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Aphasia
Published in Alexander R. Toftness, Incredible Consequences of Brain Injury, 2023
A common set of tests used for sorting people with aphasia into groups is the Western Aphasia Battery (Kang et al., 2010). The person is generally sorted into one of the eight common aphasia categories with tests of writing, reading, speaking, and so on. Because there are so many subtypes of aphasia, each case requires careful testing of language abilities before diagnosis. And, as has been pointed out many times over the years, even if two people end up with the same diagnosis of a particular subtype of aphasia, this does not mean that those two people have the exact same symptoms (Landrigan et al., 2021).
Case report on speech treatment of a young adult with Down syndrome
Published in Margaret Walshe, Nick Miller, Clinical Cases in Dysarthria, 2021
DS demonstrated language and cognitive deficits as well as dysarthria, in her initial evaluation. She received a 76.2 Aphasia Quotient on the Western Aphasia Battery-Revised (Kertesz, 2006), and results of subtests of the Repeatable Battery for the Assessment of Neurological Status were 16/40 on list learning and naming five items in one minute on semantic fluency. DS’s speech characteristics were consistent with a diagnosis of moderate flaccid dysarthria. Her speech included imprecise consonants, irregular vowels, decreased vocal intensity, an intermittent breathy vocal quality, reduced pitch variation and mild hypernasality. Speech sound errors consisted of consonant substitutions, medial and final consonant deletions and consonant blend simplifications. DS’s speech intelligibility for single words was 62.67% at her initial evaluation. The Goldman Fristoe 2, Test of Articulation (Goldman & Fristoe, 2000) was administered to identify patterns of phoneme errors that could be targeted in treatment.
Contribution of the neuropsychological evaluation to traumatic brain injury rehabilitation
Published in Mark J. Ashley, David A. Hovda, Traumatic Brain Injury, 2017
She goes on to summarize Luria’s thought by stating that “spoken language is the means by which the individual becomes capable of conscious and voluntary processes” (p. 143) and that language “is a component in the complex functional systems of other higher mental processes” (p. 146). Indeed, language acquisition is a lynchpin to the acquisition of knowledge and engagement in the sociocultural environment. When there is dysfunction of language ability after TBI, there usually exists significant disruption in the patient’s ability to interact with the social environment (e.g., family members, coworkers, friends). Language dysfunction also has implications for other cognitive processes that rely on receptive language functions, such as recent verbal memory ability. In the Western world where there is heavy reliance on language abilities, deficits in language and communication skills can be disabling. Another aspect of language includes the pragmatics of communication. These may include such variables as excessive verbal output, paucity of verbal output, tangential prose, and circuitous narrative verbalizations. Verbal interruptions and decreased ability for conversation turn exchange can also be a part of pragmatic communication. Although the latter pragmatics issue may be best assessed by observation, language-based neuropsychological tests can be useful in providing tasks that elicit problems with communication pragmatics. Table 31.5 describes common neuropsychological tests that evaluate language functioning in the patient with TBI. The larger language batteries (e.g., Multilingual Aphasia Examination, Boston Diagnostic Aphasia Examination, Western Aphasia Battery) are each able to classify aphasia syndromes: global, mixed transcortical, Broca’s, transcortical motor, Wernicke’s, transcortical sensory, conduction, and anomic aphasias. Key variables that are assessed to ascertain these subtypes include tasks of spontaneous speech, fluency, naming, comprehension (auditory and nonverbal), repetition, reading, and writing. It should be noted that speech pathologists are expert in language assessment, and there is considerable overlap between measures used by speech pathologists and those employed by neuropsychologists. Speech pathology evaluations may reveal the impact of motor speech (speech apraxia, dysarthria) impairments on the production of language in order to distinguish these deficits from that produced by impairments in higher cortical functions.
Reading behaviors and text-to-speech technology perceptions of people with aphasia
Published in Assistive Technology, 2022
Sarah E. Wallace, Karen Hux, Kelly Knollman-Porter, Jessica A. Brown, Elizabeth Parisi, Rebecca Cain
Participants performed selected subtests of standardized assessments; their scores appear in Table 2. Subtests used for assessing language and cognition were from the Western Aphasia Battery – Revised (WAB-R; Kertesz, 2006), the Comprehensive Aphasia Test (CAT; Swinburn et al., 2004), the Reading Comprehension Battery for Aphasia – 2nd edition (RCBA-2; LaPointe & Horner, 1998), and the Cognitive Linguistic Quick Test+ (CLQT+; Helm-Estabrooks, 2017). We administered these assessments with the intent of including research participants who were heterogeneous regarding aphasia severity and reading comprehension, auditory comprehension, and cognitive abilities. A diverse sample was appropriate for our purposes because it reflects the highly individualized nature of reading and technology preferences among adults regardless of disability status.
The inter-rater reliability of the Turkish version of Aphasia Rapid Test for stroke
Published in Topics in Stroke Rehabilitation, 2022
Mariam Kavakci, Engin Koyuncu, Melike Tanriverdi, Emre Adiguzel, Evren Yasar
In today’s fast-paced healthcare system with an increasing number of patients and less time to dedicate for assessments, the need for aphasia tests that are quick and easy to administer is clear. Batteries such as the Boston Diagnostic Aphasia Examination1 and Western Aphasia Battery2 can take over 45 minutes to administer. This is also the case for widely-used tests developed in Turkey such as the Gulhane Aphasia Test (GAT).3 An additional disadvantage of these tests is that they require a great deal of training and experience to administer and score reliably. A final complicating factor is that tests like the GAT are nearly impossible to administer in the acute phase post-stroke at bedside. They require materials such as cards and booklets that are not appropriate for all patient care settings. As such, many patients with aphasia are delayed in their assessment, diagnosis, and subsequent treatment of their language disorder. While shortened versions of some aphasia batteries exist, lack of standardization4 and other challenges with administration make them less than optimal for use with this population.
The relationship between health-related quality of life, perceived social support, and social network size in African Americans with aphasia: a cross-sectional study
Published in Topics in Stroke Rehabilitation, 2022
Davetrina Seles Gadson, Gloriajean Wallace, Henry N. Young, Cynthia Vail, Patrick Finn
The recruitment of SWA, SSA, and NAH occurred through community referrals, medical clinics, and rehabilitation practitioners between October 2018 and February 2019. The participants were geographically located across the South Atlantic United States (Georgia, North Carolina, Maryland, District of Columbia) in suburban and urban living areas. After a referral, participants were screened for eligibility, SWA were often recruited first, followed by NAH (i.e. caregivers, family and community members) who were recruited next into the study, then SAA. The assessments were administered in the following order: The Western Aphasia Battery (WAB-R) clinician reported outcome measure was used to measure language performance. Dialectal variations in phonology, morphology, and articulation consistent with African American English were accepted in the repetition and spontaneous speech portions of the WAB-R.33 The Stroke and Aphasia Quality of Life Scale (SAQOL-39 g) and Euro Quol-5D (EQ-5D) patient reported outcome measures were administered next and measured HRQL. The Medical Outcome Study Social Support Survey (MOS-SSS) to measure social support and the Lubben Social Network Scale (LSNS-6) to measure social network were the last PROs administered. All behavioral measures were administered in a single session, face-to-face at a time and location convenient to each participant (e.g. home, church, speech and hearing clinic).