Supplemental Material, Peach et al.

, “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Language-Specific Attention Treatment

Clinician Instructions
Richard K. Peach, PhD
Copyright© 2018, the Author

1
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Table of Contents
1) Spatial Attention (see Coslett, 1999; Crosson et al., 2007) .................................................................. 3
2) Attention Allocation (see LaPointe & Erickson, 1991; also McNeil, Doyle, Hula, Rubinsky, Fossett, &
Matthews, 2004; Hula & McNeil, 2008). ................................................................................................ 13
3) Object Manipulation (see Myachykov & Posner, 2005; also Caplan & Waters, 1999, Shankweiler,
Crain, Gorrell, & Tuller, 1989) ................................................................................................................. 27
4) Topicalization (see Cutler & Fodor, 1979) .......................................................................................... 35
5) Anaphora (see Myachykov & Posner, 2005) ...................................................................................... 45
6) Nominal Grounding (see Langacker, 2008) ........................................................................................ 59
7) Clausal Grounding (see Langacker, 2008) .......................................................................................... 70
8) Windowing (see Talmy, 2001) ............................................................................................................ 78
References .............................................................................................................................................. 95

2
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Lexical Processing Tasks

1) Spatial Attention (see Coslett, 1999; Crosson et al., 2007)

Materials: PowerPoint Slides (Computer)

Initial Baseline

Instructions:
Present the line drawings (Baseline_Probe PPT-Slides 2-41) on a computer monitor. Ask the patient to name
each picture as quickly as possible (maximum equals 20 seconds). Score correct and incorrect responses.

Scoring: 1 = correct 0 = incorrect or no response

Date Administered: ______________________

Slide Item Score Score Score

#
2 bell
3 finger/pointer/forefinger/right index
finger/pointing finger
4 kite
5 sweater/sweat shirt/pullover/pullover
sweater/shirt
6 swan/goose/duck
7 ant/insect/spider/bug
8 pliers/wrench
9 monkey/chimp/chimpanzee
10 envelope/sealed envelope
11 leopard/tiger/panther/cheetah
12 bottle/wine bottle
13 tomato/pepper/radish/onion/peach/fruit
14 pot/pan/saucepan
15 church/chapel/church house
16 pepper/green pepper/bell
pepper/artichoke
17 nail/spike
18 violin/bass/cello
19 barrel
20 shoe/right shoe
21 elephant
22 candle
23 flute/clarinet/coronet/windpipe
24 giraffe/ostrich/zebra

Spatial Attention 3
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Slide Item Score Score Score

#
25 gorilla/ape
26 mitten/glove/left mitten
27 strawberry/raspberry
28 clock/mantel clock
29 turtle/tortoise/box turtle
30 paintbrush/ink pen
31 cloud/bushes
32 guitar/acoustic guitar
33 drum
34 celery/lettuce/staff of celery/celery
stalk
35 ring/pearl ring
36 motorcycle/motor bike/bike
37 stove/oven/range/gas stove
38 fence/picket fence/gate
39 pear
40 sailboat/boat
41 button/wheel
Total Score

Next Steps:
Total Score ≥ 32 Spatial Attention Training Complete. Proceed to Lexical Processing-
Attention Allocation Task.
Total Score < 32 Administer baseline task two more times. Proceed to Phase A
Treatment Task.

Spatial Attention 4
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A: Treatment Task

Instructions:
Alternately present the warning signal (visual and auditory) and line drawings (Phase A PPT-Slides 3-81) on a
computer monitor placed 45 degrees to the left of the patient’s body midline. Sit behind and to the left of the
patient. Ask the patient to name each item (a maximum of 20 seconds is allowed). If the patient gives the
incorrect name, model the correct response and ask the patient to repeat it. Indicate level of success with
model. Modeling can be provided no more than three times per item.

Scoring: 1 = correct 0 = incorrect or no response Also note any modeling provided.

Date Administered: ______________________

Slide # Item Score Model? Score Model? Score Model? Score Model?
3 anchor/ship’s anchor
5 alligator/crocodile
7 drum
9 vase/flowered vase
11 carrot
jacket/shirt/coat/sport
13 jacket
15 arm/left arm/hand
artichoke/avocado/
pineapple/bud/brussel
17 sprout/squash
19 envelope/sealed envelope
21 bicycle/bike
23 lemon
bread/loaf of bread/slice
25 of bread
27 candle
29 spoon/teaspoon
Dresser/bureau/chest of
drawers/chest
drawers/bureau
31 drawers/desk
33 bell
35 fence/picket fence/gate
37 grapes/bunch of grapes
39 whistle
41 thumb/finger
43 sandwich
45 guitar/acoustic guitar
47 hammer

Spatial Attention 5
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Slide # Item Score Model? Score Model? Score Model? Score Model?
49 harp
blouse/shirt/jacket/
sweater/coat/ladies
51 jacket/stylish shirt
television (TV)/television
53 set
55 sock
57 swing/swinging chair
59 cap/hat
61 Strawberry/raspberry
63 ant/insect/spider/bug
rhinoceros/rhino/
65 hippopotamus
67 pitcher/jug/water pitcher
leopard/tiger/cheetah/
69 jaguar
71 frog
73 paintbrush/ink pen
75 penguin/pelican
eagle/hawk/bird/bald
77 eagle/parrot
79 rocking chair/chair/rocker
81 screwdriver
Total Score

Next Steps:

Total Score ≥ 32 When patient reaches criterion level on two consecutive treatment
trials, Phase A is complete. Proceed to Phase B of Spatial Attention
at this time.
Total Score < 32 Repeat Phase A Treatment Task during the next treatment trial.
Spatial Attention treatment is administered for a maximum of three
sessions total.

Spatial Attention 6
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B: Treatment Task

Instructions:
Alternately present the warning signal (4 second tone) and line drawings (Phase B PPT-Slides 3-81) on a
computer monitor placed 45 degrees to the left of the patient’s body midline. Sit behind and to the left of the
patient. Ask the patient to name each item (a maximum of 20 seconds is allowed). If the patient gives the
incorrect name, model the correct response and ask the patient to repeat it. Indicate level of success with
model. Modeling can be provided no more than three times per item.

Scoring: 1 = correct 0 = incorrect or no response Also note any modeling provided.

Treatment Session (circle one): Session 1 Session 2 Session 3

Date Administered: ______________________

Slide # Item Score Model? Score Model? Score Model? Score Model?
3 apple/fruit
5 arrow/one-way sign
7 swan/goose/duck
9 wrench
11 celery
13 pear
rooster/chicken/hen/
15 turkey/cock
17 (roller) skate
19 clock/mantle clock
thimble/nimble/thumb
21 nimble/thumb cap
flute/clarinet/coronet/
23 windpipe
goat/billy goat/
25 mule/horse/donkey
27 snail/slug/shell/snail shell
29 barrel
31 flower/rose/marigold/daisy
33 lock/padlock
35 windmill/windbreaker
37 ostrich/stork/turkey
boot/shoe/rubber
39 boot/half-boot
41 mushroom
43 vest/vestcoat
Box/cube/shot box/index
card box/cardboard
45 box/index file box
47 elephant

Spatial Attention 7
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Slide # Item Score Model? Score Model? Score Model? Score Model?
51 ladder/part of a ladder
53 pliers/wrench
55 tree
57 skunk/raccoon
59 cherry/peach/grape/plum
61 pants/slacks
63 flag/flag and staff/flag pole
toe/big toe/toes/right big
65 toe
67 coat/jacket
69 stool/chair
71 violin/bass/cello
73 cabbage/lettuce
75 plug/electric plug
mountain/mountain
77 peak/snowcap/hill
finger/pointer/
forefinger/right index finger,
79 pointing finger
81 tie/necktie
Total Score

Next Steps:

Total Score ≥ 32 When patient reaches criterion level on two consecutive treatment
trials, Phase B is complete. Proceed to Phase C of Spatial Attention
at this time.
Total Score < 32 Repeat Phase B Treatment Task during the next treatment trial.
Spatial Attention treatment is administered for a maximum of three
sessions total.

Spatial Attention 8
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase C: Treatment Task

Instructions:
Alternately present the warning signal (.5 second tone) and line drawings (Phase C PPT-Slides 22-102) on a
computer monitor placed 45 degrees to the left of the patient’s body midline. Sit behind and to the left of the
patient. Ask the patient to name each item (a maximum of 20 seconds is allowed). If the patient gives the
incorrect name, model the correct response and ask the patient to repeat it. Indicate level of success with
model. Modeling can be provided no more than three times per item.

Scoring: 1 = correct 0 = incorrect or no response Also note any modeling provided.

Treatment Session (circle one): Session 1 Session 2 Session 3

Date Administered: ______________________

Slide # Item Score Model? Score Model? Score Model? Score Model?
corn/ear of corn/corn on
3 cob
5 bottle/wine bottle
7 camel
9 pencil
11 button/wheel
13 key
15 football
monkey/chimp/
17 chimpanzee
barn/farm/barn and
19 silo/barn house/farmhouse
21 mitten/glove/left mitten
peacock/turkey/rooster/
23 ostrich/bird
25 clown/clown face
Airplane/plane/jet/jet
27 plane/jet airplane
29 snowman
kettle/tea
31 kettle/teapot/pot
33 toothbrush/brush
wagon/cart/wheelbarrow/
35 carriage
37 leaf/maple leaf/oak leaf
39 shirt
church/chapel/church
41 house
Beetle/insect/bug/
cockroach/roach/cricket/
43 ant/dico

Spatial Attention 9
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Slide # Item Score Model? Score Model? Score Model? Score Model?
doll/girl/baby/little
girl/female doll/child/baby
47 doll
49 salt
51 zebra
53 pot/pan/saucepan
cake/layer cake/piece of
55 cake/three-layer cake
Tomato/pepper/radish/
57 onion/peach/fruit
59 umbrella
61 star
basket/picnic basket/lunch
63 basket/wicker basket
65 giraffe/ostrich/zebra
peach/orange/apple/plum/
67 pear/fruit
69 belt/collar
71 glove/right glove
73 shoe/right shoe
75 cup/coffee cup/teacup
77 pineapple
79 fork
81 crown
Total Score

Next Steps:
Total Score ≥ 32 When patient reaches criterion level on two consecutive treatment
trials, Phase C is complete. See training completion criteria below.
Administer Spatial Attention Probe at start of the following session.
Total Score < 32 Repeat Phase C Treatment Task during the next treatment trial.
Spatial Attention treatment is administered for a maximum of three
sessions total.

Spatial Attention Training Completion Criteria:

• Reach 80% accuracy on Phase C Treatment Task across two trials
Trial 1 Trial 2
Date Achieved
OR
• Complete three consecutive sessions of Attention Allocation Training
Session 1 Session 2 Session 3
Date Achieved
Phase(s) Completed

Administer Probe during following treatment session.

Spatial Attention 10
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Probe Task

Instructions:
Present line drawings (Baseline_Probe PPT-Slides 2-41) on a computer monitor. Ask the patient to name each
picture as quickly as possible (a maximum of 20 seconds is allowed). Score correct and incorrect responses.

Scoring: 1 = correct 0 = incorrect or no response

Slide Item Date: Date: Date:

# ______ ______ ______
Score Score Score
2 bell
3 finger/pointer/forefinger/right index
finger, pointing finger
4 kite
5 sweater/sweat shirt/pullover/pullover
sweater/shirt
6 swan/goose/duck
7 ant/insect/spider/bug
8 pliers/wrench
9 monkey/chimp/chimpanzee
10 envelope/sealed envelope
11 leopard/tiger/panther/cheetah
12 bottle/wine bottle
13 tomato/pepper/radish/onion/peach/fruit
14 pot/pan/saucepan
15 church/chapel/church house
16 pepper/green pepper/bell
pepper/artichoke
17 nail/spike
18 violin/bass/cello
19 barrel
20 shoe/right shoe
21 elephant
22 candle
23 flute/clarinet/coronet/windpipe
24 giraffe/ostrich/zebra
25 gorilla/ape
26 mitten/glove/left mitten
27 strawberry/raspberry
28 clock/mantel clock
29 turtle/tortoise/box turtle
30 paintbrush/ink pen
31 cloud/bushes

Spatial Attention 11
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Slide Item Date: Date: Date:

# ______ ______ ______
Score Score Score
32 guitar/acoustic guitar
33 drum
34 celery/lettuce/staff of celery/celery
stalk
35 ring/pearl ring
36 motorcycle/motor bike/bike
37 stove/oven/range/gas stove
38 fence/picket fence/gate
39 pear
40 sailboat/boat
41 button/wheel
Total Score

Spatial Attention 12
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Lexical Processing Tasks

2) Attention Allocation (see LaPointe & Erickson, 1991; also McNeil, Doyle, Hula,
Rubinsky, Fossett, & Matthews, 2004; Hula & McNeil, 2008).

Materials: Wisconsin Card-Sorting Test (WCST); audio file for secondary word list.

Attention Allocation: Initial Baseline

Instructions:
Sit across from patient on right side. Instruct the patient to sort the cards according to color using the computer
program. Confirm that he or she understands this task. Then, give the patient the following directions: “You are
going to hear some words. I want you to raise your hand whenever you hear the word ‘cat.’ Listen carefully and
try not to miss any. Raise your hand whenever you hear the word ‘cat.’ At the same time, continue to sort the
cards by color on the computer. Try to do this as correctly as possible. Do you understand? Are you ready? Let’s
begin.” At this time, play the audio file for the baseline task, and record the patient’s responses in the
appropriate column.

Scoring:
Word Identification 1 = hand raise 0 = no response
Card sort 1 = correct 0 = incorrect

See following page for stimuli.

