Effectiveness of a teletherapy-based phonological short-term memory training in reducing phonological impairments in the logopenic variant of primary progressive aphasia: a multiple case study
Bibliographic record
Abstract
The logopenic variant of Primary Progressive Aphasia (lvPPA) is marked by phonological short-term memory deficits that compromise repetition and communication. While previous interventions in PPA have primarily targeted lexical-semantic abilities, little is known about therapies that directly address phonological impairments, primarily through teletherapy. This first study investigated the efficacy of an intensive phonological short-term memory training program delivered via teletherapy in individuals with the lvPPA. The intervention aimed to improve repetition of trained items, promote generalization to untrained items, facilitate transfer to functional tasks, and ensure maintenance over time. In the present study, significant improvements were observed in both immediate and delayed repetition of trained items, with partial short-term generalization to untrained items, particularly for words in delayed tasks. No substantial generalization effects were observed for functional language tasks, including picture description and picture naming, suggesting that the intervention's impact may remain task specific. Individual trajectories revealed heterogeneous responses, potentially influenced by baseline cognitive profiles, spontaneous strategies, or fatigue. Mixed-effects models confirmed that interindividual factors explained a substantial portion of the variance. These findings support the feasibility and clinical relevance of remote phonological training in the lvPPA and underline the importance of early, personalized interventions. The study also raises the hypothesis that delayed repetition may facilitate internal rehearsal, enhancing generalization. Further research is needed to assess broader functional outcomes and optimize protocol scalability.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".