Editing Expressive aphasia (section)

===Treatment of underlying forms===
Described as the linguistic approach to the treatment of expressive aphasia, treatment begins by emphasizing and educating patients on the thematic roles of words within sentences.<ref name="TUF">{{cite journal |vauthors=Thompson CK, Shapiro LP |title=Treating agrammatic aphasia within a linguistic framework: Treatment of Underlying Forms |journal=Aphasiology |volume=19 |issue=10–11 |pages=1021–1036 |date=November 2005 |pmid=17410280 |pmc=1847567 |doi=10.1080/02687030544000227 }}</ref> Sentences that are usually problematic will be reworded into active-voiced, declarative phrasings of their non-canonical counterparts.<ref name="TUF" /> The simpler sentence phrasings are then transformed into variations that are more difficult to interpret. For example, many individuals who have expressive aphasia struggle with Wh- sentences. "What" and "who" questions are problematic sentences that this treatment method attempts to improve, and they are also two interrogative particles that are strongly related to each other because they reorder arguments from the declarative counterparts.<ref name="TUF" /> For instance, therapists have used sentences like, "Who is the boy helping?" and "What is the boy fixing?" because both verbs are transitive- they require two arguments in the form of a subject and a direct object, but not necessarily an indirect object.<ref name="TUF" /> In addition, certain question particles are linked together based on how the reworded sentence is formed. Training "who" sentences increased the generalizations of non-trained "who" sentences as well as untrained "what" sentences, and vice versa.<ref name="TUF" /> Likewise, "where" and "when" question types are very closely linked. "What" and "who" questions alter placement of arguments, and "where" and "when" sentences move adjunct phrases.<ref name="TUF" /> Training is in the style of: "The man parked the car in the driveway. What did the man park in the driveway?"<ref name="TUF" /> Sentence training goes on in this manner for more domains, such as clefts and sentence voice.<ref name="TUF" />

Results: Patients' use of sentence types used in the TUF treatment will improve, subjects will generalize sentences of similar category to those used for treatment in TUF, and results are applied to real-world conversations with others.<ref name="TUF" /> Generalization of sentence types used can be improved when the treatment progresses in the order of more complex sentences to more elementary sentences. Treatment has been shown to affect on-line (real-time) processing of trained sentences and these results can be tracked using fMRI mappings.<ref name="TUF" /> Training of Wh- sentences has led improvements in three main areas of discourse for aphasics: increased average length of utterances, higher proportions of grammatical sentences, and larger ratios of numbers of verbs to nouns produced.<ref name="TUF" /> Patients also showed improvements in verb argument structure productions and assigned thematic roles to words in utterances with more accuracy.<ref name="TUF" /> In terms of on-line sentence processing, patients having undergone this treatment discriminate between anomalous and non-anomalous sentences with more accuracy than control groups and are closer to levels of normalcy than patients not having participated in this treatment.<ref name="TUF" />