Baseline Score Summary:

Word Identification Card Sort
Baseline 1
Baseline 2
Baseline 3

Attention Allocation 13
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Attention Allocation: Initial Baseline

Date Administered: ______________________

Baseline Set: Target Word = Cat

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Barn 26 Gold 51 CAT 76 CAT
2 Bag 27 Ring 52 Leaf 77 Nun
3 CAT 28 CAT 53 CAT 78 Aim
4 Bench 29 Beef 54 Lip 79 Fail
5 Bird 30 Beer 55 Hay 80 Fair
6 CAT 31 Grass 56 Heel 81 CAT
7 Bowl 32 Ice 57 Fan 82 Flea
8 CAT 33 CAT 58 Dip 83 Flow
9 Ale 34 Roof 59 Dive 84 Flush
10 Ape 35 Judge 60 Drain 85 Fly
11 CAT 36 CAT 61 Drum 86 Fog
12 Chain 37 Rose 62 Egg 87 Fool
13 Chair 38 Hood 63 Web 88 Fox
14 Chin 39 Hound 64 Deer 89 CAT
15 CAT 40 CAT 65 Axe 90 Fun
16 Wheel 41 Mail 66 CAT 91 Glad
17 Wood 42 Sheep 67 Bell 92 Golf
18 Bag 43 Nose 68 Dove 93 CAT
19 CAT 44 Page 69 CAT 94 Grace
20 Bar 45 Shell 70 CAT 95 Grave
21 Dress 46 Pen 71 Grape 96 CAT
22 CAT 47 CAT 72 CAT 97 Ham
23 Fence 48 Chin 73 Hoof 98 CAT
24 CAT 49 Dear 74 Mug 99 Haul
25 Fish 50 Dawn 75 CAT 100 Haze
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 Discontinue Attention Allocation Training. Proceed to
with ≥ 50% accuracy on Sentence Processing Tasks.
Card Sorting
Column A Total Score < 20 Administer baseline task 2 more times. Proceed to Phase A
and/or < 50% accuracy on Treatment Task.
Card Sorting

Attention Allocation 14
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A: Treatment Task

General Instructions:
Sit across from the patient on the right side. Give the patient the following directions for the practice set and
each treatment trial: “Again, you are going to hear some words. I want you to raise your hand whenever you
hear the word ‘(name target word).’ Listen carefully and try not to miss any. Raise your hand whenever you
hear the word ‘(name target word).’ Do you understand? Are you ready? Let’s begin.” Then, play the audio file
for each treatment trial, recording the patient’s responses in the appropriate column.

General Scoring: 1 = hand raise 0 = no response

Practice Set Instructions:

Present ten words according to the general instructions above. Give feedback to the patient on accuracy prior
to beginning the treatment trials.

Hand Hand
# Item Raise # Item Raise
A B A B
1 Arm 6 Spoon
2 Phone 7 Doll
3 CAT 8 Bee
4 Horn 9 CAT
5 CAT 10 Gin
Total A B
Scores

Treatment Set Instructions:

Present each treatment trial of 100 words (on subsequent pages) according to the general instructions above.

Cueing:
Provide feedback to the patient following each treatment trial. If the patient does not reach 80% accuracy
during a treatment trial provide cueing during the next trial according to the following hierarchy:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue during trial (100%, 75%, 50%,
or 25% of trial).
If the patient reaches 80% accuracy without cueing, move to Phase B.

Attention Allocation 15
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment: (circle one) 1 2 3

Level of Cueing Provided

(description according to
hierarchy; attempts 2 and
3 only)

Treatment Trial #1: Target Word = Wash

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Firm 26 Lamb 51 WASH 76 Mold
2 WASH 27 Laugh 52 Knife 77 Ox
3 Bear 28 Lawn 53 Lion 78 WASH
4 Dog 29 WASH 54 Dream 79 Ray
5 Babe 30 Pig 55 WASH 80 WASH
6 Ivy 31 Rug 56 Loss 81 Ear
7 Jade 32 Yard 57 Loud 82 Jar
8 Inn 33 Grow 58 Mad 83 Beard
9 WASH 34 Cell 59 Prop 84 Gain
10 Pan 35 Chew 60 Pull 85 Germ
11 WASH 36 WASH 61 Band 86 Nail
12 Bone 37 Lease 62 WASH 87 Nod
13 Bow 38 WASH 63 Frame 88 Numb
14 WASH 39 Plumb 64 Eel 89 WASH
15 Beach 40 WASH 65 Elm 90 Ring
16 Join 41 Aisle 66 Mare 91 Hear
17 WASH 42 Dump 67 Mild 92 WASH
18 Jump 43 WASH 68 Mine 93 Leg
19 Pause 44 Deed 69 Ram 94 Hen
20 Pawn 45 WASH 70 Rap 95 Herb
21 Smile 46 Lime 71 WASH 96 Owl
22 WASH 47 WASH 72 Iron 97 WASH
23 WASH 48 Lose 73 Gush 98 Pain
24 Bib 49 Pray 74 WASH 99 Rod
25 WASH 50 Prime 75 Fell 100 Roll
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 Give feedback. Proceed directly to Phase B of Attention Allocation.
(no cueing)
Column A Total Score ≥ 20 Give feedback. Proceed to Treatment Trial #2. Modify the level of cueing as
(with any type of cueing) appropriate.
Column A Total Score < 20
(with or without cueing)

Attention Allocation 16
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment: (circle one) 1 2 3

Treatment Trial #2: Target Word = Moon

Level of Cueing Provided

(description according to
hierarchy)

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 MOON 26 Seed 51 Lice 76 Sop
2 Church 27 Send 52 MOON 77 Sore
3 Pass 28 Veil 53 Prow 78 Wail
4 Path 29 Zero 54 Raid 79 MOON
5 Rush 30 MOON 55 Slice 80 Real
6 MOON 31 Dew 56 MOON 81 MOON
7 Rye 32 Brush 57 MOON 82 Fee
8 Ice 33 Pope 58 Vice 83 MOON
9 MOON 34 Pour 59 Yelp 84 Rode
10 Look 35 Shame 60 Show 85 Spare
11 Juice 36 Shear 61 MOON 86 Spear
12 MOON 37 Shed 62 Drop 87 Sue
13 Peel 38 MOON 63 Rare 88 MOON
14 Phase 39 Zeal 64 Reap 89 Worse
15 MOON 40 MOON 65 MOON 90 Wife
16 Sail 41 Rear 66 Soap 91 MOON
17 Sea 42 Pie 67 Sod 92 Inch
18 MOON 43 Prize 68 Vile 93 Rug
19 Zoo 44 MOON 69 Yell 94 Rung
20 Face 45 Ship 70 Past 95 MOON
21 Loop 46 Sing 71 Flag 96 Swell
22 Bath 47 Slap 72 Pole 97 Sum
23 MOON 48 Verb 73 Short 98 Wave
24 MOON 49 Youth 74 MOON 99 MOON
25 Seal 50 Help 75 Soil 100 Age
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 Give feedback. Proceed directly to Phase B of Attention Allocation.
(no cueing)
Column A Total Score ≥ 20 Give feedback. Proceed to Treatment Trial #3. Modify the level of cueing as
(with any type of cueing) appropriate.
Column A Total Score < 20
(with our without cueing)

Attention Allocation 17
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment: (circle one) 1 2 3

Treatment Trial #3: Target Word = Dog

Level of Cueing Provided

(description according to
hierarchy)

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Thin 26 Knew 51 DOG 76 Six
2 DOG 27 Tree 52 Wound 77 Point
3 Find 28 North 53 Watch 78 DOG
4 Room 29 Near 54 DOG 79 Deal
5 DOG 30 Play 55 Act 80 Friend
6 Five 31 DOG 56 DOG 81 DOG
7 Boy 32 Zone 57 Read 82 Need
8 Top 33 Church 58 Cold 83 Run
9 DOG 34 Felt 59 DOG 84 Poor
10 Clear 35 Melt 60 Wide 85 Rib
11 Plain 36 DOG 61 School 86 Job
12 Rum 37 DOG 62 Earn 87 Piece
13 Palm 38 Call 63 Field 88 Shot
14 DOG 39 Cage 64 Seen 89 Wrong
15 Case 40 Stage 65 DOG 90 DOG
16 Best 41 Ace 66 Miss 91 Chance
17 Black 42 DOG 67 DOG 92 DOG
18 DOG 43 Whole 68 Food 93 Town
19 Blue 44 Line 69 Hear 94 Turn
20 DOG 45 DOG 70 Fall 95 Court
21 Rim 46 Means 71 White 96 DOG
22 Smash 47 Space 72 Gym 97 DOG
23 DOG 48 Hour 73 DOG 98 Pool
24 Side 49 Late 74 Self 99 Stop
25 Young 50 Hope 75 Cost 100 March
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 Give feedback. Proceed directly to Phase B of Attention Allocation.
(no cueing)
Column A Total Score ≥ 20 Give feedback. Proceed to Treatment Trial #4. Modify the level of cueing as
(with any type of cueing) appropriate.
Column A Total Score < 20
(with our without cueing)

Attention Allocation 18
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment: (circle one) 1 2 3

Treatment Trial #4: Target Word = Base

Level of Cueing Provided

(description according to
hierarchy)

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 BASE 26 King 51 BASE 76 Nice
2 Group 27 BASE 52 Earth 77 Wheat
3 Rate 28 Role 53 Rest 78 Rich
4 BASE 29 Pool 54 Thin 79 Youth
5 Learned 30 Black 55 Show 80 BASE
6 Type 31 BASE 56 BASE 81 BASE
7 One 32 BASE 57 Point 82 Flat
8 Two 33 View 58 Team 83 Note
9 BASE 34 Mouth 59 Room 84 BASE
10 Top 35 Date 60 BASE 85 Mile
11 Club 36 BASE 61 Red 86 Quiet
12 Green 37 Court 62 Zoom 87 Twice
13 Art 38 BASE 63 BASE 88 BASE
14 Plane 39 North 64 Fact 89 March
15 Choice 40 Run 65 Watch 90 Child
16 Shirt 41 Kind 66 Drink 91 Word
17 Drive 42 White 67 BASE 92 Poor
18 BASE 43 Heart 68 Neck 93 BASE
19 Late 44 Clay 69 Zone 94 BASE
20 BASE 45 Round 70 Job 95 Hill
21 Stood 46 Heat 71 Hands 96 BASE
22 Gave 47 Tree 72 Week 97 Thick
23 BASE 48 Weight 73 Ran 98 Wall
24 Wish 49 BASE 74 Trip 99 BASE
25 BASE 50 Read 75 Camp 100 March
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 Give feedback. Proceed directly to Phase B of Attention Allocation.
(no cueing)
Column A Total Score ≥ 20 Give feedback and repeat Phase A Training. Attention Allocation training
(with any type of cueing) should be completed a maximum of three times total. Modify the level of
Column A Total Score < 20 cueing as appropriate.
(with our without cueing)

Attention Allocation 19
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B: Treatment Task

Instructions:
Sit across from patient on right side. Instruct the patient to sort the cards according to number or shape
(alternate choice) using the computer program, and confirm that they still understand this part of the task.
Then, give the patient the following directions for each treatment trial: “Again, you are going to hear some
words. I want you to raise your hand whenever you hear the word ‘(name target word).’ Listen carefully and
try not to miss any. Raise your hand whenever you hear the word ‘(name target word).’ At the same time,
continue to sort the cards by number/shape on the computer. Try to do this as correctly as possible. Do you
understand? Are you ready? Let’s begin.” Reinforce the idea that the primary task is to identify the target
words. Have the patient start sorting the cards, and then simultaneously play the audio file containing each
treatment trial, recording the patient’s responses in the appropriate column.

Cueing:
If the patient does not reach 80% accuracy for word identification with at least 50% accuracy on card sorting
during a treatment trial, provide cueing during the next trial according to the following hierarchy:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue during trial (100%, 75%, 50%,
or 25% of trial).
If the patient reaches 80% accuracy in word identification and at least 50% accuracy on card sorting without
cueing, move to the Sentence Processing Tasks of the L-SAT protocol.

Scoring:
Word Identification 1 = hand raise 0 = no response
Card sort 1 = correct 0 = incorrect

Attention Allocation 20
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment: (circle one) 1 2 3

Level of Cueing Provided

(description according to
hierarchy; attempts 2 and
3 only)

Treatment Trial #1: Target Word = Wash

Hand Hand Hand Hand
# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Plumb 26 Prop 51 Smile 76 WASH
2 Elm 27 Bib 52 WASH 77 Dog
3 Gush 28 Ray 53 Deed 78 WASH
4 WASH 29 Inn 54 Lion 79 Dump
5 Rap 30 Bear 55 Ram 80 WASH
6 WASH 31 WASH 56 Dream 81 Lamb
7 Loud 32 Mine 57 Germ 82 Nail
8 Mare 33 Mild 58 Band 83 WASH
9 Join 34 Beach 59 Jade 84 WASH
10 Yard 35 Mad 60 WASH 85 Nod
11 Pig 36 Frame 61 WASH 86 Herb
12 WASH 37 WASH 62 Loss 87 Pause
13 Gain 38 Pan 63 WASH 88 WASH
14 Lime 39 WASH 64 Ear 89 Iron
15 Lease 40 Owl 65 Lose 90 Knife
16 Bone 41 WASH 66 Pawn 91 Lawn
17 WASH 42 Firm 67 Pray 92 Beard
18 Rod 43 WASH 68 Rug 93 Bow
19 WASH 44 Ivy 69 WASH 94 Babe
20 Prime 45 Cell 70 Eel 95 Aisle
21 Laugh 46 Jar 71 Hen 96 WASH
22 Ring 47 WASH 72 Ox 97 WASH
23 Mold 48 Grow 73 Chew 98 Fell
24 Leg 49 Numb 74 Roll 99 Pain
25 Jump 50 Hear 75 Pull 100 WASH
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 with ≥ Give feedback. See Attention Allocation Training Completion
50% accuracy on Card Sorting (no Criteria.
cueing)
Column A Total Score < 20 and/or Give feedback. Proceed to Treatment Trial #2. Modify the level
< 50% accuracy on Card Sorting of cueing as appropriate.
(with any type of cueing)
Column A Total Score < 20 and/or
< 50% accuracy on Card Sorting
(with or without cueing)

Attention Allocation 21
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment: (circle one) 1 2 3

Treatment Trial #2: Target Word = Moon

Level of Cueing Provided

(description according to
hierarchy)

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Slap 26 Short 51 MOON 76 Drop
2 Youth 27 MOON 52 Help 77 Spear
3 MOON 28 Rush 53 Rear 78 Sing
4 Prow 29 Show 54 Inch 79 MOON
5 Veil 30 Dew 55 Verb 80 Reap
6 MOON 31 MOON 56 Rare 81 Pour
7 Sea 32 Peel 57 Pole 82 Rung
8 Vile 33 MOON 58 Pie 83 MOON
9 Raid 34 Fee 59 Swell 84 Real
10 Wail 35 Zero 60 Sum 85 Phase
11 MOON 36 Sod 61 Sore 86 Seed
12 Send 37 MOON 62 MOON 87 Church
13 Juice 38 Sue 63 Spare 88 Vice
14 Pope 39 MOON 64 MOON 89 Ship
15 Age 40 Bath 65 Past 90 MOON
16 MOON 41 Ice 66 MOON 91 Face
17 Rye 42 MOON 67 Prize 92 MOON
18 Brush 43 Loop 68 MOON 93 Sop
19 Slice 44 MOON 69 Wife 94 Shear
20 Yelp 45 Lice 70 Zoo 95 Zeal
21 MOON 46 Rode 71 Shed 96 Sail
22 Path 47 Shame 72 Seal 97 Soap
23 Pass 48 Look 73 Rug 98 Worse
24 MOON 49 Soil 74 MOON 99 MOON
25 Flag 50 Yell 75 Wave 100 MOON
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 with ≥ 50% Give feedback. See Attention Allocation Training
accuracy on Card Sorting (no cueing) Completion Criteria.
Column A Total Score < 20 and/or < 50% Give feedback. Proceed to Treatment Trial #3. Modify the
accuracy on Card Sorting (with any type level of cueing as appropriate.
of cueing)
Column A Total Score < 20 and/or < 50%
accuracy on Card Sorting (with or
without cueing)
Attention Allocation 22
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment: (circle one) 1 2 3

