Aphasia Categories

Standardized and nonstandardized methods are used to screen oral motor functions, speech production skills, comprehension, written language, and cognitive aspects of communication. Screenings typically focus on body structures and functions, (ASHA, 2016). Strengths and weaknesses related to spoken and written language are determined along with noticing how the effects of the language disorder impact the individual’s activities and participation in everyday context (e.g., social interactions, work activities). This is important for the person with aphasia’s quality of life which is targeted in the treatment. The individual’s areas

Language is an ability that many of us take for granted in everyday life. For those with aphasia, it is a daily struggle to overcome and effective communication is a goal to strive for. Aphasia patients are able to think, perhaps as well as the average person, but they simply cannot convey their ideas or thoughts easily. The Boston Diagnostic Aphasia Examination is an excellent examination for the diagnosis of the presence and type of aphasia, and for the location of brain damage. The Minnesota Test for Differential Diagnosis of Aphasia has been shown to be the most comprehensive assessment of the overall patient’s strengths and weaknesses in regard to language; it also allows for physicians to predict recovery accurately. Though it is no longer as popular or applicable as newer diagnostic tests, such as the BDAE, it is still an accurate assessment for aphasia. I think this is the paradox in neurological assessment: as technological advances improve, older assessments are becoming invalidated- though they are not inaccurate assessments. New advances and knowledge are being acquired in medicine every day, therefore there is always room for improvement (Holland, 2008). One of the biggest cons to the two batteries I mentioned in this paper is the fact that they are both time consuming- for both the patient and the

Aphasia on the other hand is a communication disorder where the person struggles to understand words and speech. Patients on an aphasia ward were caught laughing at the presidents’ speech confusing staff. This is because despite not understanding words or meanings, tone is preserved and even often enhanced in aphasiacs. (Henry Head, 1926, cited in Sacks, 1998, p.86).

Aphasia is a communication disorder that affects many adults and families. Aphasia occurs as a result of damage to the language-specific areas of the brain (ASHA, 2014). Individuals with aphasia may experience difficulties with oral language, receptive language, memory, attention writing, and reading. There are a myriad of approaches designed for the treatment of aphasia. Two treatment approaches, Promoting Aphasics Communicative Effectiveness (P.A.C.E.) and Constraint Induced Language Therapy (C.I.L.T.), and their efficacy in regard to available evidence will be discussed below.

Mesulum (2003) defined primary progressive aphasia as a clinical disorder with gradual onset and progressive dissolution in an individuals' language skills which could be attributed to the degeneration of the frontotemporal region of the brain. According to the American Speech-Language and Hearing Association, (2015) Primary Progressive Apahsia is described as focal dementia which characterized by gradual loss of language function with relatively well unaffected memory skills, and visual processing skills until the later stages

Human beings occasionally suffer bad damage to particular parts of their brains. Unfortunately, these injuries may lead to major failure of speech production, understanding language and comprehension which most of the patients suffer it permanently. This impairment is called Aphasia. Gayle (2012) states that people with aphasia fail to understand sentence comprehension although it is a simple sentence. She also mentioned that aphasia patients also have difficulty in reading and understanding speeches. According to Fromkin, Rodman and Hyams (2011), aphasia is a scientific term used to explained language disorder due to brain injuries caused by diseases or trauma. In other words, aphasia involves partial or total loss of the ability to

Why does training more complex, atypical category items result in generalization to typical items, while the reverse training procedure which is training less complex an typical items does not affect production of atypical items?. To clarify the potential mechanisms underlying the effect of typicality treatment, it is useful to concisely review theoretical models of word retrieval. Majority theoretical models of naming agree that lexical access can be generally divided into two processes, specifically, semantic and phonological processes. These models, on the other hand fall along a range when addressing the details concerning to the relative timing of lexical access. One observation of naming suggests two chronological components to lexical access, namely lexical selection followed by phonological encoding (Butterworth, 1989, 1992; Levelt, 1989; Levelt, Roelofs,&Meyer, 1999). A different observation of naming conjectures that lexical access can have two levels but not certainly two stages (Dell, 1986; Humphreys, Riddoch, & Quinlan, 1988). Hence, activation of a word during naming consists of at least two closely interacting levels which are activation of the semantic representation as well as activation of the phonological form of the target word. Some views also assume that perhaps an intermediate is activated, namely, lexeme level.

