Monica I. Norvik

• Theimann, Ane; Norvik, Monica I.; Mani, Nivedita; Ronderos, Camilo R. & Köder, Franziska Maria (2026). The relationship between language prediction and action prediction in toddlers and adults. Language, Cognition and Neuroscience. ISSN 2327-3798. doi: 10.1080/23273798.2026.2699142. Full text in Research Archive Show summary

  Prediction plays a key role in both action processing and language comprehension, yet it remains unclear whether individual differences in action prediction are related to individual differences in language prediction. Using eye-tracking, we examined predictive looking behaviour in 2-year-old Norwegian-speaking toddlers (Experiment 1) and Norwegian-speaking adults (Experiment 2) across parallel action and semantic prediction tasks. Both groups showed robust predictive looking in each task. No relationship between action and semantic prediction tasks was observed in toddlers. In contrast, a significant positive relationship between the two tasks was found in adults. These findings indicate that while abilities to predict actions and linguistic information are already present by age two, cross-domain alignment in predictive performance emerges later in development. The results are consistent with the possibility that predictive processes across domains become increasingly coordinated with experience and maturation.

• Martínez-Ferreiro, Silvia & Norvik, Monica I. (2026). Broca’s biases in modern aphasiology. Frontiers in Human Neuroscience. 20. doi: 10.3389/fnhum.2026.1783073. Full text in Research Archive Show summary

  Broca’s description of aphemia signals the emergence of aphasiology as a discipline. It also marks the beginning of a long tradition of studies of right-handed patients (“Nous parlons avec l’hémisphère gauche”) with lesions in the inferior frontal gyrus (Broca’s area) displaying production deficits (Broca’s aphasia) in their single, mainly Romance or, as years went by, Germanic language. In modern-day aphasiology, language crosses hemispheric boundaries, production is no longer confined to the left inferior frontal gyrus, and lesions in Broca’s area do not necessarily entail Broca’s aphasia, with recognized production deficits associated with other lesion locations and aphasia types. Nonetheless, idealized monolingual speakers are still at the center of most theories and shape the design of clinical materials. In this paper, we address two key questions Broca left unanswered: (1) How well do current linguistic theories accommodate the diversity of typologies in the nearly 7,000 languages of the world? and (2) How adequate are our clinical resources for the assessment and treatment needs of multilingual individuals? After an introduction, we will discuss crosslinguistic contributions to the development of modern aphasiology in section 2. Section 3 will focus on multilingual aphasia studies.

• Arslan, Seçkin; Norvik, Monica I.; Alyahya, Reem S. W.; Anjum, Javad; Fyndanis, Valantis & Grima, Ritienne [Show all 16 contributors for this article] (2026). Characterizing the linguistic profiles, training needs, and caseloads of speech language pathologists providing clinical services to multilingual people with aphasia: The international Multilingual Aphasia Practices (MAP) consensus group survey. PLOS ONE. 21(4), p. 0346488–0346488. doi: 10.1371/journal.pone.0346488. Full text in Research Archive Show summary

  Globally, there is still limited understanding of how Speech-Language Pathologists (SLPs) assess and treat multilingual people with aphasia (MPWA). This article presents results from the Multilingual Aphasia Practices (MAP) survey—an extensive international study involving 407 SLPs working across 60 countries. The MAP survey explored: 1) the multilingual background of SLPs and the languages they incorporate into service delivery, 2) their knowledge and professional training related to multilingualism and multilingual aphasia, and 3) their workplace contexts and client profiles. A large proportion of respondents (79.7%) identified as multilingual and reported using numerous languages in their practice. However, formal training in multilingualism was often minimal. Only 25.06% had completed a course focused on multilingualism, and just 10.07% took a full course specific to multilingual aphasia. Most participants (87.2%) reported major gaps in knowledge and training, particularly regarding best-practice recommendations, supervised clinical experience, and guidance on assessment and intervention for MPWA. Many expressed a strong desire for additional professional development in these areas. Clinical exposure to MPWA varied widely. While 27% of respondents reported daily contact, 26.1% encountered MPWA once or twice per week, and 22.8% indicated that they worked with MPWA only a few days per month. Overall, our findings point to persistent and widespread global gaps in training, resources, and clinical readiness for working with MPWA. The results underscore an urgent need to enhance multilingualism-focused education in SLP programs, establish international best-practice frameworks, develop and disseminate culturally and linguistically appropriate assessment and treatment materials.

• Matić, Ana; Pourquié, Marie; Norvik, Monica; Kraljević, Jelena Kuvač; Simonsen, Hanne Gram & Martínez-Ferreiro, Silvia [Show all 34 contributors for this article] (2026). Setting a research agenda for the assessment and treatment of aphasia in minority languages. Cortex. ISSN 0010-9452. 198, p. 26–26. doi: 10.1016/j.cortex.2026.02.013. Full text in Research Archive Show summary

  The aim of this position article is to establish the state of affairs in aphasia assessment and treatment in individuals who speak minority languages. This article reports on recommendations from a panel of experts working with individuals with aphasia in a variety of languages to develop a research agenda for aphasia assessment and treatment in minority languages. Members of Working Group 2 (Aphasia Assessment and Outcomes) of the Collaboration of Aphasia Trialists (CATs) were invited to respond to a short online agenda-setting questionnaire and to discuss issues regarding this topic. The panel of experts then refined the responses and recommendations into future research themes and objectives. Seven priority themes were identified: Definitions, Tools, Research Practices, Treatment, Speech and language pathology (SLP) Training, Societal Impact, and Norms. In the EU alone, about 60 minority/regional languages are spoken by around 40 million people. Considering increasing caseloads and a lack of clinical tools for speakers of minority languages, this research agenda has an important impact for future research and clinical advancements.

• Volkmer, A; Alves, EV; Bar-Zeev, H; Battista, P; Brotherhood, E. V. & Cadorio, IR [Show all 36 contributors for this article] (2026). An international core outcome set for primary progressive Aphasia (COS-PPA): commonalities in what people want to change about their lives with PPA across seventeen countries. Aphasiology. ISSN 0268-7038. p. 25–25. doi: 10.1080/02687038.2026.2620491. Full text in Research Archive Show summary

  Introduction Person-centred care has been recommended as best practice speech and language therapy for people with primary progressive aphasia. However there has been little research exploring what people with primary progressive aphasia and their family care partners want to change about living with the disease. The research undertaken to date has been skewed toward English-speaking, Western countries, meaning there is little understanding about cross-cultural needs. Methods Speech and language therapy/pathology collaborators across 17 countries recruited participants with primary progressive aphasia and their family care partners to participate in separate consensus groups. The Nominal Group Technique was used to ask participants what they would like to change about the way primary progressive aphasia affects communication and their lives. Two researchers coded the top three constructs identified by each group of participants in each country using the six Hofstede cultural dimensions; Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Motivation Towards Achievement/Success and Long-Term Orientation. Results 89 people with PPA and 101 family care partners across 17 countries identified 102 constructs. All constructs were coded as aligned with one of the six Hofstede cultural dimensions. Of these, 36 aligned with the dimension of uncertainty avoidance, whilst 26 aligned with the dimension of a collectivistic culture. Discussion Across countries, people with PPA and their family care partners identified a desire for more certainty around their future lives as well as wanting more collaboration from within their social networks and communities to help them manage how PPA affects their lives. This demonstrates an urgent need to improve our understanding of the progression of primary progressive aphasia and educate the public.

