Toward Developing Outcome Measures in University-Based Aphasia Programs: Perspectives From the Aphasia Communication Enhancement Program

Abstract

Purpose University-based aphasia programs are a vital part of the continuum of care for aphasia. However, research on program outcomes is limited, with inconsistencies in the use of outcome measures. We present a pilot retrospective study of the Aphasia Communication Enhancement (ACE) program at Western Michigan University. This study aimed to examine the types of outcome measures employed in the ACE program that target the core outcome set (COS) and to analyze their outcomes for participants with aphasia and their care partners. Method The ACE participants with aphasia were identified by the process of chart review. The selected case files were examined for the type of outcome measures used and analyzed for quantitative outcomes on formal assessments. We also presented examples of communicative participation goals and outcomes by conducting a qualitative analysis of the therapy reports. Additionally, transcripts from a prior focus group discussion involving ACE care partners were used to examine their perceptions of ACE by conducting a thematic analysis. Results A systematic chart review of 44 case files led to the selection of three ACE participants for analysis. Their chart review revealed the use of a variety of outcome measures for language, quality of life, and emotional well-being, with documented improvements in language in the three participants. Specific examples describe how the individualized communicative participation goals were strategically targeted and how the corresponding outcomes were documented. The thematic analysis of care partner perceptions revealed five themes, as follows: ACE serves a needed purpose , enjoyment for clients , benefits of ACE for clients , benefits of ACE for care partners , and recommendations for ACE . Conclusions Challenges and strategies for implementing COS outcome measurement and documentation protocols in university-based aphasia programs are discussed. The outcome measurement protocol can support the systematic measurement of meaningful outcomes for participants with aphasia and facilitate the acquisition of competencies for student clinicians in this consensus-based model.