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The nervous system
Published in Peter Kopelman, Dame Jane Dacre, Handbook of Clinical Skills, 2019
Peter Kopelman, Dame Jane Dacre
It is not uncommon for a nervous patient to stumble over one or two of the questions, but consistent failure usually signifies an expressive aphasia. Receptive aphasia (difficulty in understanding) is tested by asking the patient to perform simple tasks, for example: ‘Close your eyes and then scratch your nose with your right hand’.
Methods for assigning impairment
Published in Ramar Sabapathi Vinayagam, Integrated Evaluation of Disability, 2019
In receptive aphasia, the person cannot understand either written (or) spoken words/sentences. In receptive dysphasia, the person cannot either understand written/spoken words/sentences or answer inappropriately, but he/she speaks spontaneously without any meaning and sometimes with a neologism.
The nervous system
Published in Laurie K. McCorry, Martin M. Zdanowicz, Cynthia Y. Gonnella, Essentials of Human Physiology and Pathophysiology for Pharmacy and Allied Health, 2019
Laurie K. McCorry, Martin M. Zdanowicz, Cynthia Y. Gonnella
A patient with a lesion in Wernicke’s area is unable to understand any spoken or visual information. Furthermore, the patient’s own speech, while fluent, is unintelligible because of frequent errors in the choice of words. This condition is known as receptive aphasia. On the other hand, a patient with a lesion in Broca’s area is able to understand spoken and written language but is unable to express their response in a normal manner. Speech in this patient is nonfluent and requires great effort because they cannot establish the proper motor command to articulate the desired words. This condition is known as expressive aphasia.
The relevance of stroke care for living well with post-stroke aphasia: a qualitative interview study with working-aged adults
Published in Disability and Rehabilitation, 2022
Molly Manning, Anne MacFarlane, Anne Hickey, Rose Galvin, Sue Franklin
Fourteen PWA (eight men, six women) took part in interviews. Participants were aged 33–62 years (mean age 51 years ± 8 years) and ranged from 14 months to 14 years post-onset (mean 7 years ± 4 years). Half of these were in the Mid-West region of Ireland, three were in the East (Dublin/Kildare), three were in Galway, and one was in the South-East of Ireland. Six had a severe aphasia and three had severe receptive aphasia. Two participants with aphasia were working at the time of interview; one of these was in a voluntary role. At the time of stroke, 13 participants had been in employment. Eight had children at the time of stroke; two more had adult children at the time of stroke. Four PWA elected for their spouse to attend the interview as a source of communication support. Participant characteristics are reported in Table 1.
Diagnosing and managing post-stroke aphasia
Published in Expert Review of Neurotherapeutics, 2021
Shannon M. Sheppard, Rajani Sebastian
Depending on the clinical setting, speech language pathologists are often not expected to classify syndromes according to the Boston classification system. Some other common classifications include distinguishing between nonfluent and fluent aphasia. Patients may also be described as having receptive aphasia vs. expressive aphasia. Receptive aphasia refers to difficulty with language (auditory or written) comprehension, while expressive aphasia refers to difficulty with language production. Sometimes speech language pathologists will describe the relative severity of receptive and/or expressive deficits as either mild, moderate, or severe. For example, a patient may be described as having aphasia with mild receptive deficits and moderate-severe expressive deficits. However, this is not best practice as classifying receptive vs. expressive deficits does not provide any information about the type of receptive or expressive deficits. For example, we would expect all patients with aphasia to have expressive language deficits on some level (e.g., word finding difficulty, non-fluent speech, etc.). Thus, stating a patient has mild expressive deficits does not provide information about whether the deficits are due to word finding difficulties, or non-fluent speech or another type of deficit.
How physical therapists instruct patients with stroke: an observational study on attentional focus during gait rehabilitation after stroke
Published in Disability and Rehabilitation, 2018
Elmar Kal, Henrieke van den Brink, Han Houdijk, John van der Kamp, Paulien Helena Goossens, Coen van Bennekom, Erik Scherder
Therapists were eligible for participation if they had at least 6 months of professional experience within stroke rehabilitation and had completed post-graduate neurorehabilitation education. Each therapist conveniently selected one patient with stroke whom he/she provided clinical (inpatient) rehabilitation therapy to improve gait (i.e., ranging from standing balance to walking stairs). Therapists were told not to select patients with receptive aphasia, but patients with expressive aphasia were eligible for participation. Therapists and patients were told the study aimed to examine (non-)verbal communication during post-stroke rehabilitation. The aim was deliberately left vague, to minimize the possibility that participants adjusted their behavior in line with the study’s aim. Full debriefing took place afterwards. Therapists and patients provided informed consent. The ethical committee of the VU University Amsterdam approved the study protocol.