• Skoric, Ana Matic; Norvik, Monica I.; Kraljevic, Jelena Kuvac; Røste, Ingvild & Simonsen, Hanne Gram (2026). Comprehensive Aphasia Test (CAT): Comparability of the Croatian and Norwegian versions. Aphasiology. ISSN 0268-7038. 40(2), p. 301–307. doi: 10.1080/02687038.2023.2250516. Full text in Research Archive Show summary

  To be able to conduct comparative research on aphasia assessment and rehabilitation across languages, there is a need for comparable assessment tools. Croatian and Norwegian are among the first languages for which the Comprehensive Aphasia Test (CAT) versions have been published within the Working Group 2 of the Collaboration of Aphasia Trialists network. Comparing the performance of PwA and the psychometric properties of the CAT in these two languages is an interesting test case for the validity of the adaptation process due to the linguistic and cultural differences between the two languages. Aims The aim of this article is to investigate whether the goal of creating comparable versions of the CAT – the Croatian (CAT-HR) and the Norwegian (CAT-N) – could be achieved. First, we compare the performance of the two groups of PwA, and second, we investigate the psychometric properties of the two tests and the influence of age and education level on performance. Analogous (psycho)linguistic decisions during test adaptations should secure the comparability of the two versions. Moreover, education level is expected to influence outcome more than age. Methods and procedure Two groups of persons with aphasia (PwA), native speakers of Croatian and Norwegian (N Cro = 114; N Nor = 85), were included, as well as two groups of healthy controls (HS: N Cro = 123; N Nor = 84). Data was collected during the norming process of CAT-HR and CAT-N. We compared the performance of HS and PwA on 20 subtests across six language modalities, using nonparametric tests for independent samples. Psychometric properties were assessed through item difficulty and alpha reliability coefficients. The influence of socio-demographic variables on performance was examined using ANOVA. Outcomes and results Between-group differences were obtained on six subtests and two modalities, with the Norwegian PwA achieving higher scores on all but one subtest. All HS scored almost at ceiling, but differences were found on twelve subtests; Norwegian HS achieved higher scores on nine. Items in CAT-N have lower overall item difficulty, but alpha reliability coefficients are comparable across subtests. In the Croatian sample, mainly education level influenced performance. In the Norwegian sample, this was observed to a much lesser extent. Conclusion Between-group differences can be explained by differences in language structure, reflected also in the item difficulty. On the other hand, reliability of CAT-HR and CAT-N is high and comparable. Implications are discussed in the context of the test adaptation process.

• Martinez-Ferreiro, Silvia; Arslan, Seckin; Fyndanis, Valantis; Howard, David; Kraljević, Jelena Kuvač & Škorić, Ana Matić [Show all 14 contributors for this article] (2026). Guidelines and recommendations for cross-linguistic aphasia assessment: a review of 10 years of comprehensive aphasia test adaptations. Aphasiology. ISSN 0268-7038. 40(2), p. 215–239. doi: 10.1080/02687038.2024.2343456. Full text in Research Archive Show summary

  Background. Standardised aphasia assessment tools may not always be available in a variety of languages, making it difficult for speech and language therapists to appropriately assess and diagnose aphasia in speakers of those languages. In 2013, Working Group 2 (WG2) Aphasia Assessment & Outcomes, part of the Collaboration of Aphasia Trialists network, was formed with the purpose of developing reliable and valid aphasia assessment tools and their cross-linguistic adaptations. Over the past decade, WG2 has undertaken important adaptation projects, including the cross-linguistic adaptation of the Comprehensive Aphasia Test (CAT; Swinburn et al., 2004). Aims. This review aims to achieve three objectives: (a) describe the adaptation procedure of the CAT within WG2, (b) summarise common guidelines and recommendations for future adaptations, and (c) provide concrete solutions for specific cross-linguistic and cross-cultural challenges encountered during the adaptation and validation procedures of the CAT. Method

• Theimann, Ane; Köder, Franziska Maria & Norvik, Monica I. (2025). Insights from visual world paradigm studies on language prediction in children: A systematic review. Acta Psychologica. ISSN 0001-6918. 261. doi: 10.1016/j.actpsy.2025.105821. Full text in Research Archive Show summary

  Predicting upcoming linguistic input is an important skill that facilitates efficient comprehension and may support language acquisition. While previous research has examined different cues children use to anticipate upcoming words, findings remain dispersed across studies, and the developmental trajectory of predictive abilities is not fully understood. This systematic review synthesizes empirical studies investigating auditory language prediction in typically developing children and identifies patterns and gaps in the literature. Following PRISMA guidelines, 53 studies published between 1999 and 2024 were identified, with a total sample size of 2505 children. These studies report on 67 experiments which all employed eye-tracking using the Visual World Paradigm to examine prediction. The findings highlight that children can predict language using a variety of semantic, morphosyntactic, phonological and prosodic cues. While predictive ability generally improves with age, the developmental timeline varies by cue type, with some cues (e.g., restrictive verbs, grammatical gender) being used earlier than others (e.g., adjectives and spatial deixis). Research spans 14 languages, with many understudied languages, particularly non-Indo-European languages. The role of individual differences in children's predictive ability remains largely inconclusive, with need for further investigation. Avenues for future research are also the integration of multiple predictive cues, how prediction operates in complex linguistic contexts, and how bilingualism influences predictive processing. Additionally, methodological transparency, including open data practices, is not yet widespread in this field. Addressing these gaps will provide a more comprehensive understanding of children's predictive language processing and its role in language development.

• Winsnes, Ingvild Elisabeth; Norvik, Monica I. & Volkmer, Anna (2025). Adaptation of Better Conversations with Primary Progressive Aphasia to Norwegian. Brain Sciences. 15(9). doi: 10.3390/brainsci15090994. Full text in Research Archive Show summary

  Background/Objectives: People with primary progressive aphasia (PPA) and their communication partners report that having conversations becomes more difficult over time. They want speech and language therapy to help them have better conversations. Communication partner training has shown promise as an approach for people with PPA and their communication partners. However, there are currently no communication partner training programs available in Norwegian for people with PPA. The Better Conversations with Primary Progressive Aphasia (BCPPA) is a communication partner training program developed in the UK. In this study, we aimed to culturally adapt the BCPPA to meet the needs of Norwegian people with PPA. Methods: Guided by adaptation elements identified in a systematic review of frameworks for cultural adaptation, we translated the BCPPA into Norwegian before piloting it with four participant dyads, comprising people with PPA and their communication partners. The translated BCPPA was compared to the original BCPPA to identify adherence with core intervention components. Semi-structured interviews were used to explore the acceptability of the intervention to participant dyads. Outcome data, including Goal Attainment Scaling, coding of conversation behaviours from video samples, the Aphasia Impact Questionnaire, and the Communicative Effectiveness Index, were recorded pre-, post-, and three months after intervention delivery to explore outcomes for Norwegian participant dyads. We used the Framework for Reporting Adaptations and Modifications-Enhanced to document the modifications. Results: The results indicate high adherence to the core components in the original BCPPA. The pilot demonstrated that the participant dyads found the BCPPA acceptable, but they made some additional suggestions to complete the cultural adaptation further. Despite the progressive nature of PPA, the participant dyads achieved their goals on the Goal Attainment Scaling, and group analysis demonstrated maintenance on the Aphasia Impact Questionnaire and the Communicative Effectiveness Index over the three time points. Conclusions: This study demonstrates that the Norwegian version of the BCPPA was acceptable to the participants with PPA and their communication partner in this study. As the first communication partner training program for people with PPA and their communication partners in Norwegian, the BCPPA has the potential to be a valuable treatment tool to support people affected by PPA to have better conversations.

