Aphasia Bank Group
docx
keyboard_arrow_up
School
University of St. Augustine for Health Sciences *
*We aren’t endorsed by this school
Course
5220
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by DeanSnow22513
APHASIA BANK GROUP Wernicke Aphasia Example 1:
How would you describe what you heard?
●
Barry’s speech flows smoothly and at a normal rate, but it’s filled with meaningless words and phrases.
She asks, “What did you do to get better?” He answers, “Walking,” then repeats, “Walking,” while gesturing toward his throat and mouth. Does he mean “walking”?
●
It seems unlikely that Barry was referring to the physical act of walking. Instead, he referred to his speech. Barry intended to convey that after the stroke, he experienced difficulty speaking.
Do you agree with our conclusion that Barry is severely aphasic? Does he have fluent aphasic speech? Are you prepared to guess where his lesion is?
●
Yes, I agree with the conclusion that Barry is severely aphasic. Barry demonstrates fluent speech; however, his speech is effortful. Barry demonstrated good memory and could speak in long utterances with mostly intact auditory The lesion is on the superior temporal lobe.
Example 2:
Chuck tries to explain his problem to Margie. How well does he communicate it?
●
Chuck appears to understand the clinician's question as he attempts to explain his problem to Margie. However, he experiences difficulty in expressing his answer clearly or effectively. This suggests that while Chuck comprehends the content of the conversation, he struggles with articulating his thoughts or conveying them in a coherent
manner.
Chuck is a very good example of someone who speaks “extended English jargon.” Other than the onomatopoeic sounds that he occasionally makes (we suspect to the delight of his listener), he mostly uses real English words. Yet, we cannot understand much of what he is saying. How does this compare with Barry’s speaking patterns?
●
While Chuck's speech is difficult to understand due to its lack of coherence, Barry's speech may be more understandable. Barry's speech may contain different types of linguistic elements compared to Chuck's extended English jargon. For example, Barry may exhibit more consistent use of grammatical structures and vocabulary
Broca Aphasia
Example 3:
How would you describe what you heard? ●
Gloria had challenges in forming coherent and grammatically correct sentences.
Does Gloria show a disproportionate difficulty with verbs as opposed to nouns? ●
Gloria's speech contains more nouns than verbs or function words. This imbalance in word usage is consistent with agrammatism, where individuals with Broca aphasia often struggle with verb production and may rely more heavily on nouns to convey meaning.
Gloria did not return to her baking service. Do you think her speech or her hemiplegia is the greatest deterrent to her returning to her occupation?
●
Considering the nature of her occupation as a cake baker and decorator, it's likely that both her speech impairment and her hemiplegia present significant challenges that could
impact her ability to perform her job effectively
●
Gloria’s speech pattern may affect her ability to communicate with clients. Her limited hand movement could impact her ability to perform baking tasks.
Paraphasias -- Phonemic
Example 5:
For each of these, what is the target word? Can you transcribe the error phonetically or not?
●
Window: wɪndoʊ
●
Umbrella: grəmbrɛlə
●
Prince charming: swɪnst ʧɑrmɪŋ
●
Sisters: brɪstərz, Cruel: kul
●
Stroke: skwok and skrot, February: fɛbuɛbi
Global Aphasia
Example 6 and 7:
Who is the better communicator, Bill or George? What do you think accounts for the difference? ●
Although both Bill and George have poor auditory comprehension, George appears to be a better communicator than Bill. George demonstrates a quicker response time compared to Bill when asked yes or no questions. They both have limited comprehension as well as obvious speaking difficulties, but they clearly have some linguistic differences. Which one do you think has the better resources for communicating?
●
While both individuals face challenges in comprehension and speaking, George's ability to provide basic responses without constant cues suggests a greater degree of communicative autonomy. This implies that he may have access to resources or strategies that facilitate his communication to a slightly greater extent than Bill.
