Reciprocal scaffolding treatment: A person with aphasia as clinical teacher
Outcomes & Results: The individual with aphasia made positive changes in word fluency, Correct Information Units and Type-Token Ratio.
Conclusions: These findings, while preliminary in nature, show how the authentic use of language in structured reciprocal interactions such as teaching may improve language. A reciprocal teaching environment carries with it the expectation that at least one participant have an intent to participate as an expert in order to convey information to novices. We speculate that the combination of reciprocal interaction and the intent to convey information, in this case in a unique manner, support improved language skills.