• Winsnes, Ingvild Elisabeth; Volkmer, Anna & Norvik, Monica I. (2025). Multilevel discourse treatment for primary progressive aphasia: a single-case multiple baseline study. Aphasiology. ISSN 0268-7038. doi: 10.1080/02687038.2025.2555862. Full text in Research Archive Show summary

  Background: Primary progressive aphasia (PPA) affects the production of discourse. Despite this, only a few studies have explored discourse treatments for people with PPA. These studies, all from countries with native English-speaking populations, have yielded positive results. However, there is a need for more research on discourse treatment from non-native English-speaking populations. To address this, we conducted the first discourse treatment study in Norway. Aim: We aimed to explore the feasibility of adapting a multilevel discourse treatment from English to Norwegian, and the acceptability and early effectiveness of this intervention in a participant with PPA, addressing the treatment’s impact on lexical retrieval informativeness, efficiency, macrostructure, and social and functional communication. Methods and Procedures: In this single-case study, we applied a multiple baseline design with repeated measures. One person with mixed PPA with Alzheimer’s disease pathology was enrolled in the study. The participant received 20 sessions of the principle-based intervention, the Narrative and Discourse Intervention in Aphasia (NADIIA), delivered over six weeks. Discourse production was measured with the Curtin University Discourse Protocol, and social and functional communication with the Aphasia Impact Questionnaire- 21 (AIQ-21) and the Communicative Effectiveness Index (CETI). We applied visual inspection of the data, and the statistical measures, the Non-overlap of All Pairs (NAP) and the within-case standardised mean difference (WC-SMD). Outcome and Results: The participant showed improvement in lexical retrieval in discourse production, the macrostructure of the discourse and informativeness and efficiency, with the NAP ranging from weak to medium and the WC-SMD ranging from small to medium. The results were maintained at three-month follow-up. The participant improved on the AIQ-21, with scores improving from 24 points at the pretest to 12 points at three-month follow- up. The CETI scores were almost at ceiling ( > 90 points) at pretesting, and this was maintained at post-testing and follow-up. Conclusion: It is possible to deliver the NADIIA in Norwegian without any major adaptations. The treatment had a positive impact on discourse production and social and functional communication, and the results were maintained at the three-month follow-up. This is a promising intervention that Norwegian speech and language therapists can add to their toolkit when working with people with PPA.

• Grasso, Stephanie M.; Gallée, Jeanne; Cartwright, Jade; Jokel, Regina; Lavoie, Monica & McGowan, Ellen [Show all 16 contributors for this article] (2025). International Practices of Speech-Language Pathologists Working with Bilingual Speakers with Primary Progressive Aphasia. Alzheimer's & Dementia. ISSN 1552-5260. doi: 10.1002/alz.093450. Full text in Research Archive Show summary

  Background - Although primary progressive aphasia (PPA) is considered a rarer form of dementia, individuals living with PPA are increasingly identified by healthcare professionals. Research investigating speech-language assessment and intervention in PPA has been conducted primarily in monolingual speakers and little is known about clinical decision-making of speech-language pathologists (SLPs) working with bilinguals with PPA.<p> <p>Methods - A comprehensive survey containing questions regarding clinician confidence, prioritization, and ratings of basic competency for Volkmer, Cartwright, Ruggero et al.’s (2023) best practice principles was constructed with questions that also queried practices pertaining to working with bilingual populations. Data was collected anonymously, via the Qualtrics survey platform and the survey was disseminated via social media and through social networks of study team members.<p> <p>Results - A total of 185 participants responded with representation from 27 countries. In total, bilingual participants spoke a total of 39 different languages. The average number of languages spoken by respondents was 1.86 (SD = 1.08). Twenty-three percent of respondents reported that they provided clinical services bilingually and 28% identified as bicultural. Respondents indicated that coursework in their training to become SLPs related to bilingual neurogenic communication disorders was covered for less than two hours (39%), less than five hours (33%), or more than five hours (28%). The majority of respondents indicated that they sometimes or typically worked with an interpreter or translator for conducting bilingual assessments (43%) or performed them independently (18%). When asked which language respondents typically assess participants in, 5% indicated the maternal language, 39% indicated the dominant/most functional language(s), and 54% indicated the language(s) the clinician felt comfortable speaking.<p> <p>Conclusion - This study reports, for the first time, the practices of speech-language pathologists working with bilingual speakers with PPA. Results indicate that SLPs are likely to receive some exposure to bilingual adult neurogenic communication disorders in their training. SLPs are more likely to assess bilingual individuals with PPA in the languages clinicians speak, or in the participant’s most functional/dominant language(s). Additional international forums are needed to extend core principles and philosophies of SLP practices, particularly when individuals living with PPA speak more than one language.

• Galée, Jeanne; Cartwright, Jade; Graso, Stephanie; Jokel, Regina; Lavoie, Monica & McGowan, Ellen [Show all 16 contributors for this article] (2024). Global perspectives on the management of primary progressive aphasia. Scientific Reports. 14(1). doi: 10.1038/s41598-024-70156-5. Full text in Research Archive Show summary

  Speech-language therapists/pathologists (SLT/Ps) are key professionals in the management and treatment of primary progressive aphasia (PPA), however, there are gaps in education and training within the discipline, with implications for skills, confidence, and clinical decision-making. This survey aimed to explore the areas of need amongst SLT/Ps working with people living with PPA (PwPPA) internationally to upskill the current and future workforce working with progressive communication disorders. One hundred eighty-six SLT/Ps from 27 countries who work with PwPPA participated in an anonymous online survey about their educational and clinical experiences, clinical decision-making, and self-reported areas of need when working with this population. Best practice principles for SLT/Ps working with PwPPA were used to frame the latter two sections of this survey. Only 40.7% of respondents indicated that their university education prepared them for their current work with PwPPA. Competency areas of “knowing people deeply,” “practical issues,” “connectedness,” and “preventing disasters” were identified as the basic areas of priority and need. Respondents identified instructional online courses (92.5%), sample tools and activities for interventions (64.8%), and concrete training on providing care for advanced stages and end of life (58.3%) as central areas of need in their current work. This is the first international survey to comprehensively explore the perspectives of SLT/Ps working with PwPPA. Based on survey outcomes, there is a pressing need to enhance current educational and ongoing training opportunities to better promote the well-being of PwPPA and their families, and to ensure appropriate preparation of the current and future SLT/P workforce.

• Volkmer, Anna; Alves, Emily Viega; Bar-Zeev, Hagit; Barbieri, Elena; Battista, Petronilla & Beales, Ashleigh [Show all 66 contributors for this article] (2024). An international core outcome set for primary progressive aphasia (COS-PPA): Consensus-based recommendations for communication interventions across research and clinical settings. Alzheimer's & Dementia. ISSN 1552-5260. doi: 10.1002/alz.14362. Full text in Research Archive Show summary

  INTRODUCTION - Interventions to treat speech-language difficulties in primary progressive aphasia (PPA) often use word accuracy as a highly comparable outcome. However, there are more constructs of importance to people with PPA that have received less attention.<p> <p>METHODS - Following Core Outcome Set Standards for Development Recommendations (COSSTAD), this study comprised: Stage 1 – systematic review to identify measures; Stage 2 – consensus groups to identify important outcome constructs for people with PPA (n = 82) and care partners (n = 91); Stage 3 – e-Delphi consensus with 57 researchers.<p> <p>RESULTS - The systematic review identified 84 Outcome Measurement Instruments. Core outcome constructs identified included: (1) Participate in conversations with family and friends, (2) get words out, (3) be more fluent, (4) convey a message by any means, and (5) understand what others are saying. Researchers were unable to reach a consensus on measurement instruments.<p> <p>DISCUSSION - Further work is required to develop appropriate measurement instruments that address all core outcome constructs important to key stakeholders.<p> <p><uli>Highlights: <li>We introduce new symptom-led perspectives on primary progressive aphasia (PPA).</li> <li>The focus is on non-fluent/agrammatic (nfvPPA) and semantic (svPPA) variants.</li> <li>Foregrounding of early and non-verbal features of PPA and clinical trajectories is featured.</li> <li>We introduce a symptom-led staging scheme for PPA.</li> <li>We propose a prototype for a functional impairment scale, the PPA Progression Planning Aid.</li></uli>

• Jensen, Bård Uri; Norvik, Monica I. & Simonsen, Hanne Gram (2024). Statistics and psychometrics for the CAT-N: Documenting the Comprehensive Aphasia Test for Norwegian. Aphasiology. ISSN 0268-7038. 38(3), p. 412–439. doi: 10.1080/02687038.2023.2200132. Full text in Research Archive Show summary