Anomic Aphasia
Example 8:
Did you notice how Sandra cued herself to explain about the mice turning into horses? Is this perhaps a form of circumlocution or “talking around” the intended word or idea? ●
In Sandra's case, she took a break between words but ultimately ended up saying "horse," which suggests a pause rather than an intentional effort to avoid the word or idea. Therefore, it doesn't align with the concept of circumlocution.
What did you think of her sentence structure and story-telling?
●
Overall, her speech is fluent, but Sandra has trouble finding words to complete her sentences. She is observed to take multiple pauses.
Example 10:
Did you notice the frequent use of general terms instead of specific words? What other signs of word-finding problems did you notice in his sample? ●
Greg used placeholders instead of specific words.
●
Greg described the word he was trying to recall rather than stating it directly. Did Greg use any compensatory strategies when he had trouble finding words and finishing sentences?
●
Greg made pauses or hesitated while searching for the correct word.
Conduction Aphasia
Example 11:
Do you think Jeff changed from time a to time b in his free speech and Cinderella clips?
●
Jeff demonstrated improved recall of details in his stories over time, which suggests a positive progression in his language abilities. Would you have called him Anomic if you had not heard him repeating words in the repetition task?
●
Without hearing the individual repeating words in the repetition task, it would be challenging to definitively classify him as having anomic aphasia based on the information provided.
Example 12:
Would you be surprised to know that Helen’s Auditory Comprehension subtest score on the WAB was 9.75 (out of 10)? ●
I would not be surprised if Helen's Auditory Comprehension subtest was so high because she was able to retell the entire concept of the story with full cognitive intact. Her fluency was there, but her articulation of words and consistent pausing made it difficult to understand.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Does she seem to be aware of any of her errors?
●
Helen does seem aware of her errors; at one point during the video, she stops and corrects herself from saying “cheese to pumpkin.” She also has frequent pauses during her explanation of the Cinderella story. Transcortical Sensory Aphasia
Example 14:
If you met Millie at a noisy party, would you necessarily think she had aphasia? Why or why not? Do you think she gets along well in social situations with old friends?
●
No, I wouldn't necessarily think Millie had aphasia if I met her at a noisy party. Millie's use of active gestures when speaking and her outgoing behavior suggest that she easily
adapts to socializing and communicating in social situations. These characteristics indicate that she is comfortable engaging with others and likely gets along well in social situations, especially with old friends who are familiar with her communication style and personality
If you didn’t know she was telling the Cinderella story, would you recognize it as such? Would you consider it a good story? What about her use of the word “beautiful”?
●
If I didn’t know she was telling the Cinderella story, I would not recognize it. I would consider it a good story because of the way Millie could describe and include all the details. Her use of the word beautiful was repetitive and not used correctly.
Transcortical Motor Aphasia
Example 15:
How did you feel when she completed the repetition task successfully? ●
It was impressive to see how well Donna was able to recite 6 words in a row and repeat them back to the SLP.
Given this brief sample, do you have any ideas about Donna’s resilience and adaptive capabilities?
●
Donna was using her hands to make shapes in the air and count on the table during the reciting to help her remember the order of words she needed to recite. Cautionary Note
Example 16:
Throughout this example, Ted sought the word “umbrella.” What techniques did he use to signal
it? How effective were they? Could some of them count as perseverations? What word was his perseverance word? Did he ever actually say “umbrella”?
●
Ted tried his best to describe the umbrella by saying rain coat but then said it goes over the head. He was effective in getting his description across what he was trying to say. His preservation was about the word umbrella. He never actually said the word umbrella.
Did you notice Ted’s circumlocution when he had trouble with a word? Did it have the useful effect of allowing him to get his message across when his word search failed? Did it ever help him produce the intended word? ●
Ted’s circumlocution was when he had trouble with the word umbrella. He was able to describe the function and how an umbrella worked without actually saying the word. He was never able to produce the word intended.
And NOW … do you think he has Broca aphasia or Anomic aphasia? Why? Does this make a difference in what you would do with him in treatment?
●
I think he has Anomic aphasia because he has fluent speech and is able to cognitively give descriptive words and concepts about what he is talking about.