Broca's Aphasi Traumatic Brain Disorders

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.

Based on the outcome assessments the speech therapist may find alternatives to increase treatment outcomes.

A key factor to most of the maladaptive behavior performed by individuals is the inability to get a message across for their wants and needs through language. A few of my clients were non-speaking when I first met them. Their way of communicating was by whining or directing their caregiver to the item he or she needed. Consequently, many of the client’s goals were focused on increasing communicative language. I was fortunate enough to be able to attend speech therapy with one of my clients. Being present in these therapies, I was able to learn certain techniques to increase language, as well as techniques for phonetics, to be able to understand the existing language the client had. On days the client did not have speech therapy, I implemented the programs into the in-home therapies to increase the exposure, in hopes for better results. I also utilized the skills I learned on the other non-speaking clients I worked with but, modified their usage to adapt to the necessity of each

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

A speech language pathologist, otherwise known as an SLP, deals with many people throughout their career, which includes patients who do and do not want to receive assistance for their disorders. Sometimes a patient might refuse because they are too young to understand why they need therapy, and adults might refuse the aid of an SLP because they do not find it necessary to receive treatment for the speech, language, or hearing disorder. To address these problems SLP’s will have to give the proper help to the patient as needed. For a child, the SLP might use toys or activities to get the child involved in a talking atmosphere. In a adult’s case, it would be ideal to give the patient as much information as possible in order to let them fully

The first article, The efficacy of the cycles approach: A multiple baseline design explored three participants from age 4:3 to 5:3 using the cycles approach in cycles of therapy. The cycles approach uses pattern based targets. This could be difficult to implement for Jacob. Jacob does not say any intelligible words consistently. However, the second key component described in this of targeting problematic patterns in a cycles approach without the criteria of meeting proficiency. This study would apply to Jacob’s treatment. Participants in this study exhibited Speech Sound Disorders that greatly influenced their intelligibility. Two out of three participants in the study made rapid improvement. Due to Jacob’s low intelligibility, this method would be beneficial for his improvement.

The most common treatment for aphasia is treatment with a speech-language therapist. The therapist works to identify the exact issues the patient is having and to develop a plan on how to improve and manage those issues. The therapist can help the patient use his or her remaining abilities to the fullest, to restore language abilities where possible, to work around remaining language problems, and to learn other ways to get the message

2. The intention of Mr. J’s son purpose behind making his father’s book more accessible to the speech and language pathologist experts is that he hopes that such experts can learn from the work of his father. Thus helping improve the care provided to individuals with such speech

Early intervention helps children, with delays, in speech sound development and expressive language focus on the extending of the child’s lexical development. Lexical development refers to stages or steps in a process involving change. One primary therapy goal would be SLP’s expanding the client’s consonant inventory, of early intervention. In the method

The first strength is that the researchers establish a baseline. It is important for Speech-Language Pathologists (SLPs) to establish baselines to see where they need to start with the child and where to set their goals. They are also used to establish how much improvement has been made. Another strength this study has is that it sets goals for the children. An example are the goals set before the children can move onto the next phase. These goals are the short term goals. The long term goal is that the children improve their ability to understand and establish narratives on their own. It is important for SLPs to set goals for their clients because it shows the child that they can achieve their goals in small steps. Lastly, this study shows how a session design works. The research study shows that the clinician presents a stimulus, they ask the children to explain the icons, the clinician responds to their answers and record the children’s responses, then either remove the stimulus or give the children extra practice. SLPs are always using session designs so it is good to see how they are used in different situations with different types of

In a controlled trial by Craig et al. (1996) smooth speech was taught over five consecutive days in a structured speech setting. The Smooth Speech program consists of teaching the PWS to learn smooth speech at slow speeds and then gradually increase speed, transfer skills to environments outside of therapy, and use maintenance strategies to generalize and maintain fluency. In the experiments, participants were required speak fluently in interactions for at least 5 minutes each session (Craig, 2007, p. 9). “Video self-assessments of performance (for fluency, speech naturalness and conversational skills) occurred at regular intervals throughout the week” (Craig 2007, p.9). Significant reductions of stuttering occurred with mean improvement scores for pre-treatment to immediate post treatment of 95%. There is evidence of relapse with mean stuttering severity scores from pre-treatment to 1 year post treatment being 72% however, the mean from pre-treatment to 5 year post treatment scores were 76% showing that stuttering improvement was maintained which was “regarded as a very desirable treatment goal for therapy by the author” (Craig 2007, p.

The program is closely connected to the operant learning principles: “contingent verbal positive reinforcement of the child’s fluent speech and contingent verbal mild disapproval (‘punishment’ in operant conditioning terminology) of stuttered speech” (Yairi & Seery, 2011). Data shows that between the ages

Juan’s will be able to complete simple sentence completion and/or phrase completion with minimal cueing with 80% accuracy. Sentence production program for Broca’s Aphasia and Conversational Scripts are two therapy activities that can be utilized to assist Juan’s speech. For the sentence production program the clinician’s goal is to improve Juan’s statements in request, questions and conversing. This intervention is utilized to improve the client’s non-fluent ability. There is type A and type B, but in this case Juan has a mild aphasia which falls under type A.

Treatment may involve teaching a person ways to compensate for restrictions in muscle movement by techniques such as talking in short sentences or emphasizing key sounds in words. Changes in positioning of the body also may increase clearness. For some people, speech is not a viable option. Substitutes or augmentative systems are frequently used. As speech intelligibility begins to decline, intervention focuses on maintaining functional communication versus attempting to reduce speech impairment (Yorkston, Miller, & Strand, 1995).

On Monday, there were only 3 clients that attended the session. My client participated in all activities. My client also interacted with multiple clinicians on Monday. It was nice to see if other clinicians could understand him. The other clinicians could understand him majority of the time. If not, they would figure out what he was talking about a model the correct articulation.