Treatment Trial #3: Target Word = Dog

Level of Cueing Provided

(description according to
hierarchy)

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Plain 26 Stage 51 Point 76 Line
2 Read 27 Need 52 Case 77 Ace
3 Palm 28 Wound 53 Miss 78 Clear
4 Boy 29 Food 54 DOG 79 Fall
5 Late 30 White 55 Piece 80 DOG
6 Cold 31 DOG 56 March 81 Top
7 DOG 32 Gym 57 Find 82 Blue
8 Room 33 DOG 58 DOG 83 Near
9 Five 34 Stop 59 DOG 84 Best
10 School 35 DOG 60 DOG 85 Court
11 Hour 36 Turn 61 Side 86 DOG
12 Friend 37 Deal 62 Pool 87 Rum
13 Rim 38 DOG 63 DOG 88 DOG
14 Knew 39 Zone 64 Cage 89 Self
15 DOG 40 Hear 65 Space 90 Tree
16 Hope 41 DOG 66 Job 91 DOG
17 Poor 42 DOG 67 Play 92 Watch
18 Shot 43 DOG 68 DOG 93 Field
19 Wide 44 Rib 69 Young 94 Whole
20 Earn 45 Seen 70 DOG 95 DOG
21 Six 46 Wrong 71 Smash 96 Black
22 DOG 47 Cost 72 Church 97 North
23 DOG 48 DOG 73 Felt 98 Means
24 Call 49 Town 74 Act 99 DOG
25 Chance 50 Thin 75 Run 100 Melt
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 with ≥ Give feedback. See Attention Allocation Training Completion
50% accuracy on Card Sorting (no Criteria.
cueing)
Column A Total Score < 20 and/or Give feedback. Proceed to Treatment Trial #4. Modify the level
< 50% accuracy on Card Sorting of cueing as appropriate.
(with any type of cueing)
Column A Total Score < 20 and/or
< 50% accuracy on Card Sorting
(with or without cueing)

Attention Allocation 23
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment: (circle one) 1 2 3

Treatment Trial #4: Target Word = Base

Level of Cueing Provided

(description according to
hierarchy)

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Child 26 BASE 51 Round 76 Run
2 BASE 27 BASE 52 BASE 77 Job
3 Flat 28 Word 53 White 78 Club
4 BASE 29 Rest 54 BASE 79 View
5 Heat 30 Date 55 Tree 80 Show
6 BASE 31 Wall 56 Point 81 BASE
7 Room 32 BASE 57 North 82 Black
8 Quiet 33 Wish 58 BASE 83 Trip
9 BASE 34 Gave 59 BASE 84 Art
10 Type 35 Plane 60 Poor 85 Team
11 Hill 36 Zoom 61 Earth 86 Note
12 Stood 37 Learned 62 BASE 87 BASE
13 Zone 38 BASE 63 Rich 88 Watch
14 Youth 39 BASE 64 Red 89 BASE
15 Nice 40 Neck 65 Week 90 Rate
16 BASE 41 Ran 66 Hands 91 BASE
17 BASE 42 Clay 67 One 92 BASE
18 Mouth 43 BASE 68 Fact 93 Late
19 March 44 Thick 69 Green 94 Camp
20 Pool 45 Role 70 BASE 95 March
21 Two 46 Kind 71 Drive 96 BASE
22 King 47 Wheat 72 Read 97 Choice
23 BASE 48 Drink 73 Shirt 98 Twice
24 Court 49 BASE 74 Group 99 Weight
25 Top 50 Heart 75 Thin 100 Mile
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Next Steps:
Column A Total Score ≥ 20 Give feedback. See Attention Allocation Training Completion Criteria.
with ≥ 50% accuracy on
Card Sorting (no cueing)
Column A Total Score < 20 Give feedback, and repeat Phase B Training. Attention Allocation
and/or < 50% accuracy on training should be completed a maximum of three times total. Modify
Card Sorting the level of cueing as appropriate.
Column A Total Score < 20
and/or < 50% accuracy on
Card Sorting

Attention Allocation 24
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Attention Allocation Training Completion Criteria:

• Reach 80% accuracy for word identification and at least 50% accuracy concurrently for card sorting on
Phase B treatment trials on two consecutive attempts. Administer probe below at the start of next
treatment session.

Attempt 1 Attempt 2
Date Achieved
OR
• Attempt Attention Allocation Training three times.

Attempt 1 Attempt 2 Attempt 3

Date Achieved
Phase(s)
Completed

Attention Allocation 25
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Attention Allocation: Probe (administered under same conditions as Baseline Task)

Date Administered: ______________________

Probe Set: Target Word = Cat with competing card sorting

Hand Hand Hand Hand

# Item Raise # Item Raise # Item Raise # Item Raise
A B A B A B A B
1 Barn 26 Gold 51 CAT 76 CAT
2 Bag 27 Ring 52 Leaf 77 Nun
3 CAT 28 CAT 53 CAT 78 Aim
4 Bench 29 Beef 54 Lip 79 Fail
5 Bird 30 Beer 55 Hay 80 Fair
6 CAT 31 Grass 56 Heel 81 CAT
7 Bowl 32 Ice 57 Fan 82 Flea
8 CAT 33 CAT 58 Dip 83 Flow
9 Ale 34 Roof 59 Dive 84 Flush
10 Ape 35 Judge 60 Drain 85 Fly
11 CAT 36 CAT 61 Drum 86 Fog
12 Chain 37 Rose 62 Egg 87 Fool
13 Chair 38 Hood 63 Web 88 Fox
14 Chin 39 Hound 64 Deer 89 CAT
15 CAT 40 CAT 65 Axe 90 Fun
16 Wheel 41 Mail 66 CAT 91 Glad
17 Wood 42 Sheep 67 Bell 92 Golf
18 Bag 43 Nose 68 Dove 93 CAT
19 CAT 44 Page 69 CAT 94 Grace
20 Bar 45 Shell 70 CAT 95 Grave
21 Dress 46 Pen 71 Grape 96 CAT
22 CAT 47 CAT 72 CAT 97 Ham
23 Fence 48 Chin 73 Hoof 98 CAT
24 CAT 49 Dear 74 Mug 99 Haul
25 Fish 50 Dawn 75 CAT 100 Haze
A B A B A B A B
Subtotals Subtotals Subtotals Subtotals
Total Scores

Attention Allocation 26
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Processing Tasks

3) Object Manipulation (see Myachykov & Posner, 2005; also Caplan & Waters, 1999,
Shankweiler, Crain, Gorrell, & Tuller, 1989)
Materials: Animal models

Initial Baseline

Instructions:
Verbally present the 18 sentences below. For each sentence, place the two or three named animals on the
table in front of the patient. Instruct the patient to manipulate objects to demonstrate the events described.
Score correct and incorrect responses.

Scoring: Agent is in bold.

1 = correct selection of agent to perform any action on the other objects so that correct agent-object
relationship shown (i.e., picks up agent only to demonstrate action)
0 = incorrect (picks up incorrect agent or more than one object simultaneously or no response)

Date Administered: _____________________

# Sentence Score Score Score # Sentence Score Score Score

1 The horse is 11 The dog is sold the
throwing the sheep sheep by the tiger.
to the monkey. 12 The black bear is
2 The cat is finding given the pig by the
the dog. zebra.
3 The black bear is 13 The monkey is
given the cat by the throwing the pig to
brown bear. the giraffe.
4 The monkey is 14 The cow is chased by
carrying the rabbit. the deer.
5 The dog is found by 15 The elephant is fed
the cat. the cat by the dog.
6 The elephant is hit 16 The brown bear is
by the monkey. kissing the black
7 The deer is chasing bear.
the cow. 17 The cow is feeding
8 The monkey is the rabbit to the
hitting the elephant. deer.
9 The giraffe is selling 18 The rabbit is carried
the horse to the by the monkey.
rabbit. Total
10 The black bear is Score
kissed by the brown
bear.

Next Steps:
Total Score ≥ 14 Object Manipulation Training Complete.
Total Score < 14 Repeat baseline 2 more times, then proceed to Phase A Treatment Task.

Object Manipulation 27
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A: Treatment Task

Object Familiarization Instructions: (may skip if patient clearly understood animal names during baseline task)
Place animal figures in front of patient and name each aloud to familiarize the patient. Ask the patient to
repeat the name of each object. If not all are named correctly, review again and ask patient to repeat names.
Cat Rabbit Zebra Brown Bear Pig
Dog Deer Giraffe Cow Black Bear
Sheep Horse Monkey Elephant Tiger

Treatment Sentences Instructions:

Instruct the patient to manipulate objects to demonstrate the events described. For each sentence, place the
two named animals on the table in front of the patient. Present the 20 cues and sentences below verbally.
Score correct and incorrect responses. If the patient’s object manipulation is incorrect, repeat the sentence
while modeling correct manipulation to demonstrate target event. Ask the patient to imitate your model prior
to presenting the next sentence.

Scoring:
1 = correct selection of agent to perform any action on the other objects so that correct agent-object
relationship shown (i.e., picks up agent only to demonstrate action)
0 = incorrect (picks up incorrect agent or more than one object simultaneously or no response)

Also note any modeling provided and the patient’s ability to imitate.

See following page for stimuli.

Object Manipulation 28
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Treatment Session (circle one): Session 1 Session 2 Session 3

Date Administered: _____________________

Sentence Score Model? Score Model? Score Model? Score Model?

Cue: The monkey
The cow is hit by the monkey.
Cue: The cow
The horse is pushed by the
cow.
Cue: The zebra
The tiger is moved by the
zebra.
Cue: The zebra
The zebra is moving the tiger.
Cue: The monkey
The monkey is carrying the
pig.
Cue: The dog
The dog is riding the deer.
Cue: The zebra
The zebra is kicking the brown
bear.
Cue: The dog
The deer is ridden by the dog.
Cue: The monkey
The monkey is hitting the
cow.
Cue: The monkey
The pig is carried by the
monkey.
Cue: The elephant
The elephant is smelling the
sheep.
Cue: The rabbit
The giraffe is chased by the
rabbit.
Cue: The black bear
The black bear is finding the
brown bear.
Cue: The cat
The cat is kissing the rabbit.
Cue: The cow
The cow is pushing the horse.
Cue: The zebra
The brown bear is kicked by
the zebra.

Object Manipulation 29
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Score Model? Score Model? Score Model? Score Model?

Cue: The black bear
The brown bear is found by
the black bear.
Cue: The cat
The rabbit is kissed by the cat.
Cue: The rabbit
The rabbit is chasing the
giraffe.
Cue: The elephant
The sheep is smelled by the
elephant.
Total Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, proceed to Phase B of
Object Manipulation.
Total Score < 16 Repeat Phase A treatment task during subsequent trial. Object Manipulation task
should be treated for a maximum of three sessions total.

Object Manipulation 30
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B: Treatment Task

Object Familiarization Instructions: (may skip if patient clearly understood animal names during previous task)
Place animal figures in front of patient and name each aloud to familiarize the patient. Ask the patient to
repeat the name of each object. If not all are named correctly, review again and ask patient to repeat names.
Cat Rabbit Zebra Brown Bear Pig
Dog Deer Giraffe Cow Black Bear
Sheep Horse Monkey Elephant Tiger

Treatment Sentences Instructions:

Instruct the patient to manipulate objects to demonstrate the events described. For each sentence, place the
three named animals on the table in front of the patient. Present the 16 cues and sentences below verbally.
Score correct and incorrect responses. If the patient’s object manipulation is incorrect, repeat the sentence
while modeling correct manipulation to demonstrate target event. Ask the patient to imitate your model prior
to presenting the next sentence.

Scoring:
1 = correct selection of agent to perform any action on the other objects so that correct agent-object
relationship shown (i.e., picks up agent only to demonstrate action)
0 = incorrect (picks up incorrect agent or more than one object simultaneously or no response)

Also note any modeling provided and the patient’s ability to imitate.

See following page for stimuli.

Object Manipulation 31
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Treatment Session (circle one): Session 1 Session 2 Session 3

Date Administered: _____________________

Sentence Score Model? Score Model? Score Model? Score Model?

Cue: The brown bear
The brown bear is giving the
zebra to the black bear.
Cue: The cow
The pig is sold the tiger by
the cow.
Cue: The deer
The deer is feeding the pig to
the tiger.
Cue: The brown bear
The black bear is given the
zebra by the brown bear.
Cue: The monkey
The brown bear is thrown the
horse by the monkey.
Cue: The rabbit
The giraffe is given the sheep
by the rabbit.
Cue: The monkey
The monkey is throwing the
horse to the brown bear.
Cue: The cow
The cow is selling the tiger to
the pig.
Cue: The monkey
The monkey is selling the dog
to the horse.
Cue: The rabbit
The dog is fed the cat by the
rabbit.
Cue: The elephant
The elephant is throwing the
cat to the cow.
Cue: The rabbit
The rabbit is feeding the cat
to the dog.
Cue: The elephant
The cow is thrown the cat by
the elephant.
Cue: The rabbit
The rabbit is giving the sheep
to the giraffe.

Object Manipulation 32
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Score Model? Score Model? Score Model? Score Model?

Cue: The monkey
The horse is sold the dog by
the monkey.
The tiger is fed the pig by the
deer.
Total Score

Next Steps:
Total Score ≥ 12 When criterion is met on two consecutive treatment trials, Object Manipulation
Training is complete. See training completion criteria below.
Total Score < 12 Repeat Phase B treatment task during subsequent trial. Object Manipulation task
should be treated for a maximum of three sessions total.

Object Manipulation Training Completion Criteria:

• Reach 80% accuracy on Phase B treatment across two consecutive trials.

Trial 1 Trial 2
Date Achieved
OR
• Complete three consecutive sessions of Object Manipulation Training
Session 1 Session 2 Session 3
Date Achieved
Phase(s) Completed

Administer probe during following treatment session.

Object Manipulation 33
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Probe

Instructions:
Verbally present the 18 sentences below. For each sentence, place the two or three named animals on the
table in front of the patient. Instruct the patient to manipulate objects to demonstrate the events described.
Score correct and incorrect responses.

