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Aphasia

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Title: Aphasia


1
Aphasia
  • Lecture 14

2
Aphasia
  • The Brain, Unit 6 http//www.learner.org/resou
    rces/series142.html

3
Aphasia A Definition
  • an abnormal neurologic condition in which
    language function is defective or absent because
    of an injury to certain areas of the cerebral
    cortex. The deficiency may be sensory or
    receptive, in which language is not understood,
    or expressive or motor, in which words cannot be
    formed or expressed.
  • Mosby's Medical and Nursing Dictionary (2nd ed),
    1986

4
Some Aphasia Basics
  • How many people have Aphasia?
  • 1 million Americans
  • What causes Aphasia?
  • Damage to the language-processing areas of the
    cerebral cortex
  • Stroke
  • Head injury
  • Brain tumor
  • Infections
  • Toxic exposure
  • Who typically suffers from Aphasia?
  • Its most common among the elderly
  • but can strike anybody
  • whos got a brain.

How does one prevent aphasia?
5
What Regions of the Brain are Associated with
Aphasia?

Left Hemisphere Regions
3
1
2
4
Brocas Area Wernickes Area Arcuate
Fasciculus Angular Gyrus
6
Other Syndromes Associated w/Aphasia
  • Motor problems with which side of the body?
  • Right
  • Depression
  • NOT memory lossthey remember, just cant express

7
Examining Language Data from Aphasiacs
Situation 1 Paul's dad had brought him in to
have some work done on his teeth
Examiner What brought you to the hospital?
Patient Yeah Wednesday, Paul and dad
Hospital yeah doctors, two an' teeth
  • Brocas Aphasia (Expressive, Non-Fluent, Motor)
  • Low fluency
  • Reduced verbal output
  • Telegraphic speech loss of function words and
    bound affixes
  • Good comprehension skills

8
More Aphasia Data
Situation 2 Patient is explaining his poor
vision Patient See, my refkid is are bad.
Oh, may cathopes noe too good. Well, my gupa
wasn't too good. Situation 3 Patient is
describing a picture young woman books in her
arms, portrayed in a farm scene Patient
Well, all I know is, somebody is clipping the
kreples and some wha, someone here on the
kureping arm, why I don't know. Situation 4
Interview Examiner How are you
today? Patient I feel very well. My
hearing, writing been doing well, Things that I
couldn't hear from. In other words, I used to be
able to work cigarettes I didn't know how
Chesterfeela, for 20 years I can write it
9
Wernickes Aphasia
  • Also called Receptive Aphasia, Fluent Aphasia,
    Sensory Aphasia
  • Fluent articulation
  • Often nonsensical
  • Neologistic Jargon
  • Problems in word-finding
  • Impaired Comprehension Difficulty sorting out
    roles in a sentence
  • If there are writing skills, they mirror speech
    long and rambling

10
One Final Set of Data
  • Situation 5 Interview
  • Examiner Well, how are feeling Mr. K?
  • Patient Well, I was a little tight earlier one
    word toyce toy tensh tench (tense?)
  • Situation 6 Patient is describing a picture of
    boy falling off a stool water is overflowing
    from a sink
  • Patient He's falling off the t t t Anyhow,
    the mother is t t she's The water is falling
    over the fink fink stink sink
  • Situation 7 Repetition Task
  • Target Word Patient Output
  • dart cart part chart
  • broom broo croo broom
  • bench fence park bence bench

11
Conduction Aphasia
  • Also known as Central Aphasia
  • Damage to the Arcuate Fasciculus
  • Disrupted speech
  • Repeated attempts to correct
  • Difficulty repeating
  • Good comprehension

12
How Should You Interact with an Aphasiac?
Work in groups of 3 or 4 and come up with three
specific recommendations. Justify each one.
  • Talk to the person with aphasia as an adult and
    not as a child.
  • During conversation, minimize or eliminate
    background noise (i.e., television, radio, other
    people).
  • Make sure you have the person's attention before
    communicating.
  • Praise all attempts to speak.
  • Make speaking a pleasant experience and provide
    stimulating conversation.
  • Encourage and use all modes of communication
    (speech, writing, drawing, yes/no responses,
    choices, gestures, eye contact, facial
    expressions).
  • Allow the person time to talk and permit a
    reasonable amount of time to respond.
  • Accept all communication attempts (speech,
    gesture, writing, drawing).
  • Downplay errors and avoid frequent
    criticisms/corrections.
  • Keep your own communication simple, but adult.
  • Augment speech with gesture and visual aids
    whenever possible.
  • Repeat when necessary.
  • Encourage independence.
    http//www.aphasia.org/NAAcommun.html

13
Two Types of Dyslexia
  • Developmental Dyslexia
  • problems with reading in the developing child
  • normal hearing, vision, intelligence
  • neuron deficit prevents child from connecting
    symbol with sound (especially stop sounds
    p, b, d, t, k, g)
  • appears to have a genetic component
  • early studies suggested more common in boys more
    recent work suggests that it strikes boys and
    girls with equal frequency
  • autopsied brains of dyslexics often show
    symmetrical structure
  • Acquired Dyslexia (Alexia)
  • a form of aphasia ? results from damaged to the
    cerebral cortex (where?)
  • damage to the angular gyrus
  • normal hearing, vision, intelligence
  • words and letters are perceived as meaningless
    symbols
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