  Background Ivanova and Hallowell 2013 emphasise the importance of reporting on test development and psychometric properties of tests in international journals. Such documentation may serve as references for other test developers and enable researchers and clinicians to assess reliability and validity issues in tests made for a language unknown to them. The CAT (Comprehensive Aphasia Test) is a general aphasia test which examines linguistic skills broadly, within the cognitive neuropsychological tradition; it has been and is being adapted to a number of languages. Aims The aim of this article is to document the statistical procedures used in the development and standardisation of the Norwegian adaptation of the CAT (CAT-N), to document its psychometric properties, and to discuss validity and reliability issues. Methods & procedures The adaptation of the CAT-N involved careful design of subtests and test items, taking into account features like word frequency, imageability and phonological and other language-specific linguistic variables. The prototype was tested on a normative sample of 85 persons with aphasia and a control group of 84 persons without aphasia. The items of some subtests were reordered based on the norming. A new scoring scheme was developed for two subtests of Picture description. The CAT-N includes the Aphasia Impact Questionnaire (AIQ), which is a new patient reported outcome measure developed for the CAT. Outcomes & Results Statistical methods are documented and discussed. Descriptive statistics for subtests and linguistic domains are presented. Internal consistency and partial inter-rater and intra-rater reliability aspects are investigated and documented. Construct validity is investigated and documented by factor analysis. Sensitivity and specificity are investigated through pairwise comparisons for subtests and domains and the use of normal-language cutoff values. Concurrent validity is investigated through comparisons with results from an existing aphasia test for Norwegian (NBAA). Conclusions The CAT-N is shown to have good reliability and validity, and it distinguishes well between persons with and without aphasia. The article provides explicit documentation of design decisions which may be useful in future adaptations of the CAT.

• Ribu, Ingeborg Sophie; Simonsen, Hanne Gram; Norvik, Monica I.; Lehtonen, Minna H; Murstad, Jeanett & Theimann, Ane [Show all 8 contributors for this article] (2024). Prediction ability in bilingual individuals: an eye tracking study with younger and older adults. Journal of Cultural Cognitive Science. ISSN 2520-100X. doi: 10.1007/s41809-024-00155-5. Full text in Research Archive Show summary

  Studies with monolingual speakers show that people predict upcoming linguistic elements during sentence processing. Linguistic prediction behavior has been found to be less consistent in studies with bilingual individuals performing in their non-native language and in neurotypical older monolingual adults. The present study utilized an eye-tracking paradigm to investigate whether bilingual younger and older neurotypical individuals predict upcoming nouns in sentences that include constraining verbs, and if they do so both in their first language (L1) and in their second language (L2). Data were analyzed from 44 Norwegian-English proficient bilingual adults; 27 younger (20–35 years, mean age 27) and 17 older adults (54–81 years, mean age 64) who completed the eye-tracking experiment in each of the two languages, as well as cognitive and linguistic tests. The results demonstrated similar prediction abilities in L1 and L2 for both the younger and older participants on sentences with constraining verbs. Older adults predicted slower than younger adults. Participants’ working memory span and language proficiency did not explain prediction performance; cognate status of the stimuli partially did. The study adds to the relatively sparse existing data on prediction abilities in bilingual people and in older individuals.

• Norvik, Monica I.; Ribu, Ingeborg Sophie; Hansen, Pernille & Simonsen, Hanne Gram (2024). Beyond Naming: Narrative Production in L1 and L2 in Multilingual Individuals with and without Dementia. In Goral, Mira & Lerman, Aviva (Ed.), Advances in the Neurolinguistic Study of Multilingual and Monolingual Adults. Routledge. ISSN 9781032360966. p. 95–112. doi: 10.4324/9781003330318-10. Full text in Research Archive Show summary

  Persons with dementia (PWD) experience language impairments, mainly related to lexical retrieval. Linguistic assessment of multilingual PWD is particularly challenging due to a lack of appropriate tools. Narrative production may provide a broader understanding of the language impairments in dementia. Thus, we investigate narrative production in native (L1) and non-native (L2) speakers of Norwegian with dementia of the Alzheimer's type (DAT) and the logopenic variant of Primary Progressive Aphasia (lvPPA), and neurologically healthy controls. The participants described the Bird story from the Bilingual Aphasia Test. We calculated several lexical variables, including lexical density and pronoun ratio. Additionally, through a bottom-up procedure, we identified 10 key content components across both storylines of the cartoon, considered necessary for a coherent story. The lexical analysis showed that PWD had lower lexical density and higher pronoun ratio than control participants, indicative of word retrieval difficulties. Furthermore, the combination of being an L2 user and having dementia amplified the word-finding difficulties. Concerning content, only dementia seems to play a role – PWD produced fewer key components than control participants regardless of whether testing occurred in their L1 or L2. The results confirm that analyses of narratives can provide a broader understanding of the multifaceted impairments than single-word naming, in language impairment associated with dementia.

• Goral, Mira; Norvik, Monica I.; Antfolk, Jan; Agrotou, Ioulia & Lehtonen, Minna (2023). Cross-language generalization of language treatment in multilingual people with post-stroke aphasia: A meta-analysis. Brain and Language. ISSN 0093-934X. 246. doi: 10.1016/j.bandl.2023.105326. Full text in Research Archive Show summary

  Studies on the efficacy of language treatment for multilingual people with post-stroke aphasia and its generalization to untreated languages have produced mixed results. We conducted a systematic review and a meta-analysis to examine within- and cross-language treatment effects and the variables that affect them. We searched PubMed, PsycINFO, CINAHL, and Google Scholar (February 2020; January 2023), identifying 40 studies reporting on 1573 effect sizes from 85 individuals. We synthesized effect sizes for treatment outcomes using a multi-level model to correct for multiple observations from the same individuals. The results showed significant treatment effects, with robust within-language treatment effects and weaker cross-language treatment effects. Age of language acquisition of the treatment language predicted within-language and cross-language effects. Our results suggest that treating multilingual people with aphasia in one language may generalize to their other languages, especially following treatment in an early-acquired language and a later-learned language that became the language of immersion.

• Fyndanis, Valantis; Cameron, Sarah; Hansen, Pernille; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Multilingualism and verbal short-term/working memory: Evidence from academics. Bilingualism: Language and Cognition. ISSN 1366-7289. 26(3), p. 490–503. doi: 10.1017/S1366728922000621. Full text in Research Archive Show summary

  To date, the evidence regarding the effect of bilingualism/multilingualism on short-term memory (STM) and working memory (WM) capacity is inconclusive. This study investigates whether multilingualism has a positive effect on the verbal STM and WM capacity of neurotypical middle-aged and older individuals. Eighty-two L1-Norwegian sequential bilingual/ multilingual academics were tested with tasks measuring verbal STM/WM capacity. Degree of bilingualism/multilingualism for each participant was estimated based on a comprehensive questionnaire. Different measures of bilingualism/multilingualism were used. Data on potentially influencing non-linguistic factors were also collected. Correlation and regression analyses showed that multilingualism impacts both verbal STM and verbal WM. In particular, all analyses showed that number of known foreign languages was the strongest predictor of verbal STM and WM capacity. The results are discussed in light of recent studies on the impact of bilingualism on STM/WM and

• Norvik, Monica I.; Lind, Marianne & Jensen, Bård Uri (2022). Working with multilingual aphasia: attitudes and practices among speech and language pathologists in Norway. International Multilingual Research Journal (IMRJ). ISSN 1931-3152. p. 1–18. doi: 10.1080/19313152.2021.2015935. Full text in Research Archive Show summary

