The Extensive Functions Of The Various Anatomical Structures

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.

The study will allow both male and female participants presenting with aphasia over the age of 18. Participants must have experienced a first-ever cerebrovascular accident (CVA) to the left hemisphere and have no history of previous neurological damage, confirmed by magnetic resonance imagining (MRI). Individuals must be at least one-month post-onset of CVA, but the individual should still be in the sub-acute phase of recovery, thus, no more than a year post-onset. The participants will be evaluated using the Western Aphasia Battery Aphasia Quotient (AQ) (Kertesz, 1982) to determine the classification of aphasia, in which only the individuals with nonfluent aphasia will be permitted to participate in the study. Individuals with fluent aphasia often use spoken modalities filled with empty speech and jargon, therefore, in an attempt to limit confounding variables, they will not be included in the study. Additionally, individuals with nonfluent aphasia tend to have

Expressive (motor) Aphasia is a neurological condition that occurs when words cannot be formed, expressed, or may be absent due to an injury to the cerebral cortex. (Brooks & Brooks, 2012).

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.

Expressive aphasia, also known as Broca’s aphasia, impairs the way in which a person’s language is produced. Although this type of aphasia impairs a person’s ability to speak, they are still able to use the other aspects of language, such as comprehending when someone is speaking to them. Broca’s aphasia may cause long pauses between words, this is called dysprosody, and leaving out important words or endings of words, which is known as agrammatism. This type of aphasia occurs when there is traumatic damage to what is referred to as the Broca’s area of the brain. Treatment of Broca’s aphasia is done by a Speech Language Pathologist, and is different for each person depending on their specific needs. Receptive aphasia, known as Wernicke’s aphasia, impairs one’s ability to understand themselves and others. The way that they speak is barely comprehensible; this is known as logorrhea. Patients with Wernicke’s aphasia may have something called anosagnosia, which makes them believe that what they are saying is being understood. This type of aphasia makes it very difficult for SLP’s to treat because of the anosognosia. Wernicke’s aphasia is caused by damage to what is known as the Wernicke’s area of the

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

Reference: Edeal, D. M., & Gildersleeve-Neumann, C. E. (2011). The importance of production frequency in therapy for childhood apraxia of speech. American Journal of Speech-Language Pathology, 20(2), 95-110.

A speech disorder simply means that one cannot articulate or produce speech, but understands the language patterns and rules (McCoy 2016). Jean-Do was able to receive information because he was not deaf and his brain was functioning properly, but he was not able to express information in the beginning. Speech Pathologists assist people with recovery after a stroke. When a certain area of the brain is targeted, it can inhibit the functioning. Using Jean-Do’s case as an example, the brain stem regulated much of our daily activities (Rysberg 2016). When damage was seen, Jean-Do showed a tremendous decline in his

Alyson Taylor is an Apraxia advocate after her personal experiences with the disorder. In the mid-ninties, she was diagnosed with Apraxia at three-years-old. There was very little known about this speech disorder and, consequently, her parents were very limited in resources and information. She attended speech therapy for thirteen years at her public school as well as a local college that offered speech therapy, California State University of Northridge (CSUN). There was such a deprivation of Apraxia knowledge that Alyson was actually CSUN’s first case study for Apraxia of Speech to help further the school’s Apraxia knowledge and treatments for future generations.

There are many different language delays and disorders found in the pediatric population. Childhood apraxia of speech (CAS) is one of the most common of these disorders. Dr. Libby Kumin defines CAS as “a motor speech disorder where children have difficulty planning, coordinating, producing and sequencing speech sounds” (Kumin, n.d.). Apraxia does not occur because of weakness or paralysis of facial and oral muscles. It occurs when a child’s brain cannot properly plan the movement of body parts necessary for normal speech production (“Childhood Apraxia,” 2011). Though CAS is the most common name for this specific disorder, it is also referred to as a variety of other names. Some of these names include: dyspraxia, developmental

Broca (1861) was treating a patient who had suffered a stroke and found that the patient could understand language but was unable to produce language - despite his vocal tract and other production components being intact. The individual was able to mumble some small words such as “tan” but it he no longer had the ability to create sentences. Broca identified that the left inferior frontal lobe was damaged in his patient’s brain and he labelled this the ‘Broca's area’. Similarly, Wernicke (1876) who reported a stroke victim aged 26 who had the ability to speak freely but made little sense (could produce language but was unable to comprehend language). This patient had a brain lesion in the posterior region of the superior temporal gyrus in the left hemisphere - which is now known as ‘Wernicke's area’ (as cited in Gazzaniga et al, 2014). Therefore, there is sufficient evidence to suggest a double dissociation between language production and language comprehension as they are controlled by independent parts of the

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.

Broca discussed that injury to the left frontal lobe can cause inability to produce many words or speak fluently. This is known as Aphasia; disruption of expressive language. A second language centre was found which focuses on the control of language understanding rather than language production. This is located in the posterior region of the temporal lobe. Injury to this region of the brain can lead to an individual speaking gibberish (Galotti,

As Thompson states, “A sufferer of Broca 's aphasia may understand completely the sentences of others. However, he may not be able to speak at all, or may speak in sentences that are hard to understand” (Thompson, 2013). Toivonen, a professor at Carleton University, discussed the significance of information flow in the brain using the example of reading out loud. This example illustrates the phenomenon that when an area of the information pathway is damaged, correspondingly, the message-relay can become interrupted. First and for most, the process of articulating begins with the Wernicke’s area of the brain activating when an individual accesses and interprets the lexicon, their mental dictionary. From there, the arcuate fascicles, a bundle of nerve fibres, transmits information sent from the Wernicke’s area to the Broca’s area. The Broca’s area then interprets this information and transmits articulatory information to the motor cortex. Finally, the motor cortex directs movement of the muscles to produce and pronounce speech. (Toivonen,