Table 2.
Thematic analysis of open-ended answers to question 16: “Could you briefly describe how you incorporated the melodic therapy approach into your practice?” (179 answers).
| Theme | Occurrences | Quote (Example of a Participant) | |||
|---|---|---|---|---|---|
| Sources of information | |||||
| Training (total) | 12 | ||||
| Continuous education | 6 | “I trained with Dominique Benichou last year.” (P78) | |||
| Initial training | 3 | “I had some knowledge of this practice during my initial training” (P155) | |||
| Training | 3 | “systematic protocol after training” (P69) | |||
| Personal readings (total) | 12 | ||||
| Manual | 6 | “In one-on-one session, with the help of the manual” (P34) | |||
| Articles (total) | 3 | ||||
| Van Eeckhout writings | 2 | “with texts by Philippe Van Eeckhout” (P177) | |||
| Article | 1 | “I relied on a book or article describing this work” (P63) | |||
| Software | 2 | “I have a software and I follow it” (P317) | |||
| Personal reading | 1 | “I read a lot on the subject to deepen my understanding and practice” (P379) | |||
| Colleagues | 8 | “I worked with a colleague who was trained; she introduced me to it a little” (P9) | |||
| No training | 2 | “Unfortunately, I haven’t undergone the training yet” (P60) | |||
| Disorders | |||||
| Aphasia | 80 | ||||
| Aphasia | 39 | “with aphasic patients” (P217) | |||
| Non-fluent aphasia | 32 | “early therapy in patients with non-fluent aphasia” (P167) | |||
| Anomia | 5 | “in anomia therapies” (P46) | |||
| Fluent aphasia | 1 | “sometimes in fluent aphasia” (P202) | |||
| Mixed aphasia | 1 | “Mixed aphasia profile” (P349) | |||
| Motor aphasia | 1 | “mainly in the context of motor aphasia “ (P355) | |||
| Agrammatism | 1 | “With aphasic (…) agrammatic patients “ (P374) | |||
| Parkinson’s disease | 5 | “with patients with (…) Parkinson’s disease to work on prosody” (P275) | |||
| Dysarthria | 2 | “for dysarthric patients (…) with speech rate and prosody disorders “ (P6) | |||
| Neurological diseases | 1 | “with aphasic or ‘neuro’ patients” (P98) | |||
| Alzheimer’s type dementia | 1 | “with Alzheimer’s patients (…)” (P275) | |||
| Developmental disorders | 1 | “ Whether it’s for (…) children with disabilities or aphasia, it’s always a good help” (P104) | |||
| Language delays/disorders | 1 | “Whether it’s for big language delays (…), it’s always a good help” (P104) | |||
| Impairment severity | |||||
| Severe | 6 | “I have used TMR with some patients with severe aphasia” (P38) | |||
| Moderate | 1 | “For lexical production deficits in moderate aphasia” (P338) | |||
| Targeted domains | |||||
| Language | 165 | ||||
| Language | 102 | “In the context of massive aphasia, where automatic language can be spared” (P136) | |||
| Language production | 63 | “For lexical production deficits in moderate aphasia” (P338) | |||
| Speech restoration | 22 | “speech restoration in the beginning of care” (P7) | |||
| Speech | 12 | “support for the articulation of a word” (P162) | |||
| Rhythm | 3 | “I work on rhythm reproduction” (P119) | |||
| Communication | 2 | “especially for all polite forms, communication openings, simple requests. “ (P251) | |||
| Speech perception | 1 | “to work on auditory discrimination” (P188) | |||
| Sense of identity | 1 | “It allows them to hear themselves, be proud” (P374) | |||
| Observance of the method | |||||
| Isolated facilitation technique | 45 | “I chant the syllables following the melodic pattern” (P25) | |||
| Entire program | 22 | “following the systematic protocol after training” (P69) | |||
| Part of the program | 12 | “I have never been able to get past the rhythmic stage of the program because my patients are struggling with it” (P30) | |||
| Departures from conventional programs | |||||
| Combination with more regular singing | 2 | “working on speech and communication disorders in association with pure singing” (P35) | |||
| Reading | 2 | “Sentence repetition, sentence generation, reading in patients with dysarthria and aphasia “ (P345) | |||
| Telling about one’s day | 1 | “We tell the patient’s day in this way: the lunch menu, the weekend activities...” (P40) | |||
| Naming | 1 | “during naming exercises, with the support of syntactic constructions” (P70) | |||
| Homework | 1 | “Modeling phrases to be trained at home” (P344) | |||
| Time of use | |||||
| Beginning of care | 22 | “in the initial phase of aphasic patient’s care for speech restoration “ (P68) | |||
| Each session | 12 | “I use it every session with patients with severe expression deficits” (P40) | |||
| At the beginning of sessions | 1 | “at the beginning of each session and sometimes throughout the session in cases of very severe aphasia “ (P215) | |||
| At the end of a session | 1 | “Quite often at the end of a session when fatigue sets” (P30) | |||
| Importance within therapy options | |||||
| Important | 18 | “She is at the center of four of my interventions” (P31) | |||
| Rare | 15 | “I use it too little to talk about it” (P99) | |||
| Used among other approaches | 11 | “with people with aphasia (combined with other approaches) “ (P220) | |||
| Second choice | 2 | “I have used TMR with some patients with severe aphasia after working with more traditional approaches” (P38) | |||