  The growing number of elderly multilingual speakers suffering from strokes and aphasia requires a change in the services of speech and language pathologists (SLPs), who will be serving culturally and linguistically diverse individuals to an increasing extent. Two American studies have shown that a majority of SLPs who work with multilingual adults in the US felt that their academic and clinical training had left them insufficiently prepared for working with multilingual persons with aphasia (MPWAs). This insecurity may have considerable negative consequences for MPWAs and their families. Little is known about the generalizability of these studies; hence the objective of the present study is to investigate whether the US situation is comparable to a European country with different demographics. A web-based questionnaire was administered to SLPs in Norway, examining multiple factors regarding work setting, professional training, clinical tools and procedures, and service delivery issues with MPWAs. Overall, the results are in line with Centeno’s, showing that SLPs make sensible decisions to serve MPWAs despite inadequate education programmes, shortcomings in clinical training, and limited clinical resources. The results are discussed in terms of their implications for professional education and the measures needed to minimize present shortcomings in service delivery to MPWAs

• Skogdal, Signhild; Helland, Wenche Andersen; Morken, Frøydis; Norvik, Monica Irene & Berg, Karianne (2022). Logopeders arbeidssted, fagområder, kompetanse og kompetansebehov. Norsk tidsskrift for logopedi. ISSN 0332-7256. Full text in Research Archive
• Norvik, Monica I. & Goral, Mira (2021). Assessment challenges in Acquired Aphasia in Multilingual Individuals. In Røyneland, Unn & Blackwood, Robert (Ed.), Multilingualism across the Lifespan. Routledge. ISSN 9781003125815. doi: 10.4324/9781003125815-14. Full text in Research Archive Show summary

  Aphasia is an acquired language disorder resulting from damage to the brain, most typically a stroke in the left cerebral hemisphere. The degree and type of impairment vary depending on the site and size of the lesion, and the extent to which people with aphasia recover – with time and therapeutic intervention – their pre-stroke linguistic skills varies, depending on exogenous and endogenous variables. Multilingual speakers who acquire aphasia may exhibit comparable or different profiles of impairment in each of their languages. The present chapter explores the challenges associated with the assessment of all languages of multilingual and multicultural speakers with aphasia. These challenges include four broad categories: 1) Individual differences; 2) Availability of clinicians who speak the relevant languages and who are trained to work with multilingual and multicultural individuals, as well as availability of qualified and trained interpreters; 3) Availability of linguistically and culturally appropriate assessment tools; 4) The complexity of interpreting data elicited from multilingual individuals with aphasia, including mixed-language production and errors that could be associated with the aphasia as well as with limited pre-onset language proficiency. The chapter concludes with a discussion of preliminary solutions and future directions for the practice of assessing multilingual individuals with acquired communication disorders, and the value of considering all their languages in the assessment and rehabilitation practices.

• Dipper, Lucy T.; Franklin, S.; Aguiar, V. de; Baumgaertner, A; Brady, Marian C. & Best, Wendy [Show all 20 contributors for this article] (2021). An Umbrella Review of Aphasia Intervention descriPtion In Research: the AsPIRE project. Aphasiology. ISSN 0268-7038. doi: 10.1080/02687038.2020.1852001. Full text in Research Archive Show summary

  Background: Recent reviews conclude that aphasia intervention is effective. However, replication and implementation require detailed reporting of intervention is and a specification of participant profiles. To date, reviews concentrate more on efficacy than on intervention reporting quality. Aims: The aim of this project is to review the descriptions of aphasia interventions and participants appearing in recent systematic reviews of aphasia intervention effectiveness. The relationship between the quality of these descriptions and the robustness of research design is explored, and the replicability of aphasia interventions is evaluated. Methods and Procedures: The scope of our search was an analysis of the aphasia intervention studies included in the and EBRSR 2018 systematic reviews, and in the RCSLT 2014 literature synthesis. Intervention descriptions published separately from the intervention study (i.e. published online, in clinical tools, or a separate trial protocols) were not included. The criteria for inclusion were that participants had aphasia, the intervention involved language and/or communication, and included the following research designs: Randomised Controlled Trial (RCT), comparison or control, crossover design, case series. Exclusion criteria included non-SLT interventions, studies involving fewer than four participants, conference abstracts, studies not available in English. Studies were evaluated for completeness of intervention description using the TIDieR Checklist. Additionally, we rated the quality of patient and intervention description, with particular reference to replicability. Outcomes and Results: Ninety-three studies were included. Only 14 studies (15%) had >50 participants. Fifty-six studies (60%) did not select participants with a specific aphasia profile, and a further 10 studies only described participants as non-fluent. Across the studies, an average of eight (of 12) TIDieR checklist items were given but information on where, tailoring, modification and fidelity items was rarely available. Studies that evaluated general aphasia intervention approaches tended to use RCT designs, whereas more specific intervention studies were more likely to use case series designs. Conclusions: Group studies were generally under-powered and there was a paucity of research looking at specific aphasia interventions for specific aphasia profiles. There was a trade-off between the robustness of the design and the level of specificity of the intervention described. While the TIDieR framework is a useful guide to information which should be included in an intervention study, it is insufficiently sensitive for assessing replicability. We consider possible solutions to the challenges of making large-scale trials more useful for determining effective aphasia intervention.

• Goral, Mira; Norvik, Monica I. & Jensen, Bård Uri (2019). Variation in language mixing in multilingual aphasia. Clinical Linguistics & Phonetics. ISSN 0269-9206. 33(10-11), p. 915–929. doi: 10.1080/02699206.2019.1584646. Full text in Research Archive Show summary

  Mixing languages within a sentence or a conversation is a common practice among many speakers of multiple languages. Language mixing found in multilingual speakers with aphasia has been suggested to reflect deficits associated with the brain lesion. In this paper, we examine language mixing behaviour in multilingual people with aphasia to test the hypothesis that the use of language mixing reflects a communicative strategy. We analysed connected language production elicited from 11 individuals with aphasia. Words produced were coded as mixed or not. Frequencies of mixing were tabulated for each individual in each of her or his languages in each of two elicitation tasks (Picture sequence description, Narrative production). We tested the predictions that there would be more word mixing: for participants with greater aphasia severity; while speaking in a language of lower post-stroke proficiency; during a task that requires more restricted word retrieval; for people with non-fluent aphasia, while attempting to produce function words (compared to content words); and that there would be little use of a language not known to the interlocutors. The results supported three of the five predictions. We interpret our data to suggest that multilingual speakers with aphasia mix words in connected language production primarily to bypass instances of word-retrieval difficulties, and typically avoid pragmatically inappropriate language mixing.

• Kuzmina, Ekaterina; Goral, Mira; Norvik, Monica I. & Weekes, Brendan (2019). What influences language impairment in bilingual aphasia? A meta-analytic review. Frontiers in Psychology. 10:445, p. 1–22. doi: 10.3389/fpsyg.2019.00445. Full text in Research Archive Show summary

  Patterns of language impairment in multilingual speakers with post-stroke aphasia are diverse: in some cases the language deficits are parallel, that is, all languages are impaired relatively equally, whereas in other cases deficits are differential, that is, one language is more impaired than the other(s). This diversity stems from the intricate structure of the multilingual language system, which is shaped by a complex interplay of influencing factors, such as age of language acquisition, frequency of language use, premorbid proficiency, and linguistic similarity between one's languages. Previous theoretical reviews and empirical studies shed some light on these factors, however no clear answers have been provided. The goals of this review were to provide a timely update on the increasing number of reported cases in the last decade and to offer a systematic analysis of the potentially influencing variables. One hundred and thirty cases from 65 studies were included in the present systematic review and effect sizes from 119 cases were used in the meta-analysis. Our analysis revealed better performance in L1 compared to L2 in the whole sample of bilingual speakers with post-stroke aphasia. However, the magnitude of this difference was influenced by whether L2 was learned early in childhood or later: those who learned L2 before 7 years of age showed comparable performance in both of their languages contrary to the bilinguals who learned L2 after 7 years of age and showed better performance in L1 compared to L2. These robust findings were moderated mildly by premorbid proficiency and frequency of use. Finally, linguistic similarity did not appear to influence the magnitude of the difference in performance between L1 and L2. Our findings from the early bilingual subgroup were in line with the previous reviews which included mostly balanced early bilinguals performing comparably in both languages. Our findings from the late bilingual subgroup stressed the primacy of L1 and the importance of age of L2 learning. In addition, the evidence from the present review provides support for theories emphasizing the role of premorbid proficiency and language use in language impairment patterns in bilingual aphasia.

