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Wernickes aphasia essay
Wernickes aphasia essay
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Wernicke's Aphasia
Rebecca C. Martinez
Texas A & M International University
Abstract
Wernicke's aphasia is a disorder that affects a person's language and their ability to communicate meaningful messages. There are three types of aphasias: fluent aphasia, non-fluent aphasia, and global aphasia. Wernicke's aphasia is considered a fluent aphasia, in which the person affected is capable of speaking in long sentences but the words spoken do not make any sense. These individuals do not realize that their words do not make sense when communicating and others are unable to understand what they are saying. Wernicke's aphasia occurs when there is damage to the language network in the brain which is located in the middle portion
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The most common cause of the Wernicke's aphasia is stroke, which is when the blood flow in a certain area of the brain is cut off. This can happen when there is a blockage of blood running through the blood vessels or when a blood vessels ruptures, causing loss of blood flow to the brain. This then causes brain cells to die, which can cause damage to the language areas in our brain, in this case, damage to wernicke's area. The two different types of strokes are ischemic stroke, which is when there is a blockage of blood in a blood vessel due to a blood clot, and hemorrhagic stroke, which is when a blood vessel ruptures and there is blood leaking into the brain. Ischemic stroke is the most common type of stroke and hemorrhagic strokes result in death. Traumatic brain injury (TBI) occurs when there is damage to the brain usually caused by a blow to the head. TBI can be mild or severe, depending on how intense the blow to the head is. The common causes of traumatic brain injury include falls, whether it be falling off the bed, falling from a ladder, or falling down a flight of stairs; vehicle accidents; violence; high impact sports, including boxing, skateboarding, soccer, or football; and other combat injuries, for example, explosive blasts. Tumors occur when there is an overgrowth of …show more content…
Treatment includes the patient meeting with an SLP for therapy several times a week, depending on the condition of the patient, and will consist of increasing the ability to speak and communicate, restoring and compensating for language loss as much as possible, and learning to communicate using different methods of communication. Like treatment for all types of disorders, there are treatment options for wernicke's aphasic patients, which include individual and group therapy. Individual therapy focuses on the persons specific needs while group therapy will provide the patient the opportunity to communicate with others in a small group setting. Again, treatment depends on how severe the aphasia, therefore all patients will have different treatment plans in order to have a successful
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.
This damage is called chronic traumatic encephalopathy and it occurs when individuals suffer from many concussions or any other form of head injury. This damage has a lasting affect and can cause people to die at an earlier age then which they should. The life expectancy goes down for people with chronic
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.
However, due to being such a rare circumstance, most individuals usually have to seek help to overcome this disorder. Depending on the severity of one’s aphasia, an intervention plan is made to address your individual needs. Your intervention plan is also affected by your age, health, and motivation for seeking treatment. The goal for intervention for Wernicke’s Aphasia is to exceed recovery when comparing it to how ‘recovered’ one can get when spontaneously getting better from aphasia. The goal is also to also be able to execute more motor abilities when speaking so that one’s speech can start having meaning. Typically in an intervention to help this disorder, treatment may include performing activities that will help in such areas; working on motor abilities to enhance meaningful speech, and even practicing comprehending photos into verbal words. Schools of thought behind how interventions are conducted are to mostly strengthen basic comprehension skills by making connections between visual understanding and verbal expression. A strategy that uses this is Semantic Feature Analysis, the utilization of pictures and questions. By using this strategy, it exercises the brain's capability in making connections and strengthens one’s comprehension
The onset of aphasia is extremely quick. It usually is found in people who have no former history of speech or language problems. The lesion leaves the affected area of the brain unable to function as it did only moments before (Owens 203).Wernicke’s aphasia is caused by damage to Wernicke’s area which can result from head injury, brain tumors, infections, dementia, or the most common cause, stroke. A posterior stroke that is isolated to Wernicke’s area does not result in total weakness of the arm and leg on the opposite ...
Traumatic brain injury or TBI occurs when a child has a head injury that causes damage to the brain. These injuries can be caused from being hit in the head or violently shaken. The results of TBI can change how a person’s brain develops, how they act, move, and think. It can also affect how they learn in school (NICHCY, 2012). TBI can affect the way a child thinks, retains information, attention span, behavior, speech, physical activities (which includes walking), and the way a child learns.
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).
