Treatment for<unk><unk><unk>  is given by speech-language pathologists. There is not much research that has been done regarding the efficacy of treatments for<unk><unk><unk> . The research that has been done has shown that persons with<unk><unk><unk>  benefit from therapy at both the chronic and acute stages of recovery for language. Research has also shown that treatment given by speech-language pathologists to persons with<unk><unk><unk>  results in improvement in the areas of problem solving, attention, memory, and pragmatics. Different treatment approaches can be used to treat the different symptoms of<unk><unk><unk>  including neglect, visuospatial awareness, prosody, and pragmatics. Therapy for each person is individualized to their symptoms and severity of impairment. Intervention should focus on the needs of the person in both communication and functional aspects. Data from the American Speech-Language-Hearing Association (ASHA) indicate that treatment for individuals with<unk><unk><unk>  tends to focus on areas other than communication, including swallowing, memory, and problem solving. Deficits in language expression, language comprehension, and pragmatics are addressed much less frequently (in 22%, 23%, and 5% of individuals, respectively). The lack of research focusing on communication treatment is cited as a possible explanation for these low percentages. Small-scale and pilot studies have been conducted in recent years to fill the identified gaps in the treatment literature. Emerging evidence is discussed below. Prosody<unk><unk><unk>  can lead to aprosodia—the inability to produce or comprehend emotional prosody of language. Emotional prosody is typically conveyed and interpreted through changes in pitch, rhythm, or loudness (Leon et al., 2005).<unk><unk><unk> d patients have the most difficulty then with sentence types that revolve around pitch and inflection. These sentence types include: declarative, as there is a fall in pitch at the end; interrogative, as there is a rise in pitch for a yes/no question and a drop when there is an interrogative pronoun; and imperative sentence types where there is even pitch until a rise of intensity is made at the end of the command. Research thus far has focused primarily on motoric-imitative and cognitive-linguistic approaches to prosody treatment. In a motoric-imitative approach, the client imitates clinician-modeled sentences produced with target emotional prosody. Modeling and cueing is gradually reduced following a six-step hierarchy until the client reaches independent production. In the cognitive-linguistic approach, the client is prompted to produce sentences with the support of cue cards. Cues include the name of the target emotion, the vocal characteristics of the emotional tone, and a picture of a corresponding facial expression. Again, cues are gradually removed as the client progresses toward independent production. Clinical studies of small groups of participants (four participants; 14 participants.) revealed statistically significant gains in the production of emotional prosody following treatment. Additional research is needed to replicate the results of the limited studies that have been conducted thus far, to evaluate the efficacy of additional treatment approaches, and to compare the relative efficacy of different approaches. Outcome It appears as though individuals with<unk><unk><unk>  maintain their real world knowledge and their mental scripts of what the world is like and what to expect from common scenarios, they just can’t translate it when they see it. Despite this,<unk><unk><unk>  can lead to deficits in discourse abilities, including difficulty with interpretation of abstract language, making inferences, and understanding nonverbal cues. In particular, individuals with<unk><unk><unk>  struggle with the skilled use of context to interpret and express ideas. A study of five participants with<unk><unk><unk>  found that participants’ ability to orally interpret metaphors was statistically significantly improved following a five-week structured training intervention. The training program included five phases focused on facilitating the use of word meanings and semantic associations to increase participants’ understanding of metaphors. Another study of three participants found that a contextual stimulation treatment increased participants’ ability to efficiently activate distantly associated meanings and to suppress contextually inappropriate meanings. Again, additional research is needed to replicate and extend results, but the emerging literature represents a small step toward evidence-based treatments for<unk><unk><unk> .
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