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Assessment and intervention in aphasia
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Assessment Assignment
Brooks Rehabilitation Medical: Stroke and Aphasia
Stroke victims present differently depending on the type of stroke they had, the site of lesion, and the severity of the stroke. Many people who have experienced a stroke also have aphasia. There are two categories of aphasia: non-fluent (Global, Broca’s, Transcortical Motor) and fluent (Wernicke’s, Transcortical Sensory, Conduction, Anomic). Global aphasia (most severe) is classified by poor auditory comprehension and poor repetition. Broca’s aphasia is classified by good auditory comprehension and poor repetition. Transcortical Motor aphasia is classified by good auditory comprehension and good repetition. Wernicke’s aphasia is classified by poor auditory comprehension
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These include, but are not limited to, Aphasia Diagnostic Profile, Boston Diagnostic, Boston Naming Test, Philadelphia Naming Test, and Western Aphasia Battery. The Aphasia Diagnostic Profile assesses verbal fluency, writing, elicited gestures, and repetition. The Boston Diagnostic is primarily used with persons with aphasia who are non-fluent and have more comprehension deficits. The Boston Naming Test and the Philadelphia Naming Test assess naming abilities in persons with aphasia. The most comprehensive assessment is the Western Aphasia Battery. The Western Aphasia Battery assesses linguistic skills that are most frequently affected by aphasia, in addition to non-linguistic skills. There are three versions of this assessment: the bedside form (15 minutes to administer), the full battery (30-45 minutes to administer), and the reading, writing, construction, Praxis (45-60 minutes to administer). The reading and writing component is essential in the assessment of persons with aphasia, primarily because the severity of reading and writing abilities does not necessarily coincide with the severity of verbal expressive language. During the assessment persons with aphasia are able to touch and gesture with the provided item, which stimulates the right side of the brain and could help them recall the item name. It is a vital component of this assessment because persons with aphasia have more success naming objects than they do pictures. This assessment also provides the administrator with the aphasia quotient, language quotient, and cortical
The two types of aphasia discussed in class is non-fluent aphasia and fluent aphasia. Aphasia can occur when there is damage to the left hemisphere of the brain, which is the language center of the brain. People with non-fluent aphasia will say or sign random words, there will be little or no function words/signs, similar to the telegraphic stage of language development. People with fluent aphasia will be able to produce sentences with function words, but the sentences will contain miss-selected words/signs.
Two types of assessment procedures that are currently being used are the Luria-Nebraska Neuropsychological Battery (LNNB), and the Halstead Russell Neuropsychological Evaluation System (HRNES-R). The LNNB is used to diagnose cognitive deficits, while the HRNES-R indicates both the presence and degree of impairment. Both procedures involve tasks that require the patient to complete a series of functions that test abilities and/or perceptions. Such tasks would include, but are not limited to, problem solving, memory, sensorimotor functioning, and psychological/emotional status.
Prior to reading this book, I understood that brain structure and function are related; however, I did not realize how damage to the brain could have such widespread, yet restrained, effects. Sarah’s ability to use the entire left side of her body in movement and sensation was greatly compromised by a brain bleed and damage to the right side of her brain, meaning that different structures must have been affected by the damage; however, Sarah is still able to use the left side of her body if she recognizes it is there and concentrates on using it. With brain injury, I did not realize the extent to which injuries differ. Injuries can occur in different scenarios, such as a car accident, and impact all aspects of life, depending on the severity. The difference between whether an injury hinders or disables a person from performing a function lies in where the damage is done and how tremendous the impact is. Sarah’s injury did not disable her from a task such as seeing, but it did hinder her ability to see anything on or surrounding the left side of her body without concentration. In addition, I was unaware of the existence of hemispatial neglect syndrome. It is an interesting concept because although Sarah still had to ability to see and use the left side of her body with concentration, seeing
If brain cells die or are damaged because of a stroke, symptoms of that damage start to show in the parts of the body controlled by those brain cells.