Scoring: Agent is in bold.

1 = correct selection of agent to perform any action on the other objects so that correct agent-object
relationship shown (i.e., picks up agent only to demonstrate action)
0 = incorrect (picks up incorrect agent or more than one object simultaneously or no response)

Date Administered: _____________________

# Sentence Score # Sentence Score

1 The horse is throwing the 11 The dog is sold the sheep by
sheep to the monkey. the tiger.
2 The cat is finding the dog. 12 The black bear is given the
The black bear is given the pig by the zebra.
3
cat by the brown bear. 13 The monkey is throwing the
The monkey is carrying the pig to the giraffe.
4
rabbit. 14 The cow is chased by the
The dog is found by the cat. deer.
5
15 The elephant is fed the cat by
6 The elephant is hit by the the dog.
monkey.
16 The brown bear is kissing
7 The deer is chasing the cow. the black bear.
8 The monkey is hitting the 17 The cow is feeding the rabbit
elephant. to the deer.
9 The giraffe is selling the 18 The rabbit is carried by the
horse to the rabbit. monkey.
10 The black bear is kissed by Total Score
the brown bear.

Object Manipulation 34
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Processing Tasks

4) Topicalization (see Cutler & Fodor, 1979)

Materials: Large-Print sentences for visual cues

Initial Baseline

Instructions:
Verbally present the following set of 10 sentences without topicalization to the patient, and ask him or her the
corresponding comprehension questions. The target response for each question is indicated. Any information
that provides essential information should be scored as accurate. Score correct and incorrect responses.

Scoring: 1 = correct response to comprehension question

0 = incorrect or no response

Date Administered: ___________________

# Sentence & Questions Target Score Score Score

1 The horse with the dappled coat trotted through the
mountain trails.
A. Which horse trotted through the trails? The horse with the dappled coat
B. Which trails did the horse trot on? The mountain trails
2 The swimmer in the Olympics competed in four
freestyle relays.
A. Which swimmer competed in the relays? The swimmer in the Olympics
B. Which relays did the swimmer compete in? Four freestyle relays
3 The oranges from the citrus grove were picked to
make fresh juice.
The oranges from the citrus
A. Which oranges were picked to make juice? grove
B. Which juice were the oranges picked to make? The fresh juice
4 The nurses from the rehab center cared for the
recovering patients.
The nurses from the rehab
A. Which nurses cared for the patients? center
B. Which patients did the nurses care for? The recovering patients
5 The professor at the college taught several history
classes.
A. Which professor taught several classes? The professor at the college
B. Which classes did the professor teach? Several history classes
6 The artist who lives in Atlanta rented an apartment
near the city limits.
A. Which artist rented the apartment? The artist who lives in Atlanta
B. Which apartment did the artist rent? The apartment near the city
limits

Topicalization 35
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Questions Target Score Score Score

7 The model in the magazine was wearing a floor-length
gown.
A. Which model was wearing the gown? The model in the magazine
B. Which gown was the model wearing? A floor-length gown
8 The pharmacy in the supermarket offered the lowest
prices in town.
The pharmacy in the
A. Which pharmacy offered the prices? supermarket
B. Which prices did the pharmacy offer? The lowest prices in town
9 The waitress at the diner served freshly brewed
coffee.
A. Which waitress served the coffee? The waitress at the diner
B. Which coffee did the waitress serve? Freshly brewed coffee
10 The group of dancers negotiated with the Broadway
agent.
A. Which group negotiated with the agent? The dancers
B. Which agent was it that the group negotiated The Broadway agent
with?
Total Score

Next Steps:
Total Score ≥ 16 Discontinue Topicalization training. Proceed to Anaphora task of L-SAT
protocol.
Total Score < 16 Administer baseline task 2 more times, then proceed to Treatment
Task for this training.

Topicalization 36
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Treatment Task

General Instructions:
Instruct patient to listen to the following set of 20 sentences and pay careful attention to comprehending
them in order to answer associated comprehension questions.

Question A Instructions:
Verbally present one of the topicalized sentences and ask the accompanying comprehension question that is
directed to embedded topic (Question A). The target response for each question is indicated. Any information
that provides essential information should be scored as accurate. Score correct and incorrect responses.

Question A Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Question B Instructions:
Ask the comprehension question that is directed to information in the later part of the sentence (question B).
The target response for each question is indicated. Any information that provides essential information should
be scored as accurate. Score correct and incorrect responses. Provide feedback on accuracy of the response
and model correct response as needed. DO NOT provide cues.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided for Question A and whether a model was provided following a
response to Question B.

See following page for stimuli.

Topicalization 37
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

A Level of Cueing B
# Sentence & Questions Target Score Provided Score Model?
1 Candid, the story was,
that the reporter with the
daily newspaper was
responsible for.
A. Which story was The candid story
the reporter
responsible for?
B. Which reporter The reporter with
was responsible the daily
for the story? newspaper
2 Blue, the hat was, that the
man on the corner was
wearing.
A. Which hat was the The blue hat
man wearing?
B. Which man was The man on the
wearing the hat? corner
3 Californian, the senator
was, who proposed the
motion to dismiss.
A. Which senator The Californian
proposed the senator
motion?
B. Which motion was The motion to
proposed by the dismiss
senator?
4 Angry, the author was,
who refused to go the
publisher’s party.
A. Which author The angry author
refused to go the
party?
B. Which party did The publisher’s
the author refuse party
to go to?
5 Dirty, the water was, that
ruined the flavor of the
coffee.
A. Which water The dirty water
ruined the flavor?
B. Which flavor was The coffee’s flavor
ruined by the
water?
Topicalization 38
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

A Level of Cueing B
# Sentence & Questions Target Score Provided Score Model?
6 New, the delivery
procedure was, that the
association of consumers
objected to.
A. Which procedure The new
did the procedure
association object
to?
B. Which association The consumer
objected to the association
procedure?
7 Defective, the telephone
was, that made the voice
of the caller hard to hear.
A. Which telephone The defective
was the voice telephone
hard to hear on?
B. Which voice was The caller’s voice
hard to hear on
the telephone?
8 Common, the viewers
were, who were
interested in the program
about Britain.
A. Which viewers did The common
the program viewers
interest?
B. Which program The program
interested the about Britain
viewers?
9 Zealous, the janitor was,
who joined the
custodian’s union at the
ballpark.
A. Which janitor The zealous
joined the union? janitor
B. Which union did The custodian’s
the janitor join? union
10 Expensive, the candy was,
that was sold at the
specialty store.
A. Which candy was The expensive
sold at the store? candy
B. Which store was The specialty
the candy sold at? store

Topicalization 39
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

A Level of Cueing B
# Sentence & Questions Target Score Provided Score Model?
11 Unpaved, the road was, that
washed out during the
December rains.
A. Which road washed The unpaved
out in the rains? road
B. Which rains washed The December
out the road? rains
12 Irresponsible, the boy was,
who got suspended during the
college meeting.
A. Which boy got The
suspended during the irresponsible
meeting? boy
B. At which meeting was The college
the boy suspended? meeting
13 Vigilant, the lookout was, who
saw the driver’s escape.
A. Which lookout was it The vigilant
that saw the escape? lookout
B. Whose escape was it The driver’s
that the lookout saw? escape
14 Dangerous, the situation was,
that the brave firefighter
discovered.
A. Which situation was it The dangerous
that the firefighter situation
discovered?
B. Which firefighter The brave
discovered the firefighter
situation?
15 Accurate, the article was, that
appeared in the national
magazine.
A. Which article The accurate
appeared in the article
magazine?
B. Which magazine did The national
the article appear in? magazine
16 Loud, the parade was, that
went through town on St.
Patrick’s Day.
A. Which parade went The loud parade
through town?
B. Which day did the St. Patrick’s Day
parade take place on?

Topicalization 40
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

A Level of Cueing B
# Sentence & Questions Target Score Provided Score Model?
17 Small, the town was, that was
hit by the devastating
tornadoes.
A. Which town was hit The small town
by tornadoes?
B. Which tornadoes hit The devastating
the town? tornadoes
18 Bumper to bumper, the traffic
was, that blocked the two-
lane highway.
A. Which traffic blocked Bumper to
the highway? bumper traffic
B. Which highway was The two-lane
blocked by traffic? highway
19 Exciting, the tour was, that the
tourists took through the
northeastern city.
A. Which tour did the The exciting
tourists take? tour
The
B. Which city did the northeastern
tourists tour? city
20 Crowded, the flight was, that
arrived at the Omaha airport.
A. Which flight arrived at The crowded
the airport? flight
B. Which airport did the The Omaha
flight arrive at? airport
A Score B Score

Total Score (A+B) =

Next Steps:
Total Score ≥ 32 When criterion is met on two consecutive treatment trials, Topicalization
Training is complete. See training completion criteria. Administer Probe at start
of subsequent treatment session.
Total Score < 32 Repeat treatment task during subsequent trial. Topicalization Task should be
treated for a maximum of three sessions total.

Topicalization 41
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Topicalization Training Completion Criteria:

• Reach 80% accuracy on treatment task across two consecutive trials.

Trial 1 Trial 2
Date Achieved
OR
• Complete three consecutive sessions of Topicalization Training
Session 1 Session 2 Session 3
Date Achieved

Administer probe during next treatment session.

Topicalization 42
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Probe

Instructions:
Verbally present the following set of 10 sentences without topicalization to the patient, and ask him or
her the corresponding comprehension questions. The target response for each question is indicated.
Any information that provides essential information should be scored as accurate. Score correct and
incorrect responses.

Scoring: 1 = correct response to comprehension question

0 = incorrect or no response

Date Administered: ___________________

# Sentence & Questions Target Score

1 The horse with the dappled coat trotted through the mountain trails.
The horse with the
A. Which horse trotted through the trails? dappled coat
B. Which trails did the horse trot on? The mountain trails
2 The swimmer in the Olympics competed in four freestyle relays.
The swimmer in the
A. Which swimmer competed in the relays? Olympics
B. Which relays did the swimmer compete in? Four freestyle relays
3 The oranges from the citrus grove were picked to make fresh juice.
The oranges from the
A. Which oranges were picked to make juice? citrus grove
B. Which juice were the oranges picked to make? The fresh juice
4 The nurses from the rehab center cared for the recovering patients.
The nurses from the
A. Which nurses cared for the patients? rehab center
B. Which patients did the nurses care for? The recovering patients
5 The professor at the college taught several history classes.
The professor at the
A. Which professor taught several classes? college
B. Which classes did the professor teach? Several history classes
6 The artist who lives in Atlanta rented an apartment near the city
limits.
The artist who lives in
A. Which artist rented the apartment? Atlanta
The apartment near the
B. Which apartment did the artist rent? city limits
7 The model in the magazine was wearing a floor-length gown.
The model in the
A. Which model was wearing the gown? magazine
B. Which gown was the model wearing? A floor-length gown
8 The pharmacy in the supermarket offered the lowest prices in town.
The pharmacy in the
A. Which pharmacy offered the prices? supermarket

Topicalization 43
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Questions Target Score

B. Which prices did the pharmacy offer? The lowest prices in town
9 The waitress at the diner served freshly brewed coffee.
A. Which waitress served the coffee? The waitress at the diner
B. Which coffee did the waitress serve? Freshly brewed coffee
10 The children at the daycare center played with the colored blocks.
The children at the
A. Which children played with the blocks? daycare
B. Which blocks did the children play with? The colored blocks
Total Score

Topicalization 44
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Processing Tasks

5) Anaphora (see Myachykov & Posner, 2005)

Materials: Large-text sentences for visual cues

Initial Baseline

Instructions:
Verbally present the following set of 30 sentences to the patient, and ask him or her the corresponding
comprehension questions. Working memory load is determined by the distance between the anaphoric
pronoun and its antecedent. The target response for each question is indicated. Any answer that provides the
essential information should be scored as accurate. Score correct and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: ___________________

Load # Sentence & Question Target Score Score Score

Low 1 Mike laughed while he watched the TV show.
Who watched the TV show? Mike
High 2 The girls who visited Grandma at the Jersey Shore told the
ticket agent that they left the luggage with her.
Who did the girls leave the luggage with? Grandma
Low 3 The couple strolled through the park where they met.
Who met at the park? The couple
Medium 4 Lily bought Caroline a present from the mall because she
turned 30 years old this weekend.
Who turned 30 years old this weekend? Caroline
Medium 5 Nora believed Sam immediately when he explained the
reason for the missing money.
Who explained the reason for the missing money? Sam
Medium 6 My sister baked Tom two dozen cookies because he helped
out with house repairs.
Who helped out with house repairs? Tom
Low 7 Kerry complained that she wasn’t given enough time to
complete the assignment.
Who wasn’t given enough time to complete the assignment? Kerry
Medium 8 Pete congratulated Lucy at the gymnasium after she won the
district swim meet.
Who won the district swim meet? Lucy
Low 9 Marco apologized although he maintained his innocence.
Who maintained his innocence? Marco

Anaphora 45
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Load # Sentence & Question Target Score Score Score

Medium 10 The girls sat with Mrs. Smith on the blue sofa because she
was tired from traveling.
Who was tired from traveling? Mrs. Smith
High 11 The driver who drove Mr. Blake to the conference told the
valet that he traveled 300 miles with him.
Who did the driver travel 300 miles with? Mr. Blake
Low 12 The little girl hoped that she would get presents from Santa
Claus.
Who hoped she would get presents from Santa Claus? The (little)
girl
Medium 13 Mr. York promoted Inez after the holiday season because she
was the best worker on the line.
Who was the best worker on the line? Inez
Medium 14 Alice called Mrs. Brown before the potluck because she had a
question about a recipe.
Who had a question about the recipe? Alice
High 15 The model who impressed the magazine editor by arriving on
time to the shoot told Sheila how she appreciated her praise.
Whose praise did the model appreciate? The
(magazine)
editor’s
Medium 16 Tony told Helen to turn off the television until he finished
working on the project.
Who finished working on the project? Tony
Low 17 The dog growled when he saw the stranger enter the yard.
Who saw the stranger enter the yard? The dog
High 18 The maid who was employed by Rita to clean several houses
told the handyman how much she hates working for her.
Who does the maid hate working for? Rita
High 19 The chef who was reviewed by Mr. Hall from the New York
Times told the hostess that he was nervous to read his article.
Whose article was the chef nervous to read? Mr. Hall’s
Low 20 The baby crawled before he was able to walk.
Who was able to walk? The baby
Medium 21 The witness informed the reporter for the daily newspaper
that he saw the accident on the highway.
Who saw the accident on the highway? The witness
High 22 The worker who covered for Mark during the snowstorm told
the woman that he borrowed the tools from him.
Who did the worker borrow the tools from? Mark
High 23 The broker who met Leo in the bank lobby told the manager
how he sealed the deal with him.
Who did the broker seal the deal with? Leo

Anaphora 46
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Load # Sentence & Question Target Score Score Score

Low 24 Mom worried when she didn’t receive a call from James.
Who didn’t receive a call from James? Mom
High 25 The hostess who invited Mrs. Martin to the party told John
how glad she was that she arrived early.
Who was the hostess glad arrived early? Mrs. Martin
Low 26 The magician disappeared after he clapped his hands three
times.
Who clapped his hands three times? The magician
High 27 The President who employed the assistant for the campaign
told Paul that he was planning to fire her.
Who was the President planning to fire? The assistant
Medium 28 Hector played Jennifer a song on the piano although he
preferred the violin.
Who preferred the violin? Hector
Low 29 Kim smiled when she won the award.
Who won the award? Kim
High 30 The Olympian who outran Bobby in the final race told the
official that he was surprised that he beat him.
Who was the Olympian surprised that he beat? Bobby
Total Score

Next Steps:
Total Score ≥ 24 Anaphora Training Complete.
Total Score < 24 Repeat baseline 2 more times, then proceed to Phase A Treatment
Task.

