Sather, Tom W.

PurposeThis review article examines potential approaches for teaching and mentoring students in the Life Participation Approach to Aphasia (LPAA). The authors review applications of a variety of evidence-based pedagogies, including both course-based and non–course-based teaching interventions. The intent is to create a cohesive and comprehensive resource for teaching and mentoring in the LPAA framework.ConclusionMultiple pedagogical strategies are available to support LPAA inside and outside of the classroom. A model for the LPAA teaching and learning framework is introduced, which identifies crucial elements of a comprehensive teaching and mentoring approach. Experiential learning, development of learner knowledge and service delivery perspectives, exposure to the lived experience, and authentic, relationship-based learning are emphasized. A multipronged approach is necessary to develop commitment to an LPAA framework.