• Conner, Peggy S.; Goral, Mira; Anema, Inge; Borodkin, Katy; Haendler, Yair & Knoph, Monica I. Norvik [Show all 10 contributors for this article] (2018). The role of language proficiency and linguistic distance in cross-linguistic treatment effects in aphasia. Clinical Linguistics & Phonetics. ISSN 0269-9206. 32(8), p. 739–757. doi: 10.1080/02699206.2018.1435723. Full text in Research Archive Show summary

  Current findings from intervention in bilingual aphasia are inconclusive regarding the extent to which levels of language proficiency and degree of linguistic distance between treated and non-treated languages influence cross-language generalisation and changes in levels of language activation and inhibition following treatment. In this study, we enrolled a 65-year-old multilingual speaker with aphasia and administered treatment in his L1, Dutch. We assessed pre- and post-treatment performance for seven of his languages, five of high proficiency and two of lower proficiency. We asked whether treatment in L1 would generalise to his other languages or increase interference among them. Forty hours of treatment were completed over the course of five weeks. Each language was tested three times at pretreatment and at post-treatment. Testing included measures of narrative production, answering questions, picture description and question generation. Dependent measures examined language efficiency, defined as Correct Information Units (CIUs)/min, as well as language mixing, defined as proportion of code-mixed whole words. We found that our participant’s improved efficiency in Dutch was mirrored by parallel improvement in the four languages of high proficiency: English, German, Italian and French. In contrast, in his languages of lower proficiency, Norwegian and Spanish, improved efficiency was limited. An increase in code-mixing was noted in Spanish, but not in Norwegian. We interpret the increased code-mixing in Spanish as indication of heightened inhibition following improvement in a language of close linguistic proximity, Italian. We conclude that an interaction of language proficiency and linguistic similarity affects cross-language generalisation following intervention in multilingual aphasia.

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• Wehling, Eike Ines; Berg, Karianne; Lilletvedt, Hanne; Norvik, Monica I.; Ramsfjell, Randi & Bakken, Hege Beate [Show all 9 contributors for this article] (2024). Scenariotest. Norsk utgave. Novus Forlag. ISBN 9788283901276. Full text in Research Archive
• Bot, Kees de; Plejert, Charlotta; Simonsen, Hanne Gram; Fyndanis, Valantis; Hansen, Pernille & Norvik, Monica I. [Show all 8 contributors for this article] (2020). Multilingualism and ageing. An Overview. De Gruyter Brill. ISBN 9789004445390. 98 p. Full text in Research Archive Show summary

  This publication provides an overview of research on a large range of topics relating to language processing and language use from a life-span perspective. It is unique in covering and combining psycholinguistic and sociolinguistic approaches, discussing questions such as: Is it beneficial to speak more than one language when growing old? How are languages processed in multilingual persons, and how does this change over time? What happens to language and communication in multilingual aphasia or dementia? How is multilingual ageing portrayed in the media? It is a joint, cross-disciplinary venture of researchers from the Centre for Multilingualism in Society across the Lifespan at The University of Oslo and the editors of this publication.

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• Mengal, Sahra; Koutras, Spyros; O’Toole, Ciara; Norvik, Monica I.; Gillet, Sophie & Waillet, Pauline van der Straten [Show all 12 contributors for this article] (2026). Position paper: Multilingualism, Equity and Speech and Language Therapy in Europe. doi: https:/eslaeurope.eu/wp-content/uploads/2026/09/ESLA-Multilingualism-Position-Paper.pdf. Full text in Research Archive
• Matić, Ana; Norvik, Monica I.; Simonsen, Hanne Gram & Kraljević, Jelena Kuvač (2026). Elaboration of events in a picture description task: A case of Croatian and Norwegian PwA. Full text in Research Archive
• Norvik, Monica I.; Simonsen, Hanne Gram & Ribu, Ingeborg Sophie (2026). Underrepresented languages in aphasia research. Full text in Research Archive
• Antonsen, Lene; Bentzen, Kristine; Baal, Berit Anne Johansdatter Bals & Norvik, Monica I. (2026). Closing the care gap in a minority Indigenous language: Linguistic infrastructure for North Sámi aphasia assessment. Full text in Research Archive
• Norvik, Monica I. (2026). Afasi og samisk språk. Et bedre liv. LHLs medlemsmagasin. p. 37–37. Full text in Research Archive Show summary

  Prosjektet SÁMI-CAT skal lage språktester og annet hjelpemateriell på nordsamisk. Målet er at personer med afasi i samiske områder skal få bedre og mer tilpasset oppfølging.

• Norvik, Monica I.; Bekkhus-Wetterberg, Peter; Døli, Hedda; Erikstad, Nina Helen; Ribu, Ingeborg Sophie & Winsnes, Ingvild Elisabeth (2025). Adapting the Mini-Linguistic State Examination (MLSE) to Norwegian and Co-Developing the 'Living with PPA' Questionnaire. Full text in Research Archive
• Ribu, Ingeborg Sophie; Allegretta, Silvia; Norvik, Monica I.; Wetterberg, Peter; Erikstad, Nina Helen & Døli, Hedda [Show all 7 contributors for this article] (2025). Adapting the Mini-Linguistic State Examination (MLSE) to Norwegian. Full text in Research Archive Show summary

  Despite the growing demand for language-specific tools to assess and monitor language impairments and outcomes in persons with Primary Progressive Aphasia (PPA), there are currently no tools specifically for PPA in Norwegian. People with PPA in Norway are often assessed with assessment tools developed for English-speaking populations that are directly translated to Norwegian, which limits their applicability in non-English-speaking contexts, or with assessment tools for post-stroke aphasia. This study outlines the adaptation of the Mini-Linguistic State Examination (MLSE; Patel et al., 2022), a language screening battery with good validity and specificity for people with PPA, and efforts to establish norms for this test. The MLSE was adapted from English to Norwegian, incorporating linguistic and cultural features, while keeping fidelity to the original version. Linguistic variables, including frequency, word, and syllable structure, were considered. New illustrations were commissioned, and name agreement ratings were obtained from 50 people. The test was piloted on 15 adults without PPA (aged 50 years and older), and the final version is currently being normed on individuals with and without PPA. So far, three people with PPA (2 females) and 25 without PPA (18 females) haven been included. Norming data are still being collected, but preliminary explorations indicate that participants with PPA score as expected based on their diagnosed PPA subtype. This study marks the first development of tools for assessing language in Norwegian-speaking individuals with PPA. Preliminary findings from the norming process will provide insights into the reliability and diagnostic utility of the tools.