Anaphora 47
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment Task: Low Load

Instructions:
Instruct patient to listen to the following set of 20 sentences and to pay careful attention to comprehending
them. Verbally present each sentence, and ask the corresponding comprehension question. The target
response for each question is indicated. Any answer that provides the essential information should be scored
as accurate. Score correct and incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 Jasmine stayed after she finished the meal.
Who finished the meal? Jasmine
2 The businessman departed when he arrived at the
Federal Building.
The
Who arrived at the Federal Building? businessman
3 Kelly flinched when she stubbed her toe on the couch.
Who stubbed her toe on the couch? Kelly
4 Patrick thought before he purchased the expensive
car.
Who purchased the expensive car? Patrick
5 Laura cleaned after she tracked mud through the
house.
Who tracked mud through the house? Laura
6 Dennis danced although he twisted his ankle last
week.
Who twisted his ankle last week? Dennis
7 The head chef grimaced when he tasted the salty
pasta dish.
Who tasted the salty pasta dish? The head chef
8 My aunt visited before she left on the Caribbean
cruise.
Who left on the Caribbean cruise? (Your) aunt
# Sentence & Question Target Score Cueing Provided
Anaphora 48
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

9 Rebecca stood while she conducted the concert.

Who conducted the concert? Rebecca
10 Mr. Moore drove because he had the fastest car.
Who had the fastest car? Mr. Moore
11 Kevin left after he found the envelope.
Who found the envelope? Kevin
12 Mary laughed while she watched the movie.
Who watched the movie? Mary
13 The children played until they were called in for
dinner.
Who was called in for dinner? The children
14 John yelled because he was angry.
Who was angry? John
15 The woman cried because she lost the ring.
Who lost the ring? The woman
16 Julie ate because she was hungry.
Who was hungry? Julie
17 Ben cheered after he scored the touchdown.
Who scored the touchdown? Ben
18 The girls talked before they went to class.
Who went to class? The girls
19 Chris celebrated after he won the race.
Who won the race? Chris
20 Sarah worked while she talked on the phone.
Who talked on the phone? Sarah
Total Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, proceed to Phase B of
Anaphora.
Total Score < 16 Repeat Phase A treatment task during subsequent trial. Anaphora task should be
treated for a maximum of three sessions total.

Anaphora 49
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment Task: Medium Load

Instructions:
Instruct patient to listen to the following set of 20 sentences and to pay careful attention to comprehending
them. Verbally present each sentence, and ask the corresponding comprehension question. The target
response for each question is indicated. Any answer that provides the essential information should be scored
as accurate. Score correct and incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 Tim argued with Kelly during the movie because she
forgot to buy popcorn.
Who forgot to buy popcorn? Kelly
2 The agent sold Jake a vacation home in Colorado since
he enjoys skiing in the mountains.
Who enjoys skiing in the mountains? Jake
3 Jessie made the children dinner after the piano lesson
because they were hungry.
Who was hungry? The children
4 The doctor told Angie during her appointment that she
should remember to take the medicine every day.
Who should remember to take the medicine every Angie
day?
5 Claire confronted Sam at the party about the email he
sent last week.
Who sent the email last week? Sam
6 Maria pushed the baby around the block in the stroller
because she wouldn’t stop crying.
Who wouldn’t stop crying? The baby
7 Rick gave Wendy money after the meeting for the gift
she bought three days ago.
Who bought the gift three days ago? Wendy
8 Kara called Jason at his office about the news he was
going to share.

Anaphora 50
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

Who was going to share the news? Jason
9 The clerk charged Tracy at the register for the dress
she was going to buy.
Who was going to buy the dress? Tracy
10 The minister blessed Marilyn with a prayer after she
was in the accident.
Who was in the accident? Marilyn
11 Mary told John during the party about the woman he
was going to meet.
Who was going to meet the woman? John
12 Kate gave Nick a key in January after he moved into
the apartment.
Who moved into the apartment? Nick
13 The teacher scolded Jamie in front of the class because
he forgot his homework.
Who forgot his homework? Jamie
14 The dog chased the man out of the yard when he
walked through the gate.
Who walked through the gate? The man
15 Megan discussed with Dave over lunch the budget he
presented at the meeting.
Who presented at the meeting? Dave
16 Dad congratulated Zach after the game because he
scored the winning goal.
Who scored the winning goal? Zach
17 Paul bought Lucy a necklace for Christmas before she
moved away to London.
Who moved away to London? Lucy
18 Tom asked Hannah during the interview about the
movie she was planning to direct.
Who was planning to direct the movie? Hannah
19 Mom drove Patrick to the airport because he wanted
to catch the 5:00 flight.
Who wanted to catch the 5:00 flight? Patrick
20 Mr. Miller hired Julie after her graduation when she
was looking for a job.
Who was looking for a job? Julie
Total Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, proceed to Phase C of
Anaphora.
Total Score < 16 Repeat Phase B treatment task during subsequent trial. Anaphora task should be
treated for a maximum of three sessions total.

Anaphora 51
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase C Treatment Task: High Load

Instructions:
Instruct patient to listen to the following set of 20 sentences and to pay careful attention to comprehending
them. Verbally present each sentence, and ask the corresponding comprehension question. The target
response for each question is indicated. Any answer that provides the essential information should be scored
as accurate. Score correct and incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 The manager who questioned the teller from the local
bank branch told the policeman how he suspected her
of fraud.
Who did the manager suspect of fraud? The teller
2 The repairman who angered the customer during the
service call told the HR rep that he had somehow
offended him.
Who did the repairman offend? The customer
3 The boxer who injured Lee in the qualifying match told
the referee that he did not mean to hurt him.
Who did the boxer not mean to hurt? Lee
4 The doctor who cured Frank of the disease told the
nurse that he needed him to pay his bill.
Who did the doctor need to pay his bill? Frank
5 The translator who accompanied the ambassador
from France told Peter that she would attend the
meeting with him.
Who would the translator attend the meeting with? Peter
6 The judge who heard the prosecutor’s closing
arguments told the defendant that he decided to
convict him.
Who did the judge decide to convict? The defendant

Anaphora 52
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

7 The tourist who photographed a friend in front of the
castle told the tour guide that he has known her for
years.
Who has the tourist known for years? A friend
8 The lookout who spotted the pirate from the crow’s
nest told the captain that he thought the ship would
soon be under attack by him.
Who did the lookout think would attack the ship? The pirate
9 The editor who encouraged the author to choose a
new title told the publisher that she would help him
make the revision.
Who will the editor help make the revision? The author
10 The cameraman who filmed the President making the
speech told the woman that he had previously met
him during a press conference.
Who did the cameraman previously meet during a The President
press conference?
11 The mailman who delivered Sherry a package from
Australia told a neighbor how unfriendly he found her
to be.
Who did the mailman find to be unfriendly? Sherry
12 The waitress who poured John a cup of coffee told the
manager that she received a large tip from him.
Who did the waitress receive a large tip from? John
13 The millionaire who hired a personal assistant to
oversee household errands told a friend that he paid
her $600 per week.
Who did the millionaire pay $600 per week? A personal
assistant
14 The pilot who flew Megan in the private plane told the
gate agent that he thought she was traveling alone.
Who did the pilot think was traveling alone? Megan
15 The chef who fired the waiter after the dinner rush
told the restaurant owner that he couldn’t bear to
work with him any longer.
Who couldn’t the chef bear to work with any longer? The waiter
16 The soldier who fought with Thomas in World War II
told Linda that he considered him to be a loyal friend.
Who did the soldier consider to be a loyal friend? Thomas
17 The conductor who praised the violinist in the
Philadelphia Symphony Orchestra told Phillip how he
was impressed with her talent.
Whose talent was the conductor impressed with? The violinist
18 The fireman who saved Jill from the burning building
told the reporter that he found her trapped on the
fifth floor.

Anaphora 53
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

Who did the fireman find trapped on the fifth floor? Jill
19 The girl who was suspended by Mr. Reed at the
disciplinary hearing told Nathan how upset she was by
his decision.
Whose decision upset the girl? Mr. Reed
20 The man who pickpocketed Mrs. Wallace at the
shopping mall told the security guard that he saw her
as an easy target.
Who did the man see as an easy target? Mrs. Wallace
Total Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, Anaphora Training is
complete. See training completion criteria. Administer Probe at start of subsequent
treatment session.
Total Score < 16 Repeat Phase C treatment task during subsequent trial. Anaphora task should be
treated for a maximum of three sessions total.

Anaphora 54
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Anaphora Training Completion Criteria:

• Reach 80% accuracy on Phase C treatment across two consecutive trials.

Trial 1 Trial 2
Date Achieved
OR
• Complete three consecutive sessions of Anaphora Training
Session 1 Session 2 Session 3
Date Achieved
Phase(s) Completed

Administer probe during next treatment session.

Anaphora 55
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Probe Task

Instructions:
Verbally present the following set of 30 sentences to the patient, and ask him or her the corresponding
comprehension questions. Working memory load is determined by the distance between the anaphoric
pronoun and its antecedent. The target response for each question is indicated. Any answer that provides the
essential information should be scored as accurate. Score correct and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: _________________

Load # Sentence & Question Target Score

Low 1 Mike laughed while he watched the TV show.
Who watched the TV show? Mike
High 2 The girls who visited Grandma at the Jersey Shore told the
ticket agent that they left the luggage with her.
Who did the girls leave the luggage with? Grandma
Low 3 The couple strolled through the park where they met.
Who met at the park? The couple
Medium 4 Lily bought Caroline a present from the mall because she
turned 30 years old this weekend.
Who turned 30 years old this weekend? Caroline
Medium 5 Nora believed Sam immediately when he explained the reason
for the missing money.
Who explained the reason for the missing money? Sam
Medium 6 My sister baked Tom two dozen cookies because he helped out
with house repairs.
Who helped out with house repairs? Tom
Low 7 Kerry complained that she wasn’t given enough time to
complete the assignment.
Who wasn’t given enough time to complete the assignment? Kerry
Medium 8 Pete congratulated Lucy at the gymnasium after she won the
district swim meet.
Who won the district swim meet? Lucy
Low 9 Marco apologized although he maintained his innocence.
Who maintained his innocence? Marco
Medium 10 The girls sat with Mrs. Smith on the blue sofa because she was
tired from traveling.
Who was tired from traveling? Mrs. Smith
High 11 The driver who drove Mr. Blake to the conference told the valet
that he traveled 300 miles with him.
Who did the driver travel 300 miles with? Mr. Blake
Low 12 The little girl hoped that she would get presents from Santa
Claus.
Who hoped she would get presents from Santa Claus? The (little) girl
Anaphora 56
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Load # Sentence & Question Target Score

Medium 13 Mr. York promoted Inez after the holiday season because she
was the best worker on the line.
Who was the best worker on the line? Inez
Medium 14 Alice called Mrs. Brown before the potluck because she had a
question about a recipe.
Who had a question about the recipe? Alice
High 15 The model who impressed the magazine editor by arriving on
time to the shoot told Sheila how she appreciated her praise.
Whose praise did the model appreciate? The (magazine)
editor’s
Medium 16 Tony told Helen to turn off the television until he finished
working on the project.
Who finished working on the project? Tony
Low 17 The dog growled when he saw the stranger enter the yard.
Who saw the stranger enter the yard? The dog
High 18 The maid who was employed by Rita to clean several houses
told the handyman how much she hates working for her.
Who does the maid hate working for? Rita
High 19 The chef who was reviewed by Mr. Hall from the New York
Times told the hostess that he was nervous to read his article.
Whose article was the chef nervous to read? Mr. Hall’s
Low 20 The baby crawled before he was able to walk.
Who was able to walk? The baby
Medium 21 The witness informed the reporter for the daily newspaper that
he saw the accident on the highway.
Who saw the accident on the highway? The witness
High 22 The worker who covered for Mark during the snowstorm told
the woman that he borrowed the tools from him.
Who did the worker borrow the tools from? Mark
High 23 The broker who met Leo in the bank lobby told the manager
how he sealed the deal with him.
Who did the broker seal the deal with? Leo
Low 24 Mom worried when she didn’t receive a call from James.
Who didn’t receive a call from James? Mom
High 25 The hostess who invited Mrs. Martin to the party told John how
glad she was that she arrived early.
Who was the hostess glad arrived early? Mrs. Martin
Low 26 The magician disappeared after he clapped his hands three
times.
Who clapped his hands three times? The magician
High 27 The President who employed the assistant for the campaign
told Paul that he was planning to fire her.
Who was the President planning to fire? The assistant

Anaphora 57
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Load # Sentence & Question Target Score

Medium 28 Hector played Jennifer a song on the piano although he
preferred the violin.
Who preferred the violin? Hector
Low 29 Kim smiled when she won the award.
Who won the award? Kim
High 30 The Olympian who outran Bobby in the final race told the
official that he was surprised that he beat him.
Who was the Olympian surprised that he beat? Bobby
Total Score

Anaphora 58
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Processing Tasks

6) Nominal Grounding (see Langacker, 2008)

Materials: Large-print sentences for visual cues

Initial Baseline

Instructions:
Verbally present the following set of 18 sentences to the patient, and ask him or her to respond yes or no to
the corresponding comprehension questions. Sentences use nominal grounding elements (i.e., a, the, this,
that, each, every, some, any, no) to direct listener’s attention to the sentence referent with regard to speaker,
hearer, and the immediate circumstances. The target response for each question is indicated. Score correct
and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: ___________________

# Sentence & Question Target Score Score Score

1 The hotel guest in Room 1143 submitted a complaint.
Do we know which complaint the hotel guest submitted? No
2 This hailstorm is destroying those houses.
Are the houses close at hand? No
3 These parking spaces are reserved for those dignitaries.
Are the parking spaces close at hand? Yes
4 These paintings were purchased by those collectors.
Are the paintings close at hand? Yes
5 A TV anchor from Channel 5 broke the news story.
Do we know which TV anchor broke the news story? No
6 Every bottle of water is empty, but there is some lemonade in the
pitcher.
Is there any water left to drink? No
7 Many of the workers are eating lunch, but most of the managers have
left the cafeteria.
Are any of the managers in the cafeteria? Yes
8 A red car parked on the street belongs to the neighbor.
Do we know which red car belongs to the neighbor? No
9 Every tourist on the trip went to the museum, but only some went to
the beach.
Did all of the tourists go to the beach? No
10 Those diners are eating that pizza.
Is the pizza close at hand? No

Nominal Grounding 59
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Score Score

11 All of the books on the table are for sale, but some are missing pages.
Are all of the books missing pages? No
12 The boy reading comics fought with a friend.
Do we know which boy fought with a friend? Yes
13 Most of the strawberries were picked on Monday, but some of the
apples were picked on Tuesday.
Did any of the strawberries get picked on Monday? Yes
14 The secretary sitting at the desk is writing an important letter.
Do we know which secretary is writing an important letter? Yes
15 That boy is climbing that ladder.
Is the ladder close at hand? No
16 Every child in the line will be entered in the raffle, but all adults are
ineligible.
Are any of the children entered in the raffle? Yes
17 A motorcycle in the garage belongs to the mechanic.
Do we know which mechanic a motorcycle belongs to? Yes
18 This song was written for that actress.
Is the song close at hand? Yes
Total
Score

Next Steps:
Total Score ≥ 14 Nominal Grounding Training Complete.
Total Score < 14 Repeat baseline 2 more times, then proceed to Phase A Treatment
Task.

