Cognitive Communication Disorders

Motor skills that are affected by Ingrid having a traumatic brain injury are aligns, stabilizes, positions, reaches, bends, grips, manipulates, coordinates, moves, walks, transports, and calibrates. Process skills that are affected by the diagnosis are handles, uses, sequences, organizes, and adjusts. Deficits of precise social interaction skills include replies, express emotion, disagree, and regulates. A method of assessment is the use of the Assessment of Motor and Process Skills (AMPS) because this assessment evaluates performance skills that affect function on basic activities of daily living (BADL) and instrumental activities of daily living (IADL) (Mchugh-Pendleton & Schultz-Krohn, 2013, p. 654). Since Ingrid has perceptual and cognitive deficits affecting her ability to perform BADL’s and execute certain performance skills, the AMPS could determine interventions to address those deficits (Mchugh-Pendleton & Schultz-Krohn, 2013, p.

Sufferers can forget conversations and instructions, and need to be reminded on a regular basis, and given ‘prompts’ to remind them the topic of conversation, or what they are supposed be doing next for example.

Many of us have had experience in one way or another with friends or family members developing cognitive difficulty, but for most it didn’t happen all at once with an accident. We are given time to slowly adapt to the new course life has taken. Alan, Cathy, Kelly, friends, and family woke up one day and everything was different from that day

Learning disabilities are neurologically based processing problems that can interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory and attention. (Pardun, 2015)

W.C., a 26 year 11 month old woman, was brought to the Florida Atlantic University-Communication Disorders Clinic (FAU-CDC) by her boyfriend for a Speech-Language Evaluation. She was referred to the FAU-CDC by her neurologist for word finding difficulties and a possible articulation disorder after a left hemisphere hemorrhagic stroke one month ago. According to her boyfriend, W.C.’s symptoms began immediately following her stroke and are characterized by word finding difficulties, slowed and choppy speech, and mispronunciation of certain consonants that is affecting intelligibility along with a strained voice.

When a traumatic brain injury happens to the frontal “zone”, it is striking the brain’s largest lobe. The frontal lobe is anterior to the left and right cerebral hemispheres, this lobe is in charge for conscious thinking, voluntary responses, and personality traits. When someone is trying to find the right word or phrase to say, it is this part of the brain he or she may rely on. Destruction to this crucial lobe can create destruction to a person’s brilliance, attention span, and organizational efficiency, as well as the failure of

Traumatic brain injuries are so prevalent. According to the United States Centers for Disease Control and Prevention, there are approximately 1.5 billion people in the U.S who suffer from a traumatic brain injury and each year 85,000 people suffer long-term disabilities. A traumatic brain injury can affect a person’s life in many different ways including disruption physically, cognitively, vocationally, and socially. The most prevalent and persistent of all is social functioning. This paper explores many areas that take part in the social impairments after a traumatic brain injury. More specifically, it discusses the location of damage, behavioral challenges, and social interactions, competencies, and skills that make it difficult to maintain social relationships post injury.

A traumatic brain injury also known as a TBI is an acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to mild, moderate, or severe, open or closed head injuries resulting in impairments in one or more areas. (Florida Dept. of Education 2015) Although I have never met anyone with a brain injury, I wanted to learn more about it and what they go through to get a better perspective. One of my favorite movies is 50 First Dates with Adam Sandler and Drew Barrymore. He meets a girl who had been in a car accident with her father years before and suffers from memory loss. Every day she re-lives her day the same as before and every night it’s almost like her short term memory has been erased. She only remembers what happened right before her accident. Until she meets a man who changes all of that. As the movie goes on, they fall in love and every day she wakes up to watch a video to show what her life is like now. During the movie she meets a man named “10 second Tom” who could only remember things for 10 seconds. It really opened my eyes to how blessed we are to remember the little things. A TBI can affect everyone differently. It can cause you to lose short term memory, long term, affect other parts of your body, and you might not

His clinical focus on following instructions will include being able to follow one step verbal directions independently to improve his sequencing and memory recall skills used in functional daily

One challenge an individual may face is communication problems, so as we get older we start to lose our eyesight and our hearing weakens, we will become much more hesitant when we talk. Other things can affect the way we can communicate e.g. Maria’s mother has dementia and is a 1st generation immigrant from Italy, therefore she can only speak Italian; and has forgotten how to speak English. This will make it hard for her mother to communicate with service providers if she’s placed in a nursing home, as they will not be able to understand what she’s saying; which will be a problem as there may be aspects about her mother that needs to be vitally known. Furthermore, her mother will have a hard time negotiating with her support workers that’ll come help during the night.

In addition, kids in school often struggle with the lack of ability to remember what

In children, who experience this type of injury, it can be a very life changing experience, which can lead to a long road of recovery. In the early stages of recovery, children may not use speech or it may be limited because of neurological difficulty (Fager & Spellman, 2010). Fager and Spellman (2010) gave some examples of AAC that would help to make communication more effective. Nurse- call signals, “yes/no” response strategies, eye-gaze, low- tech boards to encourage interaction with family and staff, communication boards, and speech- generating devices (SGD) with pre- programmed messages were all examples given in the research (Fager & Spellman, 2010). AAC can be required for a short time period or some may need it for a lifetime. It can help to reduce communication and language barriers experienced in educational settings. This article- discussed several levels of consciousness and goals for AAC in children with TBI (Fager & Spellman, 2010). According to Fager and Spellman (2010), there are 3 “themes” in TBI that emerge; recovery from TBI is dynamic and takes place over time, cognitive- language challenges associated with TBI make AAC interventions particularly challenging for rehab staff, as well as family, friends, and school personnel, and that there is a need to plan carefully for transitions because children with TBI are likely to experience many transitions over their lifetime (Fager & Spellman,

As mentioned in the overall expectations in the first part of this assignment, I’ve never really thought about what it would be like to have some kind of communication difficulty or disorder. I’ve thought plenty about the fact that we have the ability to speak, but not that some people don’t share this ability. I knew that this would challenge me since I’ve always been able to communicate clearly and be understood.

Communication disorder is impairment in being able to receive, send, process, and understand concepts of verbal or nonverbal communication”. It can affect hearing, language, and speech. (ASHA) A speech disorder is when the articulation or speech is impaired, which includes articulation, fluency, and voice disorders. Language disorder is when comprehension or spoken or written language is not understood. There are three areas that can be affected which include form of language, content of language or function of communication. (ASHA)

In this essay I will demonstrate to families who lack a good foundation of communication that developing healthy communication skills can lead to building closer relationships and solving mental health issues.