Aphasia PRevention Intervention and Support in Mental health (Aphasia PRISM): Therapy Program Manual (Version 1.1)
Approximately one third of stroke survivors experience aphasia. Aphasia is a communication disability which can affect the person's ability to talk, understand, read and write. It can negatively impact relationships, mood and quality of life. People with aphasia are at high risk of depression and anxiety. They need to be promptly matched to the appropriate level of care using the Stepped Psychological Care framework. Based on level 1 preventative interventions, we developed the Aphasia PRevention Intervention and Support in Mental health program (Aphasia PRISM). Aphasia PRISM offers a choice of individual-based psychological interventions - either behavioural activation, problem solving therapy or relaxation therapy, delivered by trained stroke clinicians (non-psychologists). The purpose of this research was to assess the acceptability, feasibility and potential clinical outcomes of Aphasia PRISM. Two pragmatic, complementary studies using parallel, convergent, mixed methods designs were conducted in community settings: a metropolitan site (Study A, pre-post case series with qualitative interviews); and two regional/rural sites (Study B, feasibility RCT design with qualitative interviews). Measures of acceptability, feasibility and clinical outcomes were collected at time points up to 3 (Study A) and 6 months (Study B) post-intervention. Across both studies 10 people with aphasia, six support people and eight trained stroke clinicians were recruited and involved. Interviews and acceptability survey scores (>80%) showed that the intervention was acceptable to participants across both studies. It was feasible to train stroke clinicians to deliver Aphasia PRISM using a therapy manual, in person or via telehealth to a small sample of participants. Aphasia PRISM is an acceptable way to offer psychological support delivered by stroke clinicians. Future phase II research is warranted and should explore the efficacy of the intervention and address barriers and facilitators to therapy provision and study processes.
Copyright in this title and published edition vests jointly in La Trobe University, Monash University, Curtin University, The University of Nottingham and The University of Technology Sydney.
Copyright in the work contributed to this published edition vests in the co-authors (C Baker, M Rose, D Wong, B Ryan, S Thomas, D Cadilhac and I Kneebone).
Except for the University’s names and logos and any third party content noted or referenced in this publication, this work is licensed under a Creative Commons Attribution, NonCommercial, Share Alike licence (CC BY-NC-SA 4.0).
Published by La Trobe University, 2025.