Nominal Grounding 60
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment Task: Articles

Instructions:
Instruct the patient to listen to the following set of 20 sentences and to pay careful attention to them. Verbally
present each sentence, and ask the patient to answer yes or no to the corresponding comprehension
questions. The target response for each question is indicated. Score correct and incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 The girl in the class likes a boy.
Do we know which boy the girl likes? No
2 The woman in the choir sings a song.
Do we know which woman sings a song? Yes
3 A man on the bus carried the briefcase.
Do we know which man carried the briefcase? No
4 The clerk at the store rang up the purchase.
Do we know which purchase the clerk rang up? Yes
5 Tom found a home for the dog.
Do we know which home Tom found? No
6 The mayor of the city rode to the park.
Do we know which park the mayor rode to? Yes
7 The zookeeper fed a group of monkeys.
Do we know which group of monkeys the zookeeper fed? No
8 A trusted friend gave the advice.
Do we know which friend gave the advice? No
9 The milk we bought is in the refrigerator.
Do we know which refrigerator the milk is in? Yes
10 A rabbit with a white tail is living in the garden.
Do we know which garden the rabbit is living in? Yes
11 The report I finished yesterday is on the desk.
Do we know which report is on the desk? Yes

Nominal Grounding 61
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

12 A phone is ringing in the office.
Do we know which office a phone is ringing in? Yes
13 The new job Tony applied for requires a writing sample.
Do we know which writing sample the new job requires? No
14 A movie I watched yesterday had a surprise ending.
Do we know which movie had a surprise ending? No
15 The potatoes Inez prepared are in a serving dish.
Do we know which potatoes are in a serving dish? Yes
16 The document in the file summarizes the campaign
meeting.
Do we know which document summarizes the campaign Yes
meeting?
17 The doctor from the hospital read a positive test result.
Do we know which positive test result was read by the No
doctor?
18 An apple from the bowl was eaten by the boy.
Do we know which apple was eaten by the boy? No
19 The lamp with the blue lampshade is from a thrift store.
Do we know which lamp is from a thrift store? Yes
20 The house on my block is selling for a high price.
Do we know which high price the house is selling for? No
Total Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, proceed to Phase B of
Nominal Grounding.
Total Score < 16 Repeat Phase A treatment task during subsequent trial. Nominal Grounding task
should be treated for a maximum of three sessions total.

Nominal Grounding 62
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment Task: Demonstratives

Instructions:
Instruct the patient to listen to the following set of 20 sentences and to pay careful attention to
comprehending them. Verbally present each sentence, and ask the patient to answer yes or no to the
corresponding comprehension questions. The target response for each question is indicated. Score correct and
incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 This evidence should satisfy those detectives.
Are the detectives close at hand? No
2 These shoes should fit those children.
Are the children close at hand? No
3 This key is smaller than this lock.
Is the key close at hand? Yes
4 That car won’t fit into that parking space.
Is the parking space close at hand? No
5 Those dishes belong in these cabinets.
Are the dishes close at hand? No
6 Those papers should be placed in this file.
Is the file close at hand? Yes
7 This book is more interesting than that movie.
Is the book close at hand? Yes
8 These paint samples will match that couch.
Are the paint samples close at hand? Yes
9 These letters should be sorted into those mailboxes.
Are the letters close at hand? Yes
10 That baseball player uses this glove.
Is the baseball player close at hand? No

Nominal Grounding 63
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

11 Those giraffes eat the leaves off those trees.
Are the trees close at hand? No
12 This artist created these paintings.
Are the paintings close at hand? Yes
13 These photographs came from that album.
Are the photographs close at hand? Yes
14 Those doctors work at that hospital.
Is the hospital close at hand? No
15 These flowers need to be watered with that watering
can.
Are the flowers close at hand? Yes
16 This prize was given to that runner.
Is the runner close at hand? No
17 This party was hosted by those women.
Are the women close at hand? No
18 Those boats are anchored in that lake.
Are the boats close at hand? No
19 These agents sell houses in this neighborhood.
Is the neighborhood close at hand? Yes
20 These tickets will provide access to this concert.
Are the tickets close at hand? Yes
Total Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, proceed to Phase C of
Nominal Grounding.
Total Score < 16 Repeat Phase B treatment task during subsequent trial. Nominal Grounding task
should be treated for a maximum of three sessions total.

Nominal Grounding 64
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase C Treatment Task: Qualifiers

Instructions:
Instruct the patient to listen to the following set of 20 sentences and to pay careful attention to
comprehending them. Verbally present each sentence, and ask the patient to answer yes or no to the
corresponding comprehension questions. The target response for each question is indicated. Score correct and
incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 Every player is part of the team, but some receive more
playing time.
Do all players receive equal amounts of playing time? No
2 All of the guests enjoyed the party, but some guests left
early.
Did any of the guests enjoy the party? Yes
3 Most of the tables are reserved, but some are available for
seating.
Are any of the tables available for seating? Yes
4 All of the dresses are silk, but each has a different design.
Do all of the dresses have the same design? No
5 Some of the gardeners grow vegetables, and some grow
flowers.
Do any of the gardeners grow vegetables? Yes
6 Most of the tickets have been sold, and any that are still
available are very expensive.
Are any inexpensive tickets still available? No
7 Some of the pots are on the stove, but most are in the
cabinets.
Are any of the pots in the cabinets? Yes
8 Each guest will eat a piece of cake but only some will want
ice cream.
Will all guests eat a piece of cake? Yes

Nominal Grounding 65
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

9 Every shirt was packed in the suitcase, but all shoes were
packed in boxes.
Were any shirts packed in the suitcase? Yes
10 All of the campers went hiking, and many counselors went
swimming.
Did any of the campers go hiking? Yes
11 Every customer ordered an ice cream cone, but each asked
for a different flavor.
Did any of the customers order a different flavor? Yes
12 Many of the passengers traveled to Canada, but some
departed the train in Michigan.
Did all of the passengers travel to Canada? No
13 All of the teachers taught history, and most were
employed by the university.
Were all of the teachers employed by the university? No
14 Some of the money is in the bank, and some of it is
invested in stocks.
Is all of the money in the bank? No
15 Every piece of jewelry was stolen in the robbery and most
of the paintings were stolen as well.
Was all of the jewelry stolen in the robbery? Yes
16 Every reporter printed the story but each took a different
viewpoint.
Did any reporters take the same viewpoint? No
17 All of the actors performed in the show, and many received
a standing ovation.
Did all the actors receive a standing ovation? No
18 Many of the soldiers marched in the parade, and each
wore a blue uniform.
Did all of the soldiers march in the parade? No
19 Every package was delivered on time, but some arrived
badly damaged.
Were any packages delivered on time? Yes
20 Some leaves are still on the tree, but there aren’t any
flowers.
Are any flowers left on the tree? No
Total
Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, Nominal Grounding
Training is complete. See training completion criteria. Administer Probe at start of
subsequent treatment session.
Total Score < 16 Repeat Phase C treatment task during subsequent trial. Nominal Grounding task
should be treated for a maximum of three sessions total.

Nominal Grounding 66
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Nominal Grounding Training Completion Criteria:

• Reach 80% accuracy on Phase C across two sessions
Session 1 Session 2
Date Achieved
OR
• Complete three consecutive sessions of Nominal Grounding Training
Session 1 Session 2 Session 3
Date Achieved
Phase(s) Completed

Administer probe during next treatment session.

Nominal Grounding 67
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Nominal Grounding Probe

Instructions:
Verbally present the following set of 18 sentences to the patient, and ask him or her to respond yes or no to
the corresponding comprehension questions. Sentences use nominal grounding elements (i.e., a, the, this,
that, each, every, some, any, no) to direct listener’s attention to the sentence referent with regard to speaker,
hearer, and the immediate circumstances. The target response for each question is indicated. Score correct
and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: ___________________

# Sentence & Question Target Score
1 The hotel guest in Room 1143 submitted a complaint.
Do we know which complaint the hotel guest submitted? No
2 This hailstorm is destroying those houses.
Are the houses close at hand? No
3 These parking spaces are reserved for those dignitaries.
Are the parking spaces close at hand? Yes
4 These paintings were purchased by those collectors.
Are the paintings close at hand? Yes
5 A TV anchor from Channel 5 broke the news story.
Do we know which TV anchor broke the news story? No
6 Every bottle of water is empty, but there is some lemonade in the pitcher.
Is there any water left to drink? No
7 Many of the workers are eating lunch, but most of the managers have left the
cafeteria.
Are any of the managers in the cafeteria? Yes
8 A red car parked on the street belongs to the neighbor.
Do we know which red car belongs to the neighbor? No
9 Every tourist on the trip went to the museum, but only some went to the beach.
Did all of the tourists go to the beach? No
10 Those diners are eating that pizza.
Is the pizza close at hand? No

Nominal Grounding 68
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score

11 All of the books on the table are for sale, but some are missing pages.
Are all of the books missing pages? No
12 The boy reading comics fought with a friend.
Do we know which boy fought with a friend? Yes
13 Most of the strawberries were picked on Monday, but some of the apples were
picked on Tuesday.
Did any of the strawberries get picked on Monday? Yes
14 The secretary sitting at the desk is writing an important letter.
Do we know which secretary is writing an important letter? Yes
15 That boy is climbing that ladder.
Is the ladder close at hand? No
16 Every child in the line will be entered in the raffle, but all adults are ineligible.
Are any of the children entered in the raffle? Yes
17 A motorcycle in the garage belongs to the mechanic.
Do we know which mechanic a motorcycle belongs to? Yes
18 This song was written for that actress.
Is the song close at hand? Yes
Total
Score

Nominal Grounding 69
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Processing Tasks

7) Clausal Grounding (see Langacker, 2008)

Materials: Large-print sentences for visual cues

Initial Baseline

Instructions:
Verbally present the following set of 16 sentences to the patient, and ask him or her to respond yes or no to
the corresponding comprehension questions. Sentences use clausal grounding elements (i.e., -s, -ed, may,
should, will) to direct listener’s attention to profiled relationship with regard to speaker’s current conception
of reality. The target response for each question is indicated. Score correct and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: ___________________

# Sentence & Question Target Score Score Score

1 The witness may hire a lawyer.
Is the witness required to hire a lawyer? No
2 The photographer must be paid a deposit before the wedding.
Does the photographer require a deposit to be paid before the wedding? Yes
3 The dry cleaner can have the shirts ready by tomorrow.
Is there a chance the dry cleaner won’t have the shirts ready by Yes
tomorrow?
4 The child brags that he was the best player.
Is the child bragging that he is the best player now? No
5 Jeff bragged that he was the funniest performer at the talent show.
Is Jeff bragging that he is the funniest performer now? No
6 The journalist can take a leave of absence.
Is the journalist required to take a leave of absence? No
7 Mary laughs at the TV show she is watching.
Is Mary laughing now at the TV show she is watching? Yes
8 Lee affirmed that he is proud of his son.
Is Lee affirming that he is proud of his son now? Yes
9 Tim admitted that he is given the promotion.
Is Tim admitting now that he is given the promotion? No
10 The train conductor may transport the freight to San Antonio.
Is there a chance the train conductor won’t transport the freight to San Yes
Antonio?
11 The worker told his supervisor that the road was uneven.
Is the worker telling his supervisor now that the road is uneven? No

Clausal Grounding 70
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Score Score

12 The contractor must meet the construction deadline.
Is there a chance the contractor won’t meet the construction deadline? No
13 Mrs. Graham assumes that she was the best baker in town.
Is Mrs. Graham assuming now that she is the best baker in town? Yes
14 The volunteer will read stories to the children.
Is the volunteer required to read stories to the children? Yes
15 Joe decides that he prefers the blue car.
Is Joe deciding now that he prefers the blue car? Yes
16 The pilot will volunteer for the London to New York route.
Is there a chance the pilot won’t volunteer for the London to New York No
route?
Total
Score
Next Steps:
Total Score ≥ 12 Clausal Grounding Training Complete.
Total Score < 12 Repeat baseline 2 more times, then proceed to Phase A Treatment
Task.

