Provide information using relevant language and communication

5.7 Aphasia rehabilitation should include the provision of information tailored to meet the needs of people with aphasia and their family, friends and carers, using relevant language and communication formats.

References: Crocker et al., 2021: Cochrane review; Eames et al., 2013: RCT; Rose et al., 2003: Pre and post experimental design; Rose et al., 2018: Qualitative study; Simmons-Mackie et al., 2017: Qualitative study; Worrall et al., 2011): Qualitative study

NHMRC Level of Evidence: I

Rationale: Education is a key component of aphasia rehabilitation which supports access to services and participation in healthcare decision-making (Rose et al., 2018). Education can also improve the way people with aphasia and their carers engage with rehabilitation and their levels of self-efficacy (Eames et al., 2013). People with aphasia report the need for information about the causes and consequences of aphasia, their prognosis, and what to expect at different stages of recovery (Worrall et al., 2011). This information should also be provided to families, friends and carers of people with aphasia (Rose et al., 2018; Simmons-Mackie et al., 2017) so they can become more effective communication partners and advocates, ensuring the ongoing inclusion of the person with aphasia. Information should tailored to meet individual needs using relevant language and communication formats (Worrall et al., 2011), including aphasia-friendly materials for people with aphasia (Rose et al., 2003). Information should be provided at different stages in the recovery process with opportunities for follow-up, clarification, and reinforcement of information (Crocker et al., 2021).

References:

1. Crocker, T. F., Brown, L., Lam, N., Wray, F., Knapp, P., & Forster, A. (2021). Information provision for stroke survivors and their carers. Cochrane Database of Systematic Reviews (11). DOI: 10.1002/14651858.CD001919.pub4 
2. Eames, S., Hoffmann, T., Worrall, L., Read, S., & Wong, A. (2013). Randomised controlled trial of an education and support package for stroke patients and their carers. BMJ open, 3(5), e002538. DOI: 10.1136/bmjopen-2012-002538
3. Rose, M. L. (2023). Elizabeth Usher memorial lecture: Beyond our practice borders-using a biopsychosocial framework to improve long-term outcomes for people living with aphasia. International Journal of Speech Language Pathology, 25(3), 346–354. https://doi.org/10.1080/17549507.2023.2220995
4. Rose, T. A., Balse, A., Osmond, S., Poon, A., Simons, N., & Wallace, S. J. (2018). Aphasia education: Speech-language pathologists’ perspectives regarding current and optimal practice. Aphasiology, 32(8), 967-988. DOI: 10.1080/02687038.2018.1472366
5. Simmons-Mackie, N., Worrall, L., Murray, L. L., Enderby, P., Rose, M. L., Paek, E. J., & Klippi, A. (2017). The top ten: best practice recommendations for aphasia. Aphasiology, 31(2), 131-151. DOI: 10.1080/02687038.2016.1180662
6. Worrall, L., Sherratt, S., Rogers, P., Howe, T., Hersh, D., Ferguson, A., & Davidson, B. (2011). What people with aphasia want: Their goals according to the ICF. Aphasiology, 25(3), 309-322. DOI: 10.1080/02687038.2010.508530