Krystal Sinclair short paper module 8

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Short Paper: Aphasia Krystal Sinclair Psy 634 Cognitive Neuropsychology Short Paper: Aphasia Southern New Hampshire University Tuesday, August 30, 2023 1

Short Paper: Aphasia Aphasia can be described as a disturbance of comprehension or formulation of language caused by damage or dysfunction in specific brain regions (Damasio, 1992). Individuals diagnosed with aphasia are unable to communicate effectively. For example, they can no longer accurately convert the sequences of nonverbal mental representation that constitute thought into the symbols and grammatical organization that constitute language (Damasio, 1992). There are also various types and signs of aphasia. The types of aphasia include Broca's aphasia and Wernicke's aphasia, which are very common. The symptoms of aphasia can be put into two categories: fluent and non-fluent. Non-fluent individuals use short or incomplete sentences, need help finding the right words, speak unrecognizably, and cannot converse (Beeke et al., 2003). Individuals considered to have fluent aphasia can say phrases, but those phrases select meaning or have difficulty producing semantically specific words (Gordon, 2008). Damange to Anatamoy & Impact Wernicke's aphasia is considered to be a fluent type of aphasia. Although individuals may have difficulty speaking and trouble understanding spoken words, this is because Wernicke's aphasia is a receptive form of aphasia caused by damage to the left posterior temporal area of the brain or to what is known as the Wernicke's area in the left temporal gyrus (Carlson et al., 2017). Wernicke's area of the brain is the area of the brain that controls human language (Silver, 1992), which is essential to speech and comprehension. Wernicke's aphasia can be caused by lesions or damage to the left side of the brain, but the leading cause of Wernicke's aphasia is stroke (Knepper et al., 1989). About 1/3 of acute stroke patients present Wernicke's aphasia, most likely because of impaired blood flow to Wernicke's brain area (Silver, 1992). However, stroke is one of the leading causes of aphasia. On the other hand, other factors can cause Wernicke's aphasia, such as brain tumors, head trauma, 2

Short Paper: Aphasia and neurological disorders (Parr, 1994). Despite the calls, individuals with Wernicke's aphasia have a tremendous amount of trouble processing the meaning of words in spoken language because of the damage caused to Wernicke's brain area (Laska et al., 2001). Analysis of Functionality Aphasia can happen in utero and at birth in infancy, and throughout childhood into adulthood (Gordon, 2008). For instance, aphasia can happen gradually or suddenly and affect a child's ability to comprehend or speak due to damage to the brain. Some children may struggle to acquire writing and speaking skills (Hough, 1993). It is very common for these children to communicate with their parents and other adults using signs and gestures (Parr, 1994). However, younger individuals, such as children, are more likely to recover from aphasia because the brain is still forming vital connections (Hough, 1993). Also, children can compensate for a brain injury by using other brain regions for speech and language (Parr, 1994). Any child who suffers from aphasia, such as Wernicke's aphasia, can have a significant issue with their comprehension and communication skills. This can be very frustrating, especially in social settings such as school. Interventions There are many forms of intervention programs for individuals with Wernicke's aphasia. For example, children within a school setting are offered speech therapy and individualized assistance plans. Individualized assistance plans can consist of a teacher lessening auditory distractions, using simple language, providing extra time for the child diagnosed with aphasia to communicate their needs effectively, and giving them time to comprehend what is being said, written, and taught in class. Children with Wernicke's aphasia could benefit from drawings, the use of gestures, and given one-word are simple directions. For example, a teacher 3

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