Effects Of Tablet Based Rehabilitation On Clients With Broca 's Aphasia

In a pilot randomized control trial by Palmer et al. (2012), participants who received computer-based treatment had greater changes in naming on trained items than the control group. Furthermore, the study claimed that the computer-based treatment was both cost-effective and clinically effective with positive language outcomes as patients were able to carry out more therapy practice as compared to the usual face-to-face services. However, one limitation was that the study had to be single-blinded since the group that received computer treatment might be influenced by their expectations (Varley, 2011). In other research utilizing phenomenological methodology, Swales, Hill, and Finch (2016) explored the preferences of 10 SLPs for computer-based aphasia therapy. By using qualitative thematic analysis to analyse the data, desired features were organised into five themes: therapy activities, stimuli, cues, access and progress data. These reflect the important components that SLPs seek in a traditional (face-to-face) therapy. This further supports the finding that even though Australian rehabilitation professionals believe that technology can potentially resolve delivery issues, SLPs often expect systems to be of a high standard so that the traditional treatment can be replicated (Graham & Cameron, 2009). As such, SLPs have yet to fully incorporate this technology into

The effects of two treatments for word retrieval impairments in aphasic individuals. With the use of errorless naming treatment (ENT) and gestural facilitation of naming (GES). The effects of the two treatments that were used for a daily picture naming/gesture production probe measure and in standardized aphasia tests and communication rating scales were administered across phases of treatment. (p.235)

A critical portion in the brain in which speech is produced and controlled is in the “left precentral gyrus of the insula” , which is located behind the anterior temporal lobe (Dronkers). By looking at patients with and without apraxia, who damaged the same general area due to a stroke, this region of the brain was discovered. Authors Juliana Thompson and Margo Mckeever of the Journal of Clinical Nursing compose an article regarding a type of aphasia know as stroke aphasia, where they look at how the patient's health and well being is affected. The article refers to aphasia as a “loss of self” and discusses ways to analyze “self awareness exercises as methods of enhancing compassion skills”(Thompson, Mckeever). Here, what the authors are attempting to convey is the treatment possibilities to a disorder which can cause a patient to feel a type of disconnect due to their inability to communicate

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.

Aphasia can be defined as an impairment of language that occurs due to focal brain damage to the language dominant hemisphere ( Darley, 1990). Several researchers have been able to prove that Aphasics tend to Communicate better than they talk, as at least one of the language domains remain intact. Aphasia clients with verbal limitations tend to compensate it by other modes of communication such as gestures, writing, sign language, etc.. Traumatic Brain Injury ( TBI), on the other hand, is a heterogenous disorder that is associated with the presence of multifocal cerebral damage. Most clients with permenant cognitive deficits after the TBI is characterized

This study combines Cognitive rehabilitation (CR) and Cognitive-behavioral (CB) interventions in assessing the outcome of improved function of activities of daily living. “Cognitive-behavioral interventions include enhancement of pleasant activities and stimulation of positive memories have been shown

According to sources, Aphasia is described as a communication disorder that usually affects the use of acquired spoken or written language (Halpern & Goldfarb, 2013). Patients that have been diagnosed with aphasia in general usually have difficulties with auditory understanding, reading comprehension, written language difficulties and of course difficulty in spoken language expression (Halpern & Goldfarb, 2013). One of the most essential areas that patients with aphasia want to see improvements in is the ability to have functional spoken communication (Mayer, 2003). It is vital that clinicians focus on the needs of the patient by introducing the patient to different therapy techniques that will benefit them outside of the treatment environment

Aphasia is a disorder that makes you lose your words. This can impair communication. People who have this disorder still remain smart. They know what they’re trying to say, but can’t get the words to come out in the right way. They use substitution words by mistake, called paraphasias, replacing related words for one another like “dog” instead of “cat. They also use words that sound similar, like “house” instead of “horse”. Other times, their words come out as gibberish. There are two main categories of aphasia: fluent and nonfluent, also known as receptive and expressive. People with fluent aphasia have poor comprehension and words may not have a real meaning. They usually don’t notice their own speech errors. People with nonfluent aphasia

The article, “Comprehension of synthetic and digitized natural speech by adults aphasia” composed by Karen Hux, is interested in whether forms of synthetic speech aids people who are diagnosed with aphasia. People with aphasia tend to face a reading problem which is difficulty reading certain texts and have a preference towards spoken text. According to Hux, “Single word reading challenges occur in 68% to 80% of people with aphasia.” (Hux 2017). Synthetic speech, utilizes devices that use digital text and transforms this text to speech. For a person with aphasia to be capable of operating these devices, they must be able to comprehend auditory signal. However, the auditory signal of a digitalized speech will differ in pitch and speed of speech

Primary progressive aphasia (PPA) is a syndrome characterized by the “insidious onset and gradual progression of deficits that can involve any aspect of language, including word finding, object naming, fluency, syntax, and word comprehension” (Sonty et al., 2003, p. 35). For the first two years after onset, speech and language deficits remain the only complaint, whereas other cognitive functions, such as memory reasoning, insight, and judgment, are relatively preserved (Gorno-Tempini et al. 2004; Sonty et al., 2003; Weintraub, Rubin, Mesulam, 1990). Impairments in other domains can eventually emerge after the initial two years; however, speech and language deficits remain the most salient feature and rapidly progress throughout the course of the illness (Mesulam, 2001; Sonty et al., 2003; Weintraub et al., 1990). For example, patients with PPA typically have no difficulty recalling routine events and are capable of independently engaging in activities of daily living for many

This review was limited by the small number of articles that compare the effectiveness of using technology with no therapy of clinician directed therapy. This literature search was also limited by only English written studies. The review found the computer therapy can be effective and may even be as effective as clinician directed therapy. However, there is a lack of “good quality, controlled studies”. This review discusses how people with aphasia can vary greatly in their presentation so it is difficult to generalise results to all people with

can address these detrimental effects of aphasia is partner training. Two specific types of partner

Symptoms of Wernicke’s aphasia vary among patients due to different extents and locations of damage to the temporal lobe. The most common symptoms include “notable anomia, poor auditory comprehension, and poor repetition ability (Esstabrooks & Albert, 2014). Other common symptoms include jargon which is nonsense words, paraphasic speech, both impaired reading and writing skills and meaningless speech. Although their speech is meaningless and includes nonsense words it is said “linguistically, patients with Wernicke’s aphasia produce an equal number of words as persons without aphasia in spontaneous speech,” (Kent & Massachusetts Institute, 2004). Two distinguished characteristics of this type of aphasia that differentiates them from other aphasia’s are the fact that their fluency of speech is preserved and their primary problematic areas with comprehension (Barisa et al.,2013). Their intact fluency is what classifies them into the fluent aphasia category.

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.

Broca’s aphasia is the first type of aphasia that will be looked at. This type of aphasia affects Broca’s area, the left arcuate fasciculus and the left insula. When one is subjected to Broca’s aphasia they will have problems repeating complex sentences, they will not be fluent and will not be able to express themselves. They will also have difficulty understanding complex sentences.