Now, for a main question that crosses most people’s mind. How much money do speech-language pathology make hourly and yearly? As of 2012 the median pay was $69,870 and about $34 an hour. The reasoning upon having a median wage is when they take half of the workers of a profession earned more than that amount and half earned less. The lowest 10% have earned less than $44,000 and the top 10% made more than $105,000 (Bureau of Labor Statistics). Even when some made the lowest they still are making pretty good money. Since a person now knows about the pay, job requirements, schooling and what speech-language pathologist is, now would be a good time to talk about the age groups that speech problems can happen in.
performance that involves, but is not limited to, a loss in at least 2 of the
Strokes are not only the leading cause of mentally disabling adults, but they are also the third most common reason for deaths worldwide (Jarvis, 2012). In general, a stroke, also called a “cerebrovascular accident,” occurs when blood flow of the vascular system is blocked from reaching parts of the brain (Jarvis, 2012). There are two types of stroke, an ischemic stroke or a hemorrhagic stroke, and they differ in the way they affect the vascular system. An ischemic stroke is the most common type of stroke, accounting for 80 percent of all strokes, and it is due to a thrombus or embolus blocking blood vessels supplying the brain (Durukan & Tatlisumak, 2007). A hemorrhagic stroke is less common, but is caused by the rupturing of a blood vessel in the brain and causes bleeding (Jarvis, 2012).
Alzheimer’s disease is a complex illness that affects the brain tissue directly and undergoes gradual memory and behavioral changes which makes it difficult to diagnose. It is known to be the most common form of dementia and is irreversible. Over four million older Americans have Alzheimer’s, and that number is expected to triple in the next twenty years as more people live into their eighties and nineties. (Johnson, 1989). There is still no cure for Alzheimer’s but throughout the past few years a lot of progress has been made.
Aphasia can be defined as a disorder that is caused by damage to parts of the brain that are responsible for language (“Aphasia” n.p.). Wernicke’s aphasia is a type of fluent aphasia (with the other type being nonfluent). It is named after Carl Wernicke who described the disorder as “an amnesiac disorder characterized by fluent but disordered speech, with a similar disorder in writing, and impaired understanding of oral speech and reading” (“Wernicke’s” n.p.). Wernicke’s aphasia can also be known as sensory aphasia, fluent aphasia, or receptive aphasia. It is a type of aphasia that is caused by damage to Wernicke’s area in the brain, in the posterior part of the temporal lobe of the left hemisphere. This area of the brain contains motor neurons responsible for the understanding of spoken language and is believed to be the receptive language center (“Rogers” n.p.). Wernicke’s aphasia can be most efficiently defined as a fluent language disorder commonly caused by strokes and characterized by difficulty comprehending spoken language and producing meaningful speech and writing which is both assessable by an SLP and treatable by a variety of methods.
Aphasia is an acquired communication disorder that disrupts communication and it can deteriorate a person’s coping potential and quality of life (Parr, 2001) which involve damage to the parts of brain that contain language (ASHA, 2013). Statistics from United States indicated around 25-40% of stroke survivors developed aphasia (National Association of Aphasia, NAA, 2013). Aphasia will affect both the ability to produce or comprehend spoken language and written language while intelligence is left intact (NAA, 2013). In US, it is found that the most common cause of aphasia is stroke (85%) and others including Traumatic Brain Injury (TBI), brain tumor or other degenerative diseases (NAA, 2013).
In this day and age, it seems as though almost everyone has experience a loved one taken away form a very serious disease known as Alzheimer’s disease. Alzheimer’s disease is unbelievably devastating for everyone affected by it. This disease is causing major economical problems such as less occupancy in the nursing homes, and hospitals due to the rising population of elderly men and women being diagnosed with it everyday. Because there is not yet a cure for this disease and the percent of the population being diagnosed keeps rapidly rising, more time and money needs to go towards Alzheimer’s research.
Alzheimer's Disease Introduction to Alzheimer's Alzheimer's disease is a progressive, degenerative disease of the brain. It was first described by the German neuropathologist Alois Alzheimer (1864-1915). in 1905. This disease worsens with advancing age, although there is no evidence. that it is caused by the aging process.
McDonnell, M.N., Bryan, J., Smith, A.E., & Esterman, A.J. (2011). Assessing cognitive impairment following stroke. Journal of Clinical & Experimental Neuropsychology, 33(9), 945-953.
In the last few decades, the notion of language and brain has been highlighted in different scientific fields such as: neurology, cognitive science, linguistics biology, technology and finally education.
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...