Transcription: No, we walked She's down the house down there The rental place Everything she's playing Yeah, yesterday after you left I went down there I done three bedrooms painted them yesterday Well that was the three She'd be working on the living room now I've got to take some paper off of that and paint it I think she's gunna paper in that one It's probably ten by twelve probably in that It depends on what it That one there got a one, two, three Three doors in it Two windows A big archway from the front room to the other room It's a lot of With the paper you have to monkey around with it differentJlaces That room has W. coating up probably thirty inches Old W. coating ' It's wood You only have to from there up to the top you have to paper It's wood I @tta work in the I gotta paint paper in the kitchen In the bathroom, I've got to paint in there It's quite a deal It will be a couple of weeks we'll be done Just what I'm gunna have to do before depends on the weather outside If the weather's good then I work outside You can work out Other than painting You don't know about the weather here If you got to paint even outside If it goes real cold you don't want to put paint out It's no good The temperature has got to be I would say around fifty The rain don't like that I would say you Etta watch it I would say around fifty Any more than that it just takes too long to dry [cont.]>>> 169 Data sheet 1 of 2 for Session # T3 Subj R.L. Language Sample Orthographic Transcription: Yes, I was working down there There was a chimney You ever see the old type They'll start halfway up They'll go up through the to get outside No, this was a stove It starts about a third the way up So that was down in the kitchen I've wanting to take it out for years We don't use it Yeah, the furnace I wanted to get that out of there So I there's bricks I just got through taking a shower Man, there was stuff flying all over Yeah, I got her down Now I've got to get the two-by-fours in there and drywallfi Clean it up Yes, right now there's a hole No, that was out before Usually when they take them out they just leave under the roof It just sits there Labor Day is that the second we went up there No, we bought it up there They have one at S. I. Where we got this was Now I can't the city right now It's the first one you get there No, they had them right there About the same place We always get fudge Two They have different places that have it Where we go are the regular That's all they do is right there A lot of these you see smoked fish quite a few times small places I've never got them there That's all they do is these places They've made them They have them right there Yeah, that's okay These people that's where we usually go It been there before [cont.]>>> 170 Data sheet 2 of 2 for Session # T3 Subj R.L. Language Sample Orthographic Transcription: Our friends from N. They wanted to go on the bridge walking I said as long as we're there I show the other things I been there before It's nice We went on the horses She wanted to go there So we went around there a little bit I don't know how far they take ya It takes an hour and a half There's different places they show you They have a rock that's got a big hole in it You can go up on top of that Well we went downtown Right in town was where we were All they have is T-shirts No, I didn't Yes, they did They wanted to get the hat [cont.]>>> 171 Data sheet 1 of 2 for Session # T4 Subj R.L. Language Sample Orthographic Transcription: Pretty good today We walked again this morning It's nice day No, it's nice About seven o'clock now Usually most of the times it's around eight From seven 'til eight any time in there Normally it's warmer during the summer So I get it done first Which is all right with me No, it's getting so right now you can see all right It's getting there I'll be done there working again I'd like to mow the grass here I got to spray her to get rid of some of the weeds I'd like to do both of them ldo I bought a sprayer a couple of years ago So I have it So I can do it It goes behind my mower Can you get through there No, I have to do it With that sprayer you get to watch what it's doing behind there I haven't been no If you don't put for the weeds We have a lot of dandelions around this area If you don't she gets really yellow here If you don't do it every year or every other year then they're back It don't seem to Years ago they've changed this The state they watch what the farmers or everybody else can use anymore Supposedly the poison we're using now is okay I have to take the plants that's there Around back I take all of my leaves and keep that in there It's in the fence I got two places in it This fall I will take out the one that's been in there the longest Put it on my garden I'll put the leaves in there So it takes about a year It takes care of your leaves You don't have to take it anywhere [cont.]>>> 172 Data sheet 2 of 2 for Session # T4 Subj R.L. Language Sample Orthographic Transcription: Nope, we just keep working on it We'll be going deer hunting I'm gunna be getting ready for deer hunting Take my guns out dry them off Yes, it's all ready [cont.]>>> 173 Data sheet 1 of 2 for Session # T5 Subj R.L. language Sample Orthographic Transcription: I haven't in a long time About once a year many years ago I'd have to go to chiropractor I don't know why It'd get so you couldn't stand I mean she's right with ya I probably go down there for a few minutes I don't know I got a couple of things I want to do with the house down there Then we're guma go to the S. J. Watch the other game today They gunna play tonight My daughter just called a few minutes She's working L. She's going also Six o'clock I don't know what we'll do She'll be with us tonight She goes quite a bit with us She was going to be married a year half ago He had trouble with his back He's been laid up for a long time She's just waiting to see how he's doing here They didn't know what was gunna happen there He can walk around now So anyway, she's still here She goes with us quite a bit I did awhile My wife She did quite a bit She don't anymore Her and I on Sundays I think We bowl for two years I think The other people we went with They quit doing it so we quit I don't think so I never done it before It was all right Ice fishing On bowling they used to have to go for so many weeks This would be all week Usually on Sunday you'd have to be around A lot of things going on also No, we just around here [cont.]