Cerebral Vascular Accident also known as a stroke occurs when part of the brain loses its blood supply and the part of the body that the blood-deprived brain cells control stops working. Blood loss supply can be ischemic because of lack of blood flow, or hemorrhagic because of bleeding into brain tissue. When an artery in the brain is being obstructed or blocked preventing oxygen rich blood from being delivered to brain cells, an ischemic stroke can occur (Wedro, 2013).
Over 1.7 million traumatic brain injuries are reported each year. According to reports the leading cause of brain injuries are from falls followed by motor vehicle accidents, and accidents that were a result of being struck by something. Falls account for 32.5% of traumatic brain injuries in the United States. 50% of all child brain injuries are from falling. 61 % of all traumatic brain injuries among adults are 65 years old or older. Traumatic brain injuries are very violent blows or jolts to the head or body that result in the penetration of the skull. Mild traumatic brain injuries can cause brief dysfunction of the brain cells. Serious brain injuries can cause bleeding, bruising, physical damage to other parts of the body and torn tissues. Brain injuries are more prevalent with males rather than females. Causes of brain injuries include:
"My most valuable tool is words, the words I can now use only with difficulty. My voice is debilitated - mute, a prisoner of a communication system damaged by a stroke that has robbed me of language," stated A. H. Raskins, one of approximately one million people in the United States who suffer from aphasia (1), a disorder which limits the comprehension and expression of language. It is an acquired impairment due to brain injury in the left cerebral hemisphere. The most common cause of aphasia is a stroke, but other causes are brain tumors, head injury, or other neuralgic illnesses. Of the estimated 400,000 strokes which occur a year, approximately 80,000 of those patients develop some form of aphasia (2). Another important observation is that within the United States, there are twice as many people with aphasia as there are individuals with Parkinson's disease (2). Yet, what is so astounding is the lack of public awareness about aphasia. Aphasia attacks an intricate part of a person's daily life - the simple act of communication and sharing. The disbursement of such a tool deprives an individual of education learned through their life, often leaving the ill fated feeling hopeless and alone. In considering the effects of aphasia, a deeper analysis of the two most common forms of aphasia will be examined: Broca's aphasia and Wernicke's aphasia. While both forms occur usually as a result of a stroke in the left hemisphere of the brain, their particular site of impairment produces different side effects in an individual's comprehension and speech. These regions have been further studied through experimental researches such as positron emission tomography (PET). Moreover, although there is currently no cure for the disorder, there are treatments and certain guidelines to follow when encountering an aphasic.
There were three people in the leader’s portion who portrayed three different cases of Aphasia, from being mild to being severe. The group meeting was different from previous ones due to the fact they had guest speakers from the 911 Sarasota County Emergency Operations Bureau. During the meeting, people were informed on how the 911 operators handle 911 calls and how this process can be different when dealing with a person with Aphasia. When completing these 911 examples, the crowd could spot the issues that would be difficult for a person with Aphasia when faced with an emergency. In addition, there were some 911 experiences that were shared by the group making it interesting to hear how they handled the situation and still can provide some suggestions to the supervisor of 911 operations to better the dilemma in progress. By observing this support group and how everyone interacted with each other, it was nice to experience such a devoted support group to the people with Aphasia and how as a community they come together to make differences in people's lives. It was a pleasure attending this group meeting. It is relieving to
This is a neurodegenerative disease, meaning it results in progressive loss or death of neurons. It often starts off with effecting simple motor skills like writing and holding things, after a few months usually patients start losing the ability to walk, talk, or move any of their limbs. Although the brain trauma is what causes it, ALS has little-no-effect on the brain. This fatal disease is typically diagnosed around age 60 and most patients are given about 3-5 years to live after being diagnosed. It has been found that 10% of cases are shown as genetic. It was brought to attention that athletes were beginning to get diagnosed with ALS at a younger age than most. After extensive research in the early 2000’s, Brain Analyst, Dr. Mckee ran tests and finally came to the conclusion that the toxic proteins in the brains of ALS patients were coming from repeated blows to the head. It was then made evident why so many athletes in contact sports such as football, soccer, boxing, etc… were being diagnosed at such a young age and more frequently than
Although language remains fluent and in proper syntax, the overall amount of talking decreases. Patients have difficulty maintaining conversations and some even become mute. Motor functions are often uncoordinated and patients often have difficulty constructing three
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...