• Norvik, Monica I. (2025). Multilingual aphasia: Challenges and insights from a clinical perspective. Full text in Research Archive
• Ribu, Ingeborg Sophie; Bekkhus-Wetterberg, Peter; Erikstad, Nina Helen; Døli, Hedda Ruth; Winsnes, Ingvild Elisabeth & Norvik, Monica Irene (2025). Adaptation of the Mini-linguistic State Examination (MLSE) to Norwegian and the development of a “Living with PPA” questionnaire through co-research. Full text in Research Archive
• Ribu, Ingeborg Sophie; Norvik, Monica Irene; Bekkhus-Wetterberg, Peter; Døhli, Hedda; Erikstad, Nina Helen & Høeg, Nina [Show all 7 contributors for this article] (2025). Living With Primary Progressive Aphasia - A Co-designed Questionnaire. Full text in Research Archive
• Norvik, Monica I. & Goral, Mira (2025). Intervention in multlingual people with aphasia: Methodological perspectives. Full text in Research Archive
• Norvik, Monica I. (2025). Challenges and choices in working with aphasia in multilingual individuals. Full text in Research Archive
• Norvik, Monica I. (2024). Underrepresented languages: Clinical perspectives from a WEIRD, but underrepresented society. Full text in Research Archive
• Norvik, Monica I. & Goral, Mira (2024). Assessment in multilingual people with aphasia: Methological perspectives. Full text in Research Archive
• Theimann, Ane; Köder, Franziska Maria; Norvik, Monica Irene; Mani, Nivedita & Ronderos, Camilo Rodriguez (2024). Exploring the Relationship Between Semantic and Action Prediction in Toddlers. Full text in Research Archive
• Norvik, Monica I. (2024). Tilpasning av MLSE-N: Fra Mini Linguistic State Evaluation til Mini Lingvistisk Status Evaluering. Full text in Research Archive
• Theimann, Ane; Köder, Franziska Maria; Norvik, Monica Irene; Ronderos, Camillo Rodriguez & Mani, Nivedita (2024). Investigating a potential link between semantic prediction and action prediction. Full text in Research Archive
• Winsnes, Ingvild Elisabeth; Volkmer, Anna & Norvik, Monica I. (2024). Primary progressive aphasia and conversation – results from a single case study. Full text in Research Archive
• Winsnes, Ingvild Elisabeth; Norvik, Monica I. & Volkmer, Anna (2024). Better Conversation with Primary Progressive Aphasia – adaptation to Norwegian. Full text in Research Archive
• Ribu, Ingeborg Sophie; Bekkhus-Wetterberg, Peter; Døli, Hedda Ruth; Erikstad, Nina Helen; Norvik, Monica Irene & Winsnes, Ingvild Elisabeth (2024). Assessment of cognition and language in neuro-degenerative language impairments in the Nordic countries. Full text in Research Archive
• Winsnes, Ingvild Elisabeth; Norvik, Monica I. & Volkmer, Anna (2024). Communication partner training for primary progressive aphasia with a multilingual couple. Full text in Research Archive
• Simonsen, Hanne Gram & Norvik, Monica Irene (2024). Cross-linguistic adaptation of language assessments: Experience from Norwegian. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Arcara, Giorgio; Kaldhol, Nina Hagen; Norvik, Monica I. & Simonsen, Hanne Gram (2023). Multilingualism does not affect time reference production in L1: Evidence from academics. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Arcara, Giorgio; Kaldhol, Nina Hagen; Norvik, Monica I. & Simonsen, Hanne Gram (2023). Multilingualism does not affect time reference production in L1: Evidence from academics. Full text in Research Archive
• Norvik, Monica I. (2023). Afasi hos flerspråklige personer, Fra begynnelsen. Norsk logopedlag 75 år, 1948-2023. Organisasjon og fag.. Norsk logopedlag. ISSN 9788293005049. p. 108–115. Full text in Research Archive
• Pourquie, Marie; Arslan, Seckin; Tokac-Scheffer, Dilara; Grima, Ritienne; Fyndanis, Valantis & Kambanaros, Maria [Show all 14 contributors for this article] (2023). Global perspectives on speech and language therapy training and practices for multilingual people with aphasia THE "MAP" SURVEY: Working with bi/multilingual persons with aphasia: common practices and current challenges for SLTs. Full text in Research Archive
• Theimann, Ane; Köder, Franziska Maria; Norvik, Monica I. & Ronderos, Camilo Rodriguez (2023). Linguistic and non-linguistic prediction in toddlers: an ongoing eye-tracking study. Full text in Research Archive
• Norvik, Monica I.; Winsnes, Ingvild Elisabeth & Simonsen, Hanne Gram (2023). The Aphasia Impact Questionnaire: An assessment tool of emotional well-being in aphasia. Full text in Research Archive Show summary

  There has been a lack in aphasia assessment of outcome measures on how persons with aphasia experience life with aphasia. The new Aphasia Impact Questionnaire (AIQ) is a patient reported outcome measure, and a part of the Comprehensive Aphasia Test (CAT). The CAT test is currently being adapted into more than 20 languages, paving the way for cross-linguistic research, as well as assessment of multilingual persons with aphasia. The AIQ is constructed to explore and evaluate the consequences of living with aphasia, and assesses communication, participation, and emotional well-being through a picture-based scale. The Norwegian version was published in 2021.

• Norvik, Monica I.; Simonsen, Hanne Gram & Köder, Franziska Maria (2023). Assessment in multilingual populations. Full text in Research Archive
• Norvik, Monica I.; Ribu, Ingeborg Sophie; Simonsen, Hanne Gram; Lehtonen, Minna H & Goral, Mira (2023). Verb-mediated prediction in bilingual speakers with aphasia –data from an eye-tracking study. Full text in Research Archive
• Norvik, Monica I.; Ribu, Ingeborg Sophie; Hansen, Pernille & Simonsen, Hanne Gram (2023). Cartoon description in neurotypical adults: Data from L1 and L2 speakers of Norwegian. Full text in Research Archive
• Norvik, Monica I.; Köder, Franziska Maria; Simonsen, Hanne Gram; Hansen, Pernille; Landmark, Anne Marie Dalby & Svennevig, Jan [Show all 10 contributors for this article] (2023). Multilingualism and language disorders. Full text in Research Archive
• Norvik, Monica I. (2023). Hva kan vi gjøre ved språkvansker? Full text in Research Archive
• Norvik, Monica I. (2023). Language intervention in multilingual individuals with aphasia. Full text in Research Archive
• Høeg, Nina; Norvik, Monica I.; Jensen, Bård Uri; Haaland-Johansen, Line; Winsnes, Ingvild Elisabeth & Lind, Marianne (2023). Linguistic variables in picture and cartoon descriptions by neurologically healthy Norwegian adults. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Arcara, Giorgio; Kaldhol, Nina Hagen; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Bilingualism/Multilingualism does not affect production of time reference in L1: Evidence from Norwegian academics. Full text in Research Archive
• Škorić, Ana Matić; Norvik, Monica I.; Kraljević, Jelena Kuvač & Simonsen, Hanne Gram (2022). Comprehensive Aphasia Test: what do Norwegian and Croatian data reveal. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Hansen, Pernille; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Sequential multilingualism and verbal short-term/working memory: Evidence from academics. Full text in Research Archive
• Pourquie, Marie; Arslan, Seçkin; Grima, Ritienne; Fyndanis, Valantis; Kambanaros, Maria & Martinez-Ferreiro, Silvia [Show all 12 contributors for this article] (2022). The “MAP” survey: an international investigation of SLPs’ training and working practices to assess and treat plurilingual people with aphasia. Full text in Research Archive
• Røste, Ingvild; Norvik, Monica I. & Simonsen, Hanne Gram (2022). CAT-N: Comprehensive aphasia test på norsk. Norsk tidsskrift for logopedi. ISSN 0332-7256. p. 6–14. Full text in Research Archive
• Norvik, Monica I. & Simonsen, Hanne Gram (2022). Katta ut av sekken – tilpasning av afasitesten CAT til norsk. Full text in Research Archive
• Ribu, Ingeborg Sophie; Goral, Mira; Theimann, Ane; Iacorossi, Michela; Lehtonen, Minna & Norvik, Monica I. [Show all 10 contributors for this article] (2022). Eye-tracking Measures of Prediction in L1 and L2 in Bilingual People with and without Aphasia. Full text in Research Archive
• Simonsen, Hanne Gram; Norvik, Monica I.; Killmer, Helene & Hansen, Pernille (2022). Working with multilingual people with acquired language disorders:Challenges and solutions. Full text in Research Archive
• Norvik, Monica I. (2022). Praktisk arbeid med flerspråklige personer med afasi. Full text in Research Archive
• Lehtonen, Minna; Norvik, Monica I.; Antfolk, Jan & Goral, Mira (2022). Cross-Language Generalization in Treatment of Multilingual Aphasia: A Meta-Analysis. Full text in Research Archive
• Norvik, Monica I. & Winsnes, Ingvild Elisabeth (2022). Om kommunikasjon i nære relasjoner når den ene har afasi. Full text in Research Archive
• Bekkhus-Wetterberg, Peter; Norvik, Monica I. & Winsnes, Ingvild Elisabeth (2022). Primær progressiv afasi (PPA). Full text in Research Archive
• Wetterberg, Peter; Brækhus, Anne; Müller, Ebba Gløersen; Norvik, Monica Irene; Winsnes, Ingvild Elisabeth & Wyller, Torgeir Bruun (2022). Primær progressiv afasi. Tidsskrift for Den norske legeforening (Tidsskriftet). ISSN 0029-2001. 142(17), p. 1477–1480. doi: 10.4045/tidsskr.22.0100. Full text in Research Archive Show summary