This is when the sufferer cannot find the correct word for what they intend. Often aphasia does not develop until the sufferer has reached the second stage of the disease (estimated to be last between 4 and 10 years after the first symptoms) (Devinsky & D'Esposito, 2004). Alzheimer’s disease is not the only cause for aphasia, and it affects patients in different severity levels. Aphasia is clear to recognise as you can detect it by simply conversing with the patient, however differentiating between it being caused by Alzheimer’s disease or another condition (e.g. semantic dementia) can prove more difficult. A study was carried out (Libon et al., 2013) where 57 patients with Alzheimer’s disease, 15 with semantic variant of primary progressive aphasia (PPA) and 35 healthy seniors (used as the control group). They were asked to carry out a number of tasks such as categorizing words. They were shown a basic word on a card (e.g. ‘tree’), and then the experimenter would say a category (e.g. ‘nature’). The participant was required to reply ‘yes’ or ‘no’ depending on if the word related to the category. The task was repeated using picture images of the words instead, so the participant would be shown the image of a tree instead for example. Both the experimental groups (the Alzheimer’s patients and the semantic variant PPA patients) showed a significant deficiency in word processing from the task. MRI

Mr. C is currently diagnosed with fluent aphasia resulting from three ischemic strokes occurring between February and April 2003. His current diagnoses also include type II diabetes, atherosclerosis, and hypertension. Mr. C exhibits relative strengths in auditory comprehension and impaired verbal expression characterized by word-retrieval deficits and sound substitution errors. Although Mr. C often relies on his wife to convey information to others, he uses compensatory strategies to enhance his verbal

According to National Aphasia Association, n.d., in an article Aphasia Definitions it states ,“Aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write. Aphasia is always due to injury to the brain-most commonly from a stroke, particularly in older individuals. But brain injuries resulting in aphasia may also arise from head trauma, from brain tumors, or from infections”.

Aphasia is a language disorder that results from damage to portions of the brain that are responsible for language. For most people, these are parts of the left side (hemisphere) of the brain. Aphasia usually occurs suddenly, often as the result of a stroke or head injury, but it may also develop slowly, as in the case of a brain tumor. The disorder impairs the expression and understanding of language as well as reading and writing. “Aphasia may co-occur with speech disorders such as dysarthria or apraxia of speech, which also result from brain damage”. (Sarno 23)

Aphasia is a language disorder that can be the result of a brain injury. An individual that is suffering from aphasia may experience difficulty speaking, writing, reading, or comprehending. There are three different types of Aphasia that differ in various ways. First, Wernicke’s Aphasia is the inability to grasp the meaning of words and sentences that have been produced by another individual. This type of aphasia is also known as “fluent aphasia” or “receptive aphasia”. Wernicke patients’ speech may come across like a jumble of words or jargon, but it is very well articulated and they have no issue producing their own connected speech. If the patient is consecutively making errors, it is common for them to be unaware of their difficulties, and not realize that their sentences don’t make sense. The severity of the disorder varies depending on the patient, and the disorder results form damage in the left posterior temporal region of the brain, which is also known as Wernicke’s area.

Outcomes of taught target sounds can generalize to other sounds and contexts if the clinician provides the client with adequate training and opportunities, compared to assuming that acquisition in one setting will automatically generalize (McReynolds, 1989). Clinicians must plan for generalization before the start of treatment (Kearns, 1989). Factors for generalization can include: treatment approach and target phonemes. In order for the client to generalize the treatment, therefore showing true success, the client needs an effective treatment approach. Although not one

The purpose of this paper is to pursue one important and fundamental aim: language and the brain are purely inseparable since it allows us to perform essential tasks such as generating, comprehending and expressing speech. With damage to the brain, individuals can no longer perform such tasks which can ultimately lead to many types of language disorders. The focus of this paper is Broca’s aphasia, a language disorder characterized by the inability to produce written and spoken speech. Damage to the brain can cause many types of speech impairments as well as comprehension deficits.

Nearly one million individuals within the United States experience aphasia resulting from a storke. According to the American Heart Association, strokes are the third leading cause of death in the United States. They are often referred to as a cerebrovascular accident (CVA). This occurs when the blood flow to the brain has been either stopped or interrupted. The deprivation of blood flow and oxygen to the brain results in a stroke. Around 41.2 percent of individuals who suffered from a stroke will have aphasia (Guyomard et al., 2009). Aphasia is a deficit in language abilities resulting from the brain (Manasco,2014). Aphasia is broken down into, two categories fluent and non-fluent. Individuals with aphasia typically suffer from anomia.