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Echophenomena and Coprophenomena
Published in Alexander R. Toftness, Incredible Consequences of Brain Injury, 2023
The suffix “-lalia” refers to speech. Echolalia occurs when a person involuntarily repeats sounds, words, or entire phrases. The word involuntary is important here, because these are automatic responses, and not something that the person chooses to do. In many cases, the speech repetition is of things that they hear, such as words that the people around them say. Some people with echolalia repeat only sounds that are directed toward them, or only the words of certain people, but others with this symptom repeat anything that they hear around them (Schuler, 1979). Words may be more likely to be repeated if they draw the attention of the person in some way, such as if the words are unfamiliar (Mazur, 1953). Oftentimes, the person seems not to have understood the words that they are echoing, and some researchers have even suggested that “the language which is least understood is best echoed” (Brown, 1972, p. 75).
Stroke
Published in Henry J. Woodford, Essential Geriatrics, 2022
Broca's (non-fluent) aphasia is caused by a lesion affecting the inferior frontal gyrus of the dominant hemisphere. Speech output is reduced and typically in a stop-start or telegraphic pattern. There is difficulty articulating words and a tendency to omit verbs and prepositions from sentences. Those affected are able to understand speech, usually can read but not write. Speech repetition is impaired. Transcortical aphasia is produced by lesions affecting the connections between Broca's and Wernicke's areas, called the arcuate fasciculus (seeFigure 6.2). Transcortical motor aphasia produces a deficit similar to Broca's aphasia but those affected are still able to repeat phrases.
OSCE 6 – cognitive examination
Published in Bhaskar Punukollu, Michael Phelan, Anish Unadkat, MRCPsych Part 1 In a Box, 2019
Bhaskar Punukollu, Michael Phelan, Anish Unadkat
5. Parietal lobe assessment – (i) Speech: repetition, naming (?nominal dysphasia), fluency – (?receptive/expressive dysphasia). (ii) Right–left disorientation and sensory inattention: three-stage command (ask to take paper in left hand, fold in half and return with right hand). (iii) Assess for Constructional/Dressing apraxia (iv) Astereognosia: ask to recognize common object placed in hand with eyes closed. (v) Agraphasthesia: ask to recognize letter drawn on palm of hand. (vi) Writing.
Review of methods for conducting speech research with minimally verbal individuals with autism spectrum disorder
Published in Augmentative and Alternative Communication, 2023
Karen V. Chenausky, Marc Maffei, Helen Tager-Flusberg, Jordan R. Green
Similarly, the stereotyped or repetitive vocalizations that minimally verbal children with autism frequently produce have been the focus of clinical research focused on improving spoken language in these children (Blanc, 2012; Steigler, 2015). These vocalizations, also referred to as echolalia or scripting, take the form of immediate or delayed repetition of words or phrases, sometimes clearly articulated and resembling productive language, but sometimes unintelligible and resembling infant babble. Immediate echolalia can be an appropriate response to a speech repetition task, but problems may arise when an examiner suspects that a child’s response to a prompt is delayed echolalia; that is, the child is producing a self-stimulatory or scripted vocalization rather than attempting the target. This impression generally arises when the phonetic form of the child’s vocalization does not resemble the target or when the child produces the same vocalization repeatedly. Accuracy alone, however, cannot be a criterion on which to judge whether a child’s production is an attempt at responding because motor speech disorders such as childhood apraxia of speech are associated with distorted or inconsistent productions of stimuli and perseveration is not uncommon (American Speech-Language-Hearing Association, 2007).
Deficient Response to Altered Auditory Feedback in Dyslexia
Published in Developmental Neuropsychology, 2018
M.R. van den Bunt, M.A. Groen, S. W. van der Kleij, M.W. Noordenbos, E. Segers, K.R. Pugh, L. Verhoeven
These temporo-parietal and (inferior) frontal areas are interconnected by the arcuate fasciculus (AF), a white matter bundle adjacent (Schmahmann & Pandya, 2006) or part of (Kamali et al., 2014) the Superior Longitudinal Fasciculus (SLF), which makes the AF/SLF a logical choice as a tract to focus on in the context of the research questions of the current study. The AF/SLF is classically thought to be involved in the sensorimotor control of speech. For instance, conduction aphasia, characterized by difficulties in speech repetition while speech perception and production as such are intact, is often related to deficiencies in the fractional anisotropy in the AF/SLF (Catani & Mesulam, 2008; but see Bernal & Ardila, 2009). This is usually taken as evidence of impaired communication between the auditory cortex and speech motor areas. Importantly, an electrocorticography study showed that communication along the AF/SLF is indeed bidirectional (Matsumoto et al., 2004). Communication from motor and inferior frontal areas to (auditory) sensory areas in this way concurs with the proposed neurocomputational models of speech feed-forward and feedback mechanisms (Guenther et al., 2006), in which an afferent copy of the motor commands to the articulators is sent to sensory areas to compare intended speech with the produced speech.
The role of music therapy in rehabilitation: improving aphasia and beyond
Published in International Journal of Neuroscience, 2018
Simona Leonardi, Alberto Cacciola, Rosaria De Luca, Bianca Aragona, Veronica Andronaco, Demetrio Milardi, Placido Bramanti, Rocco Salvatore Calabrò
Taking into account that some patients with aphasia can produce articulated words while singing, but not during speech [73], melody-, rhythm- and singing-based treatments have shown to be promising tools in treating language and speech disorders in aphasia [74–77]. Although the most common therapeutic protocol is MIT, during the last decades other different therapeutic trainings, including MMTI (modified MIT), SIPARI (singing, intonation, prosody, breathing, rhythm) and SMTA (speech-MT for aphasia), have been designed [78]. MIT is the most widely used approach for post-stroke aphasia patients; however, it is not to be considered strictly as MT, since more recent techniques such as SMTA take advantage of more musical elements (dynamics, tempo and metre) [78]. Indeed, SMTA combines MIT and speech language therapy in one session and articulates rehabilitation of speech at three levels: sound, word and sentence level. SMTA employs new melodies sung by the patients together with the speech therapist, in order to avoid word retrieval and to promote a new experienced-based approach [79]. Studies conducted on patients who suffered from Broca and global aphasia treated with SIPARI method highlighted the contribution of a music-based training in improving expressive speech elements such us spontaneous speech, repetition and naming. SIPARIۚ method, consisting of selected exercises involving each point of the acronym, is likely to improve comprehension, which is related to auditory processing involved in repetition [76].