>>> 174 Data sheet 2 of 2 for Session # T5 Subj R.L. Language Sample Orthographic Transcription: There's quite a few lakes around here There's a couple over towards S. J. in that area S. H. It's a state campground I haven't in many years Pike is usually I haven't tried that in many years It's like anything else they're around My brother-in—law when I went with him before he passed away Himandlwentallthe time He's got a cabin up around (?) His boy he goes in for pike fishing quite a bit He usually has them around when we go fishing I probably bluegills I think the last one I got I say around I believed it was 10 inches There pretty good No, that was up near (?) [cont.]>>> 175 Data sheet 1 of 2 for Session # T6 Subj R.L. language Sample Orthographic Transcription: He uses bridging on your teeth Yes, that's what he does He comes into P. Hgoes to see the dentist if they have problems He comes right in works with them also No, G. L. Go on ninety-six toward L. Get on one hundred Then you turn right It's about three miles from ninety-six Seems to be Place to have Chinese food I don't know they have The G. R. goes right through there They have different there's an island in there They have a camp in there that you can go G. L. ledges There's a pass that goes along the river Where there's caves like There's quite a site if you ever wanted to It goes quite a while Not in a long time I had went down through her Mywife and I went several years ago It was in T. I believe They was a place that you had to go down the elevator You went down a long ways They had a cave down below I don't know that wasn't it They've them also in T. Then they have them in K. also I have never went in the ones The ones we went down through the elevator It was all right It was small A lot of places it was small One person goes They had a group would go through there They had the big icicles there from the top from the floor You could think of a lot of things when you're down there Some places were big enough like this room It got the end There was might have been fifty feet high [cont.]>>> 176 Data sheet 2 of 2 for Session # T6 Subj R.L. Language Sample Orthographic Transcription: It had a waterfall inside It did it was quite a deal I don't think so This is what we wanted to go this year We didn't make her Next year I think we'll go She wants to go to A. I've been through eighty over west out to K., N. I want to go south some of these states I've been through quite a few T. We'll again with her I think we'll go through A. I think about we go to L. V. once in while I thought with the car I go through there also We'll do that then we'll go north I don't know what the highway in there I would like to go through M. [cont.]>>> 177 Data sheet I of 2 for Session # T7 Subj R.L. Language Sample Orthographic Transcription: Pretty good Went walking it's a nice day I don't know I was just looking at the paper It supposed to a chance of rain tomorrow Yeah, I think we're going to yes There's a couple of them They can be any time These are in the morning I have to be there at nine o'clock in S. J. His first one S.'s I don't know It's ten or ten-thirty in L. I believe They're an hour Fifteen minutes in garter So they take at the miarter They don't have much time Then at half it might be five minutes Then they'll back and going I'm going there probably If it don't rain If they gunna have the races I be going that speedway Sunday in the evening Sunday I don't know I don't know This is the only time he's been this year They'll call before he goes in there on Saturday They'll have a notice that he get find out if they're gunna have I've never been there and have the rain I think once it starts then you can't put those cars on the track This is asphalt Got one up here west of P. here That is dirt That don't take much you can be right on it I don't know Those people that own this track I don't know how they do this They're having fifty laps on some of them There's three car races Usually they'll have features at Saturday Those are only about like twenty laps They'll have different cars from all over What she'll do they want to get this done [cont.]>>> 178 Data sheet 2 of 2 for Session # T7 Subj R.L. language Sample Orthographic Transcription: We had it in the paper I don't know what they'll do if they have to say it's not going to go They'll have it next week I have no idea No, it sounds like M. S. is coming around on their football I think they knew approximately what they gunna have to have They figured they got out okay It's something they'll have to work with It's like anything else you have problems Before they're too bad It will be all right I see it in the paper I don't know He likes it around L. sounded like his family [cont.]>>> 179 Data sheet I of 2 for Session # T8 Subj R.L. language Sample Orthographic Transcription: It's okay with me Ijust hope it will help somebody else with your work It was okay with me I don't have any problems with it I been getting along with you real good I got no problem with that Yes, to me Over the years, I been down to the shop down there I didn't know then right away Didn't have to be them You be around people at all I can tell right now what the guy was gunna do I can tell That way, yeah If they're gunna do their job We're working on this Not bad cause I can do it Ilike to do it I could have somebody come in do that It's ours I think we go up North Take a vacation That didn't bother me If it was a long If it got to be, fine When I had problems At first I thought it was kind of bad for me You don't know what was happening It worked good I worked with P. Everything worked out pretty good Then I went to 5. there Them girls were real good ngbe I should've had more time doing something After awhile when I got through I thought well I just wait awhile see if I can get myself back in gear I still have problems I don't know if anything would help me It may I would just like to I seen her one time in the mall It was good They're pretty busy I'm sure [cont.]>>> 180 Data sheet 2 of 2 for Session # T8 Subj R.L. language Sample Orthographic Transcription: When you're there, you're there I can't just walk in there Say I want to see her for this You can't It don't sound like you can do that I doubt if we'll do it now with this here It might be in the spring I think we'll go out to see those N. Yes, they were her for awhile They been here a couple three times I haven't been down there so it's my turn [cont.]>>> REFERENCES REFERENCES Armus, Sharon R., Brookshire, Robert H., 8r Nicholas, Linda B. (1989). 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