Clausal Grounding 71
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment Task: Tense

Instructions:
Instruct the patient to listen to the following set of 16 sentences and to pay careful attention to
comprehending them. Verbally present each sentence, and ask the patient to answer yes or no to the
corresponding comprehension questions. The target response for each question is indicated. Score correct and
incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 The teacher announces that she was tired.
Is the teacher announcing that she is tired now? No
2 Julie felt that she was the most charming guest at the
party.
Is Julie feeling that she is the most charming guest at No
the party now?
3 The judge claimed that the defendant was in the
courtroom.
Is the judge claiming now that the defendant is in the No
courtroom?
4 Sara exclaims that she is excited.
Is Sara exclaiming that she is excited now? Yes
5 The boy complains that he isn’t picked for the team.
Is the boy complaining that he isn’t picked for the Yes
team now?
6 Rachel announced that she has the answer.
Is Rachel announcing that she has the answer now? Yes
7 Carrie explains that she is ill.
Is Carrie explaining now that she is ill? Yes
8 Nick argues that he was safe at home base.
Is Nick arguing now that he is safe at home base? Yes

Clausal Grounding 72
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

9 The weatherman mentioned that the snow was falling.
Is the weatherman mentioning now that the snow is No
falling?
10 Jane prayed that her friend isn’t injured.
Is Jane praying now that her friend isn’t injured? No
11 Carly read that she is the winner of the contest.
Is Carly reading that she is the winner of the contest Yes
now?
12 Maria claimed that she is nervous about the
presentation.
Is Maria claiming now that she is nervous about the No
presentation?
13 The girl told her father that she was cooperative.
Is the girl telling her father that she is cooperative No
now?
14 My sister tells me that she is angry.
Is my sister telling me that she is angry now? Yes
15 Will says that he preferred chocolate ice cream.
Is Will saying now that he prefers chocolate ice cream? Yes
16 The boy tells his mother that he was defeated in the
race.
Is the boy telling his mother that he is defeated in the No
race now?
Total Score

Next Steps:
Total Score ≥ 12 When criterion is met on two consecutive treatment trials, proceed to Phase B of
Clausal Grounding.
Total Score < 12 Repeat Phase A treatment task during subsequent trial. Clausal Grounding task
should be treated for a maximum of three sessions total.

Clausal Grounding 73
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment Task: Modal Verbs

Instructions:
Instruct the patient to listen to the following set of 16 sentences and to pay careful attention to
comprehending them. Verbally present each sentence, and ask the patient to answer yes or no to the
corresponding comprehension questions. The target response for each question is indicated. Score correct and
incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 The doctor will see patients over the holiday weekend.
Is there a chance the doctor won’t see patients over No
the holiday weekend?
2 The activist can block the release of the film.
Is there a chance the activist won’t block the release of Yes
the film?
3 Dan will agree to take the promotion.
Is Dan required to take the promotion? Yes
4 Lindsay may make the appointment for Thursday.
Is there a chance Lindsay won’t make the appointment Yes
for Thursday?
5 You must help me shovel the snow for a change.
Is there a chance you won’t help me with the snow? No
6 You must take responsibility for your actions.
Are you required to take responsibility for your Yes
actions?
7 You may agree to make the edits on the manuscript.
Is there a chance you won’t make edits on the Yes
manuscript?
8 The editor can veto the book proposal.
Is there a chance the editor won’t veto the book Yes
proposal?

Clausal Grounding 74
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

9 The family will visit Detroit next week.
Is there a chance the family won’t visit Detroit next No
week?
10 The worker can support the union strike.
Is the worker required to support the union strike? No
11 The nurse may take the patient’s blood pressure this
morning.
Is the nurse required to take the patient’s blood No
pressure this morning?
12 The captain can set sail before midnight.
Is the captain required to set sail before midnight? No
13 The painting will sell for several thousand dollars at
auction.
Is the painting required to sell for several thousand Yes
dollars at auction?
14 The student must pass his final exams.
Is there a chance the student won’t pass his final No
exams?
15 The actress may attend the Paris premiere.
Is the actress required to attend the Paris premiere? No
16 The stylist must listen to her client’s request.
Is the stylist required to listen to her client’s request Yes
Total Score

Next Steps:
Total Score ≥ 12 When criterion is met on two consecutive treatment trials, Clausal Grounding
Training is complete. See training completion criteria. Administer Probe at start of
subsequent treatment session.
Total Score < 12 Repeat Phase B treatment task during subsequent trial. Clausal Grounding task
should be treated for a maximum of three sessions total.

Clausal Grounding Training Completion Criteria:

• Reach 75% accuracy on Phase B across two sessions
Session 1 Session 2
Date Achieved
OR
• Complete three consecutive sessions of Clausal Grounding Training
Session 1 Session 2 Session 3
Date Achieved
Phase(s) Completed

Administer probe during next treatment session.

Clausal Grounding 75
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Clausal Grounding Probe

Instructions:
Verbally present the following set of 16 sentences to the patient, and ask him or her to respond yes or no to
the corresponding comprehension questions. Sentences use clausal grounding elements (i.e., -s, -ed, may,
should, will) to direct listener’s attention to profiled relationship with regard to speaker’s current conception
of reality. The target response for each question is indicated. Score correct and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: ___________________

# Sentence & Question Target Score

1 The witness may hire a lawyer.
Is the witness required to hire a lawyer? No
2 The photographer must be paid a deposit before the wedding.
Does the photographer require a deposit to be paid before the wedding? Yes
3 The dry cleaner can have the shirts ready by tomorrow.
Is there a chance the dry cleaner won’t have the shirts ready by tomorrow? Yes
4 The child brags that he was the best player.
Is the child bragging that he is the best player now? No
5 Jeff bragged that he was the funniest performer at the talent show.
Is Jeff bragging that he is the funniest performer now? No
6 The journalist can take a leave of absence.
Is the journalist required to take a leave of absence? No
7 Mary laughs at the TV show she is watching.
Is Mary laughing now at the TV show she is watching? Yes
8 Lee affirmed that he is proud of his son.
Is Lee affirming that he is proud of his son now? Yes
9 Tim admitted that he is given the promotion.
Is Tim admitting now that he is given the promotion? No
10 The train conductor may transport the freight to San Antonio.
Is there a chance the train conductor won’t transport the freight to San Yes
Antonio?
11 The worker told his supervisor that the road was uneven.
Is the worker telling his supervisor now that the road is uneven? No
12 The contractor must meet the construction deadline.
Is there a chance the contractor won’t meet the construction deadline? No
13 Mrs. Graham assumes that she was the best baker in town.
Is Mrs. Graham assuming now that she is the best baker in town? Yes
14 The volunteer will read stories to the children.
Is the volunteer required to read stories to the children? Yes

Clausal Grounding 76
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score

15 Joe decides that he prefers the blue car.
Is Joe deciding now that he prefers the blue car? Yes
16 The pilot will volunteer for the London to New York route.
Is there a chance the pilot won’t volunteer for the London to New York route? No
Total
Score

Windowing 77
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Sentence Processing Tasks

8) Windowing (see Talmy, 2001)

Materials: Large-print sentences for visual cues

Initial Baseline

Instructions:
Verbally present the following set of 20 sentences to the patient, and ask him or her to respond to the
corresponding comprehension questions. The questions evoke different types of windowing to direct the
listener’s attention to the core events in the sentences:

Open Path (OP) Windowing: Sentences describe paths of objects that are in motion and have beginning and
ending points that are in different locations in space. Questions elicit open path windowing for initial (I), medial
(M), and final (F) events in sentences in different orders.

Phase (P) Windowing: Sentences describe an iterating motion event where the beginning and ending points of a
path are at the same location in space and form a circuit. Questions elicit phase windowing to direct listener’s
attention to departure (D) and return (R) phases in counterbalanced orders.

Factuality (F) Windowing: Sentences establish comparison of alternative conceptualizations for the occurrence
or nonoccurrence of some referent. Questions elicit factuality windowing for an unrealized positive event (1), an
unrealized negative event (2), an event at the opposite end of a continuum of certainty (3), and an overtly
counterfactual event (4).

The target response for each question is indicated. Score correct and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: ___________________

# Type Sentence & Question Target Response Score Score Score

1 F4 The farmer would have lost his crop if the frost came
early.
What happened because the frost did not come early? The farmer did not
lose his crop
2 OP- The crate in the aircraft’s cargo bay fell out of the plane
IMF through the air into the ocean.
Where was the crate before it fell? In the aircraft’s
cargo bay
What did the crate do? Fell out of the plane
Where did the crate go? (Into) the ocean
3 P-DR The car battery continued to die and I kept recharging it.
What did the car battery do? Continued to die
What did I do? Kept recharging the
battery

Windowing 78
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Type Sentence & Question Target Response Score Score Score

4 F1 I wasn’t in the meeting last week.

What would be the opposite of this event? I was in the

meeting last week.
5 P-RD The campfire continued to slowly burn the wood and the
Boy Scout added more to fuel the flames.
What did the Boy Scout do? Add more wood to
fuel the flames
What did the campfire do? Continued to slowly
burn the wood
6 OP- The fireworks on the Fourth of July shot like lighting from
IFM the ground and exploded into the night sky.
How did the fireworks shoot? Like lightning
Where did the fireworks explode? Into the night sky
Where did the fireworks shoot from? From the ground
7 F3 Lila may have been on stage for the entire performance.

We don’t know if Lila was on stage for the entire Lila was on stage
performance. Give a sentence indicating that she was. for the entire
performance.
8 P-RD The wind kept blowing the door open and each time I
closed it.
What did I do? I kept closing the
door
What did the wind do? Kept blowing the
door open
9 F4 The family would have shopped for presents if they had
the time.
What happened because the family did not have time? The family did not
shop for presents.
10 OP- The water on the stove boiled over the pot into the hot
MIF flame and onto the floor.
Where did the water boil? Into the hot flame
How did the water boil? Over the pot
Where did the water go? Onto the floor
11 P-DR The pen kept falling off the table and I kept putting it
back.
What did the pen do? Kept falling off the
table
What did I do? Kept putting the
pen back

Windowing 79
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Type Sentence & Question Target Response Score Score Score

12 OP- The leaf on the oak tree floated lightly like a feather
MFI twisting and twirling all the way to the ground.
What kind of floating was it? Twisting and
twirling
Where did the leaf go? All the way to the
ground
How did the leaf float? Lightly like a
feather
13 F1 George didn’t go the concert yesterday.
What would be the opposite of this event? George went to the
concert yesterday.
14 P-DR Each time I called Mr. Smith on the phone, I was told to
call again when he returned.
What did I do? I kept calling Mr.
Smith on the phone
What was I told? To call again when
he returned.
15 F2 I went to the meeting last week because I was scheduled
to speak.
What would you have done if you were not scheduled to I would not have
speak at the meeting last week? gone to the
meeting (because I
was not scheduled
to speak).
16 F3 Carlos may have been at the football game two weeks
ago.
We don’t know if Carlos was at the football game. Give a Carlos wasn’t at the
sentence indicating that he did not go. football game two
weeks ago.
17 OP- The kite I held plummeted like a stone through the air
FIM onto the grass.
Where did the kite go? Onto the grass
Which kite plummeted? The kite I held
How did the kite plummet? Like a stone
18 P-RD We continued to drink the milk and Mom was refilling our
glasses.
What did Mom do? Kept refilling our
glasses
What did we do? Continued to drink
the milk
19 OP- The arrow from the hunter’s bow glided smoothly like a
FMI hawk to the target.
Where did the arrow go? To the target
What was the glide like? A hawk
How did the arrow glide? Smoothly

Windowing 80
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Type Sentence & Questions Target Response Score Score Score

20 F2 Peggy went to the party on Friday because Jane was
there.
What would Peggy have done if Jane wasn’t at the party Peggy would not
on Friday? have gone to the
party (on Friday
because Jane
wasn’t there).
Total Score

Next Steps:
Total Score ≥ 30 Windowing Training Complete.
Total Score < 30 Repeat baseline 2 more times, and then proceed to Phase A Treatment
Task.

Windowing 81
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase A Treatment Task: Open Path Windowing

Instructions:
Instruct the patient to listen to the following set of 20 sentences and to pay careful attention to comprehending
them. Verbally present each sentence, and ask the patient to answer the three corresponding comprehension
questions. The target response for each question is indicated. Score correct and incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided
1 The boy ran out of the house like a jackrabbit
across the field to the barn.
How did the boy run? Like a jackrabbit
Where did the boy run? Across the field
Where did the boy go? To the barn
2 The ball kicked by the defender flew like a missile
on a straight shot to the goal.
How was the ball kicked? Flew like a missile.
What kind of kick was it?. On a straight shot
Where did the ball go? To the goal.
3 The skydiver in the plane jumped through the door
and dropped with his parachute to the ground.
How did the skydiver jump? Through the door
How did the skydiver drop? With a parachute
Where did the skydiver go? To the ground
4 The racecar driven by Jeff sped like a bullet
around the track to the checkered flags.
How was the racecar driven? Like a bullet
Where did the racecar drive? Around the track
Where did the racecar go? The checkered flags
5 The hiker climbed like a mule from the camp up
the steep cliff to the summit.
How was the hiker climbing? Like a mule
Where was the hiker before he started climbing? From the camp
Where did the hiker go? To the summit

Windowing 82
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

6 The ball putted by the golfer rolled swiftly across
the green into the hole.
How was the ball putted? Swiftly
Where was the ball putted? Across the green
Where did the ball go? Rolled into a hole
7 The ball thrown by the pitcher zipped like a flash
into the strike zone toward the hitter’s waiting
bat.
How was the pitch thrown? Like a flash
Where was the ball thrown? Into the strike zone
Where did the pitch go? Zipped toward the
hitter’s waiting bat
8 The kayak paddled by the camper darted like a
dolphin through the rapids to the shore.
How was the kayak paddled? Darted like a
dolphin
Where did the kayak dart? Through the rapids
Where did the kayak go? To the shore
9 The statue sitting on the windowsill toppled like
an anvil over the ledge to the courtyard below.
How did the statue topple? Like an anvil
Where did the statue topple? Over the ledge
Where did the statue go? To the courtyard
below
10 The water from the well gushed like a geyser
through the pump into the bucket.
How did the water gush? Like a geyser
Where did the water gush? From the well
through the pump
Where did the water go? Into the bucket
11 The space shuttle blasted off from Cape Canaveral
faster than a bullet through the atmosphere into
outer space.
Where was the space shuttle before it blasted off? Cape Canaveral
How did the space shuttle blast off? Faster than a bullet
Where did the space shuttle go? Into outer space
12 The tourist from Maine drove slowly across the
country as if he had all the time in the world until
he arrived in California.
How did the tourist drive? Slowly
Where did the tourist drive? Across the country
Where did the tourist go? To California

Windowing 83
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

13 The truck owned by Gary lumbered over the
highway through the night to reach the
warehouse.
Where did the truck lumber? Over the highway
How long did the truck lumber? Through the night
Where did the truck go? The warehouse
14 The snake with the green stripes slithered like a
thief through the garden to reach the tall grass.
How did the snake slither? Like a thief
Where did the snake slither? Through the garden
Where did the snake go? The tall grass
15 The horse with the dappled mane galloped like the
wind over the trail into the pasture.
How did the horse gallop? Live the wind
Where did the horse gallop? Over the trail
Where did the horse go? Into the pasture
16 The soldier in the national army marched day and
night without tiring until he reached the base
camp.
How did the soldier march? Without tiring
How long did the soldier march? Day and night
Where did the soldier go? The base camp
17 The duck on the farm waddled back and forth
through the dandelions into the pond.
How did the duck waddle? Back and forth
Where did the duck waddle? Through the
dandelions
Where did the duck go? Into the pond.
18 The snowball thrown by Jimmy hurtled like a shot
over my head into the open window.
How did the snowball hurtle? Like a shot
Where did the snowball hurtle? Over my head
Where did the snowball go? Into the open window
19 The line cast by the fisherman rose like an arc
through the air and dropped into the lake.
How did the line rise? Like an arc
Where did the line rise?. Through the air
Where did the line go? Into the lake
20 The brightly shining coin whirled like a top across
the table into the child’s waiting hands.
How did the coin whirl? Like a top
Where did the coin whirl? Across the table
Where did the coin go?. Into the child’s waiting
hands
Total Score

Windowing 84
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Next Steps:
Total Score ≥ 48 When criterion is met on two consecutive treatment trials, proceed to Phase B of
Windowing.
Total Score < 48 Repeat Phase A treatment task during subsequent trial. Clausal Grounding task
should be treated for a maximum of three sessions total.