  I sjeldne tilfeller begynner degenerativ demenssykdom med isolerte vansker med språket, uten andre kognitive symptomer. Ofte kalles dette litt upresist for «ordleting». Det finnes flere varianter, forårsaket av ulike underliggende nevropatologiske forandringer. En sjelden gang er det problemer med talen snarere enn språkvansker som dominerer. Pasientene kan ha utelukkende språk- eller talesymptomer i mange år, men alle vil over tid utvikle en global demenssykdom. Denne kliniske oversikten beskriver primær progressiv afasi, som er en fellesbetegnelse for demenssykdommer som begynner med språkvansker.

• Norvik, Monica I. & Winsnes, Ingvild Elisabeth (2021). A Narrative Approach to Working with Primary Progressive Aphasia: A case study. Full text in Research Archive
• Norvik, Monica I.; Winsnes, Ingvild Elisabeth & Bekkhus-Wetterberg, Peter (2021). Primær progressiv afasi – relevans for logopeder. Full text in Research Archive
• Norvik, Monica I.; Winsnes, Ingvild Elisabeth; Bekkhus-Wetterberg, Peter & Brækhus, Anne (2021). Hva er primær progressiv afasi (PPA) – og hva har det å si for oss logopeder? Norsk tidsskrift for logopedi. ISSN 0332-7256. 67(2), p. 18–25. Full text in Research Archive
• Ribu, Ingeborg Sophie; Norvik, Monica I.; Lehtonen, Minna & Simonsen, Hanne Gram (2021). Free word associations in healthy aging and dementia. Full text in Research Archive
• Ribu, Ingeborg Sophie; Theimann, Ane Ylje Opedal; Kuzmina, Ekaterina; Goral, Mira; Iacorossi, Michela & Lehtonen, Minna [Show all 8 contributors for this article] (2021). Predictive ability in bilingual speakers with and without aphasia. Full text in Research Archive
• Ribu, Ingeborg Sophie; Hansen, Pernille; Simonsen, Hanne Gram & Norvik, Monica I. (2021). Narrative production in speakers with and without dementia. Full text in Research Archive
• Norvik, Monica I. & Goral, Mira (2021). Assessment challenges in acquired aphasia in multilingual individuals. Full text in Research Archive
• Norvik, Monica I. & Winsnes, Ingvild Elisabeth (2020). AIQ: Nytt instrument for å utforske virkningen av å leve med afasi. Full text in Research Archive
• Strangmann, Iris; Antolovic, Katarina; Hansen, Pernille; Simonsen, Hanne Gram; Norvik, Monica I. & Obler, Loraine (2020). The continuity of cognates: Approaches to empirically establish form overlap in data from patients with dementia and aphasia. Full text in Research Archive
• Simonsen, Hanne Gram; Norvik, Monica I. & Ribu, Ingeborg Sophie (2020). Flerspråklig aldring: Hva skjer med språkene, og hvordan kan vi undersøke det? Full text in Research Archive
• Lanza, Elizabeth; Liu, Liquan; Gonzalez, Elisabet; Sevinc, Yesim; Simonsen, Hanne Gram & Norvik, Monica I. [Show all 7 contributors for this article] (2020). The MultiLingual Mind Across the Lifespan. Full text in Research Archive
• Fyndanis, Valantis; Haman, Ewa; Hansen, Pernille; Luniewska, Magdalena; Norvik, Monica I. & Simonsen, Hanne Gram (2020). Meeting a need for tools: Experiences from two international networks. Full text in Research Archive
• Goral, Mira & Norvik, Monica I. (2019). Picture-based language assessment in multilingual aphasia. Full text in Research Archive
• Norvik, Monica I. (2019). Afasi hos flerspråklige personer. Full text in Research Archive
• Norvik, Monica I. & Høeg, Nina (2019). Afasi og ASK. Full text in Research Archive
• Norvik, Monica I. (2019). Language assessment in multilingual aphasia. Full text in Research Archive
• Norvik, Monica I. & Thurmann-Moe, Anne-Cathrine (2019). Single-case designs – hvorfor relevant for Statped? Full text in Research Archive
• Norvik, Monica I. (2019). Om afasi. Full text in Research Archive
• Norvik, Monica I. (2019). Language intervention in multilingual aphasia. Full text in Research Archive
• Norvik, Monica I. (2019). Språkrehabilitering etter hjerneslag: en oppdatering. Full text in Research Archive
• Norvik, Monica I.; Goral, Mira; Kuzmina, Ekaterina; Røste, Ingvild & Simonsen, Hanne Gram (2019). Within and between language treatment effects in severe aphasia in multilingual speakers. Frontiers in Neuroscience. ISSN 1662-4548. doi: 10.3389/conf.fnhum.2019.01.00089. Full text in Research Archive
• Kuzmina, Ekaterina; Norvik, Monica I.; Goral, Mira & Simonsen, Hanne Gram (2018). Auditory comprehension in bilingual aphasia: what can eye-tracking data tell us? Aphasiology. ISSN 0268-7038. p. 117–118. doi: 10.1080/02687038.2018.1487924. Full text in Research Archive
• Melle, Ane Hestmann & Norvik, Monica I. (2018). Logopedisk gruppeoppfølging: Hva og hvordan? Full text in Research Archive
• Norvik, Monica I. (2018). Utfordringer og løsninger ved kartlegging av flerspråklige med afasi. Full text in Research Archive
• Winsnes, Ingvild Elisabeth; Etelämäki, Marja; Norvik, Monica I. & Volkmer, Anna (2026). Primary progressive aphasia and conversations. Speech and language therapy in a Norwegian context. Universitetet i Oslo. Full text in Research Archive Show summary

  The overarching aim of this thesis was to understand how we can improve everyday conversations for people with primary progressive aphasia (PPA) in Norway. Through four studies, I explored speech and language therapy for people with PPA in Norway, and everyday conversations between a person with PPA and their interlocutor. In the first study, I analysed video recordings of everyday conversations between a person with PPA and their interlocutor using conversation analysis. In the second study, I used a single-case multiple baseline design to explore the feasibility and early effectiveness of a multilevel discourse treatment, delivered in Norwegian to a person with PPA. The third study explored the cultural adaptation of a communication partner training program, from English to Norwegian, and included four people with PPA and their close others. Finally, data from the third study were used in the fourth study. I analysed video recordings from the communication partner training program using applied conversation analysis to explore how the topic of future changes is addressed. In the first study, I identified a practice which contributed to maintaining progressivity and intersubjectivity in conversations between a person with PPA and their interlocutor. Further, in study II, I found that it was feasible to deliver a multilevel discourse treatment in Norwegian and that the person with PPA showed some improvement, which was maintained at three-month follow-up. In the third study, I found a high fidelity to the core components of the communication partner training program. The program was acceptable to the participants, and they achieved their goals. Finally, I found that the topic of future change was addressed by using hypothetical scenarios and questions. Overall, this thesis demonstrates that it is feasible to adapt speech and language therapy for people with PPA from English to Norwegian and that people with PPA have the resources to participate in conversations.

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