2.) Progressive Aphasia Severity Scale (PASS) The PASS is a clinical instrument that is currently being used as a comprehensive assessment of individual domains of speech and language (e.g., production, confrontation and generative naming, comprehension) to help diagnose PPA subtypes. It was modeled after the Clinical Dementia Rating Scale. There are 3 portions of the PASS: (a) informant questionnaire; (b) interviews; and (c) comprehensive language assessment. Informant questionnaire is designed for the examiner to ask general questions associated with all domains, excluding repetition. If the examinee indicates he/she is experiencing difficulty, more questions are probed for additional information about the topic. Interviews were designed …show more content…
The portions of the test gather both qualitative and quantitative data. One big difference is the evaluation scoring. The examiner uses clinical judgment to rate the presence and severity of impairments on a five-point scale (0 “normal,” 0.5 “questionable/very mild,” 1 “mild,” 2 “moderate,” and 3 “severe”) within thirteen specific domains of speech and language (Sapolsky et al., 2014, p. 4). The scores are meant to reflect the examinee’s current functioning level and to be used to compare results over time. The PASS helps monitor the new problems emerging too. It helps indicate the strengths and weaknesses at baseline and following evaluations. Another difference is the examinees are encouraged to use their most functional modality to respond to all questions. This allows the examiner to determine appropriate, compensatory, and adaptive strategies functional communication domains. PASS involves quantification of symptom severity using information for language test performance measures, as well as the judgment of the examiner. This is similar to many other Aphasia tests; however, the PASS correlates the severity and location of atrophy in regions important for functional communication. This tool can also be used as a systematic approach without a standardized assessment. (Sapolsky et al., 2014; Croot, 2014; Dickerson, 2011; Chapey, …show more content…
In addition to the PASS, it would be beneficial to administer the Aphasic Diagnostic Profiles (ADP). Both are intended to be supplemental assessments exploring multiple modalities of communication to determine the direction of intervention. However, the ADP is designed to assess the nature and severity of Aphasia, the communicative value of individual’s responses, and information concerning appropriate social-emotional status of the individual. The test is designed to emphasize conversational interactions with the individuals in a more formal manner. It would also be beneficial to administer the Communicative Activities of Daily Living-2 (CADL-2). (Chapey, 2008; Manasco,
Wernicke's Aphasia occurs from damage to the superior temporal gyrus and affects language comprehension, while speech production is unaffected, which is why it is referred to as "fluent aphasia." Wernicke's patients produce speech fluently, but it is mostly nonsensical speech and have trouble understanding what is being told to them. Unlike Broca's Aphasia patients, they are not aware of their speech problems.
Our abilities are often what we use to define our worth. Whether we fail or succeed our future lifestyle is open to our discretion; however, we fail to realize outside influences have the ability to cripple us. One way in which this is true is through the education system. If we fail to meet the average or typical standards of others we often mark ourselves as useless. Children, and adults, facing adversity in literacy see this as a daily struggle no matter what their individual disability is. In “Dyslexia” by Eileen Simpson, and “The Library Card”, by Richard Wright, details are what define their disabilities to their audiences. Through the descriptions presented in “Dyslexia”, we have the ability to place ourselves into Simpson’s point of view; meanwhile, in “The Library Card” it is easy to draw a connection between this story and the struggle of those in slave narratives such as the one written by Frederick Douglass.
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.
Hegde, M. N. (2001). Pocketguide to assessment in speech-language pathology. (2nd ed., pp. 198-215). San Diego, CA: Singular Thomson Learning.
This essay will discuss the form of Alzheimer’s dementia Posterior Cortical Atrophy, from the aspects of the journey by Sir Terry Pratchett. In addition the essay will discuss symptoms of the disease, pathology, and anatomical structures and locations.
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).
People with dementia may have problems with short-term memory, keeping track of their belongings, keeping up with plans, remembering appointments or travel dates. Many dementias are progressive. This means that symptoms start out slowly and gradually get worse with time. Alzheimer’s and other types of dementia are diagnosed based on careful medical history, a physical examination, laboratory tests, and the characteristic changes in thinking, day-to-day function and behavior related to each
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.
Nerney, C. (2014, April). Dementia. Lecture conducted from Massachusetts’s College of Liberal Arts, North Adams, MA.
Kapantzoglou, M., Restrepo, M., & Thompson, M. S. (2012). Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. Language, Speech & Hearing Services In Schools, 43(1), 81-96. doi:10.1044/0161-1461(2011/10-0095) Wagner, R. K., Francis, D. J., & Morris, R. D. (2005).
Speech is dramatically affected from abuse and neglect. Over one third of physically abused children have language delays. (Oates 119) All aspects of language are affected. Written and oral language is affected. The area that children tend to exhibit the most difficulties with is pragmatics. They tend to be l...
Salonen, L. (2013). L. S. Vygotsky 's psychology and theory of learning applied to the rehabilitation of aphasia: A developmental and systemic view. Aphasiology, 27(5), 615-635. doi:10.
Philadelphia, USA: Churchill Livingstone. Kerr, D. (2007). The 'Standard'. Understanding Learning Disability and Dementia: Developing Effective Interventions (1st ed.). London, UK: Jessica Kingsley.
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...
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.