Windowing 85
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase B Treatment Task: Phase Windowing

Instructions:
Instruct the patient to listen to the following set of 20 sentences and to pay careful attention to comprehending
them. Verbally present each sentence, and ask the patient to answer the two corresponding comprehension
questions. The target response for each question is indicated. Score correct and incorrect responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 The watch kept stopping and Mary was
having to reset it.
What did the watch do? Kept stopping
What did Mary do? Kept resetting the watch
2 When the meal would get cold, I would
reheat it in the oven.
What did the meal do? Kept getting cold
What did I do? Kept reheating it in the
oven
3 The computer shut down frequently and I
had to restart it over and over.
What did the computer do? Kept shutting down
What did I do? Kept restarting the
computer over and over
4 Henry was always losing his wallet, and Jenny
had to go looking for it.
What did Henry do? Kept losing his wallet
What did Jenny do? Kept going to look for it
5 The wind was blowing the decorations down,
and Mindy was always rehanging them.
What did the wind do? Kept blowing the
decorations around
What did Mindy do? Kept rehanging the
decorations

Windowing 86
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

6 The ball kept rolling down the hill and Matt
kept bringing it back.
What did the ball do? Kept rolling down the hill
What did Matt do? Kept bringing the ball back
up
7 The light bulbs were shorting out, and Kara
was replacing them.
What did the light bulb do? Continued shorting out.
What did Kara do? Kept replacing the light
bulbs
8 The plant was drying up, so Wendy kept
watering it.
What did the plant do? Kept drying up.
What did Wendy do? Kept watering the plant.
9 The boat was leaking and Charlie was bailing
the water.

What did the boat do? Continued to leak.

What did Charlie do? Kept bailing out the water.
10 Emails were flooding my inbox, and I was
deleting them as quickly as possible.
What did the emails do? Continued to flood my
inbox.
What did I do? Kept deleting the emails
as quickly as possible.
11 The button kept popping off the shirt, and
Helen kept sewing it back on.
What did the button do? Kept popping off the shirt.
What did Helen do? Kept sewing the button
back on the shirt.
12 The wind-up toy was stopping, and the child
was resetting it.
What did the wind-up toy do? Kept stopping
What did the child do? Kept resetting the toy.
13 As leaves were falling from the oak tree, Ben
was raking them into piles.
What did the leaves do? Fall from the oak tree.
What did Ben do? Rake the leaves.
14 The coins were falling through the hole in my
pocket, and I was picking them up.
What did the coins do? Fall through the hole in
my pocket
What did I do? Kept picking them up.

Windowing 87
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

15 The ice cream was melting and I kept putting
it back in the freezer.
What did the ice cream do? Melt
What did I do? Kept putting the ice cream
back in the freezer
16 The gate was swinging open and I kept
pushing it shut.
What did the gate do? Continued to swing open.
What did I do? Kept pushing the gate
shut.
17 The house of cards kept toppling down, and
Megan was building it back up.

What did the house of cards do? Kept toppling down.

What did Megan do? Building the house of
cards back up.
18 The actor kept flubbing his lines, and the
director was calling for more takes.
What did the actor do? Kept flubbing his lines
What did the director do? Kept calling for more
takes.
19 The car kept running out of gas and I kept
filling it up.
What did the car do? Kept running out of gas.
What did I do? Kept filling up the car with
gas.
20 The dog kept trying to jump in the mud and I
was pulling his leash.
What did the dog do? Kept trying to jump in the
mud.
What did I do? Kept pulling the dog’s
leash.
Total Score

Next Steps:
Total Score ≥ 32 When criterion is met on two consecutive treatment trials, proceed to Phase C of
Windowing.
Total Score < 32 Repeat Phase B treatment task during subsequent trial. Windowing task should be
treated for a maximum of three sessions total.

Windowing 88
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Phase C Treatment Task: Factuality windowing

Instructions:
Instruct the patient to listen to the following set of 20 sentences and to pay careful attention to comprehending
them. Verbally present each sentence, and ask the patient to answer the corresponding comprehension
question for each sentence. The target response for each question is indicated. Score correct and incorrect
responses.

Cueing:
Provide feedback to the patient following each sentence. If patient does not answer correctly, provide cues per
the hierarchy below to elicit correct response:
1. Provide cue to use auditory attention strategies (self-monitoring, rehearsal, listen and anticipate,
repetition). As accuracy increases, reduce cueing for use of strategies.
2. Provide visual cue. As accuracy increases, reduce presence of visual cue for subsequent sentences
(before and during question, before question only, etc.).

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Also note the level of cueing provided.

Treatment Session: (circle one) Session 1 Session 2 Session 3

Date Administered: ___________________

# Sentence & Question Target Score Cueing Provided

1 The journalist filed his story two days ago
because his editor set the deadline.
What would the journalist have done if The journalist would not have
his editor did not set the deadline? filed his story two days ago
because his editor did not set
the deadline
2 The salesman would have celebrated if
he exceeded his yearly quota.

What happened because the salesman The salesman did not

did not exceed his yearly quota? celebrate.
3 Polly may have rode her bike to the
beach.
We don’t know if Polly rode her bike to Polly didn’t ride her bike to
the beach. Give a sentence indicating the beach.
that she did not.
4 Emily didn’t make the call this morning.
What would be the opposite of this Emily made the call this
event? morning.
5 The teacher joined the union because it
was mandatory.
What would the teacher have done if The teacher would not have
joining the union was not mandatory? joined the union because it
was not mandatory.

Windowing 89
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

6 Sara may have rented the apartment last
week.
We don’t know if Sara rented the Sara rented the apartment last
apartment last week. Give a sentence week.
indicating that she did.
7 The dog would have ran away if the gate
was left open.
What happened because the gate was The dog did not run away.
not left open?
8 Matt didn’t attend the play yesterday
evening.
What is the opposite of this event? Matt attended the play
yesterday evening.
9 I would have worn a coat if it was cold
outside.
What happened because it was not cold I did not wear a coat.
outside?
10 Liz skipped school on Tuesday because
she had a math test.

What would Liz have done if she did not Liz would not have skipped
have a math test on Tuesday? school on Tuesday because
she did not have a math test.
11 I didn’t go to the grocery store last night.
What would be the opposite of this I went to the grocery store last
event? night.
12 Dan would have cooked dinner if he was
hungry.

What happened because Dan was not Dan didn’t cook dinner.
hungry?
13 Rob filed for unemployment because he
lost his job.
.

What would Rob have done if he had not Rob would not have filed for
lost his job? unemployment because he
did not lose his job.
14 Katelyn may have gotten the job at the
advertising agency.
We don’t know if Katelyn got the job. Katelyn did not get the job at
Give a sentence indicating that she did the advertising agency.
not.
15 Inez didn’t march in the Memorial Day
parade.
What would be the opposite of this Inez march in the Memorial
event? Day parade.

Windowing 90
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Sentence & Question Target Score Cueing Provided

16 Liz skipped school on Tuesday because she
had a math test.
What would Liz have done if she did not have Liz would not have
a math test on Tuesday? skipped school on Tuesday
because she did not have
a math test.
17 Wendy may have seen the movie on opening
night.
We don’t know if Wendy saw the movie on Wendy saw the movie on
opening night. Give a sentence indicating that opening night.
she did.
18 Neil would have gone to the doctor if he had
the flu.
What happened because Neil did not have Neil did not go to the
the flu? doctor.
19 The doctor didn’t perform the open-heart
surgery.
What would be the opposite of this event? The doctor performed the
open-heart surgery.
20 Laura’s sister may have been at the park
yesterday.
We don’t know if Laura’s sister was at the Laura’s sister was not at
park yesterday. Give a sentence indicating the park yesterday.
that she was not.
Total Score

Next Steps:
Total Score ≥ 16 When criterion is met on two consecutive treatment trials, Windowing is complete.
See training completion criteria. Administer probe during subsequent treatment
session.
Total Score < 16 Repeat Phase C treatment task during subsequent trial. Windowing task should be
treated for a maximum of three sessions total.

Windowing Training Completion Criteria:

• Reach 80% accuracy on Phase C across two sessions
Session 1 Session 2
Date Achieved
OR
• Complete three consecutive sessions of Windowing Training
Session 1 Session 2 Session 3
Date Achieved
Phase(s) Completed

Administer probe during next treatment session.

Windowing 91
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

Windowing Probe

Verbally present the following set of 20 sentences to the patient, and ask him or her to respond to the
corresponding comprehension questions. The questions evoke different types of windowing to direct the
listener’s attention to the core events in the sentences:

Open Path (OP) Windowing: Sentences describe paths of objects that are in motion and have beginning and
ending points that are in different locations in space. Questions elicit open path windowing for initial (I), medial
(M), and final (F) events in sentences in different orders.

Phase (P) Windowing: Sentences describe an iterating motion event where the beginning and ending points of a
path are at the same location in space and form a circuit. Questions elicit phase windowing to direct listener’s
attention to departure (D) and return (R) phases in counterbalanced orders.

Factuality (F) Windowing: Sentences establish comparison of alternative conceptualizations for the occurrence
or nonoccurrence of some referent. Questions elicit factuality windowing for an unrealized positive event (1), an
unrealized negative event (2), an event at the opposite end of a continuum of certainty (3), and an overtly
counterfactual event (4).

The target response for each question is indicated. Score correct and incorrect responses.

Scoring: 1 = correct response to comprehension question 0 = incorrect or no response

Date Administered: ___________________

# Type Sentence & Question Target Response Score

1 F4 The farmer would have lost his crop if the frost came early.
What happened because the frost did not come early? The farmer did not lose his crop
2 OP- The crate in the aircraft’s cargo bay fell out of the plane
IMF through the air into the ocean.
Where was the crate before it fell? In the aircraft’s cargo bay
What did the crate do? Fell out of the plane
Where did the crate go? (Into) the ocean
3 P-DR The car battery continued to die and I kept recharging it.
What did the car battery do? Continued to die
What did I do? Kept recharging the battery
4 F1 I wasn’t in the meeting last week.

What would be the opposite of this event? I was in the meeting last week.
5 P-RD The campfire continued to slowly burn the wood and the
Boy Scout added more to fuel the flames.
What did the Boy Scout do? Add more wood to fuel the flames
What did the campfire do? Continued to slowly burn the wood
6 OP- The fireworks on the Fourth of July shot like lighting from
IFM the ground and exploded into the night sky.
How did the fireworks shoot? Like lightning
Where did the fireworks explode? Into the night sky
Where did the fireworks shoot from? From the ground

Windowing 92
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Type Sentence & Question Target Response Score

7 F3 Lila may have been on stage for the entire performance.
We don’t know if Lila was on stage for the entire Lila was on stage for the entire
performance. Give a sentence indicating that she was. performance.
8 P-RD The wind kept blowing the door open and each time I
closed it.
What did I do? I kept closing the door
What did the wind do? Kept blowing the door open
9 F4 The family would have shopped for presents if they had the
time.
What happened because the family did not have time? The family did not shop for presents.
10 OP- The water on the stove boiled over the pot into the hot
MIF flame and onto the floor.
Where did the water boil? Into the hot flame
How did the water boil? Over the pot
Where did the water go? Onto the floor
11 P-DR The pen kept falling off the table and I kept putting it back.
What did the pen do? Kept falling off the table
What did I do? Kept putting the pen back
12 OP- The leaf on the oak tree floated lightly like a feather
MFI twisting and twirling all the way to the ground.
What kind of floating was it? Twisting and twirling
Where did the leaf go? All the way to the ground
How did the leaf float? Lightly like a feather
13 F1 George didn’t go the concert yesterday.
What would be the opposite of this event? George went to the concert
yesterday.
14 P-DR Each time I called Mr. Smith on the phone, I was told to call
again when he returned.
What did I do? I kept calling Mr. Smith on the
phone
What was I told? To call again when he returned.
15 F2 I went to the meeting last week because I was scheduled to
speak.
What would you have done if you were not scheduled to I would not have gone to the
speak at the meeting last week? meeting (because I was not
scheduled to speak).
16 F3 Carlos may have been at the football game two weeks ago.
We don’t know if Carlos was at the football game. Give a Carlos wasn’t at the football game
sentence indicating that he did not go. two weeks ago.
17 OP- The kite I held plummeted like a stone through the air onto
FIM the grass.
Where did the kite go? Onto the grass
Which kite plummeted? The kite I held
How did the kite plummet? Like a stone
18 P-RD We continued to drink the milk and Mom was refilling our
glasses.
What did Mom do? Kept refilling our glasses

Windowing 93
 Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

# Type Sentence & Question Target Response Score

What did we do? Continued to drink the milk
19 OP- The arrow from the hunter’s bow glided smoothly like a
FMI hawk to the target.
Where did the arrow go? To the target
What was the glide like? A hawk
How did the arrow glide? Smoothly
20 F2 Peggy went to the party on Friday because Jane was there.
What would Peggy have done if Jane wasn’t at the party on Peggy would not have gone to the
Friday? party (on Friday because Jane
wasn’t there).
Total Score

Windowing 94
Supplemental Material, Peach et al., “Clinical Outcomes Following Language-Specific Attention Treatment Versus Direct Attention Training for
Aphasia: A Comparative Effectiveness Study,” JSLHR, https://doi.org/10.1044/2019_JSLHR-L-18-0504

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