The participants had to repeat each stimulus within 20 s. We identified the stimuli the patients could selleck inhibitor not correctly produce or always omitted. As all subjects fail to correctly produce all the presented stimuli, the whole lists were considered. For each subject, the selected stimuli were subdivided into two lists of 63 stimuli. Each list included 28 syllables (e.g. PA, MO, CA, FU), 25 bysyllabic words [CV consonant–vowel, e.g. luna (moon), CVCCV, e.g. palla (ball)] and 10 S-V-O simple sentences (e.g. la donna fa la foto (the woman takes a picture)] were used. According to the International Phonetic Alphabet (IPA,

1999), syllables included different places (e.g. plosive, nasal, fricative) and manners of articulation (e.g. bilabial, dental, velar). The two lists of words were matched for frequency and length. Each list was randomly assigned to one of the two stimulation conditions (real vs. sham). In each condition, the order of presentation of stimuli was randomised across the treatment sessions. The

therapy method was similar for all patients. For each condition, the whole list of stimuli was presented during each session. The clinician and the patient were seated face-to-face so that the patient could watch the articulatory movements of the clinician as she spoke. The clinician presented one stimulus at a time and for each stimulus the treatment involved the use of four different steps which would progressively induce the patient to correctly reproduce it. Step 1: The clinician auditorily presented the whole stimulus and asked PI3K Inhibitor Library solubility dmso the patient to repeat it. If the patient correctly Etofibrate repeated the stimulus, the clinician would present another stimulus but if he or she made errors the clinician would move on to the next step. Step 2: The clinician auditorily presented the stimulus with a pause between syllables, prolonged the vowel sound, exaggerated the articulatory gestures and asked the patient to do the same. Step 3: As in step 2, the clinician

auditorily presented the stimulus, again with a pause between syllables, prolonged the vowel sound, exaggerated the articulatory gestures and asked the patient to do the same. Step 4: The clinician auditorily presented one syllable at a time, prolonged the vowel sound, exaggerated the articulatory gestures and asked the patient to do the same. If the patient was not able to articulate the stimulus in the first step, the clinician would move on to the next step and so on up to the last step. Any time the patient was able to reproduce the articulatory gestures facilitated by the clinician, he or she would be asked to repeat the whole stimulus without the clinician’s help and only if he or she succeeded in doing so again was the response was considered correct. If the patient was not able to articulate the stimulus in the last step, the response was considered an error.