Clinical trial NCT06990997: Effects of Aphasia Identification Cards on Service Workers' Comprehension of People With Aphasia
Official title: Effects of Aphasia Identification Cards on Comprehension of Aphasic Language by Unfamiliar Communication Partners
Study type: INTERVENTIONAL
Overall status: NOT_YET_RECRUITING
Phase: NA
Conditions: Aphasia
Keywords: Aphasia
Communication partner
Service worker
Language processing
Language comprehension
aphasia identification card
eye-tracking
Lead sponsor: University of Massachusetts, Amherst
Sponsor class: OTHER
Collaborators: name: National Institute on Deafness and Other Communication Disorders (NIDCD)
First posted: 2025-05-25
Enrollment: 160
Sex: ALL
Minimum age (years): 18
Maximum age (years): 59
Standard ages: ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: TREATMENT

Brief summary: The goal of this clinical trial is to learn whether healthy volunteers are more successful at understanding people with aphasia if they have first viewed an aphasia identification (ID) card. The main questions this study aims to answer are:

* Does viewing an aphasia ID card improve healthy volunteers' understanding of the language errors made by people with aphasia?
* Does viewing an aphasia ID card improve healthy volunteers' understanding of people with aphasia who make long pauses in their speech?

Researchers will compare aphasia ID cards to a control condition (no ID card) to see whether aphasia ID cards improve healthy volunteers' understanding.

Healthy volunteers will visit the study site for a single session (about 2 hours long). During the session they will:

* Complete brief tests of their vision, hearing and thinking
* Listen to sentences produced by a speaker with aphasia while their eye movements are recorded
* Complete a survey about the experience of listening to the speaker with aphasia

Detailed description: People with aphasia often experience challenges conveying their thoughts to unfamiliar communication partners, which is critical for living independently and building new social connections. This line of research has two long-term objectives: to improve unfamiliar communication partners' comprehension of people with aphasia, and to support people with aphasia in advocating for their communication needs. This project addresses these goals with a focus on service workers, who interact directly with customers to provide goods, services, or information. Being understood by service workers is often necessary to complete essential tasks such as purchasing food and picking up medication. This project investigates whether service workers comprehend speakers with aphasia more accurately when they have first read an aphasia identification (ID) card. Aphasia ID cards contain written self-advocacy statements that disclose the speaker's aphasia, define aphasia, and provide guidance on how to communicate successfully. These statements have been shown to improve unfamiliar communication partners' attitudes (knowledge about aphasia, emotions, and behavior), which improves communication experiences for people with aphasia. This project tests the central hypothesis that, by improving unfamiliar communication partners' attitudes, aphasia ID cards facilitate key language processes that improve their comprehension of people with aphasia. This randomized controlled trial will enroll 160 service workers. Half of the service workers will view an aphasia ID card for a speaker with aphasia, and half will not. Then, all service workers will complete tasks measuring their attitudes, language processing, and comprehension of service requests (i.e., requests for goods, services, or information) produced by speakers with aphasia. Eye-tracking will be used to measure key language processes that take place while service workers listen to the service requests. The Specific Aims are to investigate how viewing an aphasia ID card affects service workers' attitudes, language processing, and comprehension when people with aphasia produce long pauses (Aim 1) and paraphasias (word-retrieval errors) (Aim 2). By rigorously investigating the effects of aphasia ID cards on service workers' attitudes, language processing, and comprehension, this project will contribute to the long-term goals of improving unfamiliar communication partners' comprehension and helping people with aphasia self-advocate effectively.

Eligibility criteria: Inclusion Criteria:

* Adult age 18-59
* Currently employed as a service worker
* Understand spoken and written English well
* High school diploma or equivalency
* Normal vision or corrected vision with glasses or contact lenses

Exclusion Criteria:

* Language disorder
* Hearing impairment
* Intellectual disability
* History of acquired neurological disorder (e.g., stroke or moderate/severe brain injury)

Primary outcomes:
measure: Comprehension accuracy for sentences with long pauses in the Service Request Comprehension Task
timeFrame: 0 hours (immediately) post-intervention
measure: Comprehension accuracy for sentences with paraphasias in the Service Request Comprehension Task
timeFrame: 0 hours (immediately) post-intervention
Secondary outcomes:
measure: Visual attention during long pauses in the Service Request Comprehension Task
timeFrame: 0 hours (immediately) post-intervention
measure: Linguistic integration of words immediately following long pauses in the Service Request Comprehension Task
timeFrame: 0 hours (immediately) post-intervention
measure: Implicit repair of paraphasias in the Service Request Comprehension Task
timeFrame: 0 hours (immediately) post-intervention
measure: Rating of own patience on the Attitude Survey
timeFrame: 45 minutes post-intervention
measure: Rating of speaker with aphasia's intelligence on the Attitude Survey
timeFrame: 45 minutes post-intervention
measure: Rating of speaker with aphasia's language skills on the Attitude Survey
timeFrame: 45 minutes post-intervention
Other outcomes:
Locations:
city: Springfield
country: United States
facility: UMass Amherst Henry M. Thomas III Center at Springfield
state: Massachusetts
Study officials:
affiliation: University of Massachusetts, Amherst
name: Jennifer Mack, PhD
role: PRINCIPAL_INVESTIGATOR
References: