Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Assessment and intervention in aphasia
Flashcards for adults aphasia
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Assessment and intervention in aphasia
Target Goals/Outcomes: The patient was a 75-year-old male who had a stroke and afterwards been diagnosed with aphasia. This means that during this session the clinician would be working on both speech and language. The target goals/ outcomes for this client was to strengthen the face muscles and speech sounds to increase the client’s intelligibility.
What strategies/methods/materials were used to help the client achieve the goals? The session started off with the clinician having D.R to try out some oral facial motor exercises. The clinician’s focus in these exercises was to strengthen the tongue, lips, and jaw. Several different exercises were performed on each of the listed. As the client was performing the exercises, the clinician was
…show more content…
What were the most interesting elements of this session? Aphasia is a very interesting disorder and therapy is always different for each patient as no two patients are the same. What interested me the most in this session would have to be the use of a white-board in the session, as it is something I have never seen a clinician use before. It was also interesting to see all the objects that the clinician had brought in for the D.R during the session. We are taught all about age appropriate materials when it comes to clients and it was helpful to see how to do that for this client.
What would you have done differently? The client did a great job with being very patient with the client and encouraging all throughout the session. One thing I may have performed differently would be to work on less phonemes. The clinician introduced four in one session and I believe that it may have been difficult for the client to understand and separate them. As the client was having trouble producing sounds in isolation, I may have tried a different approach with having the client produce the phonemes in syllables to try and make it easier for him to hear and give him more to go
...inical therapy that I have learned throughout the program. As a dental hygiene student I’m already implementing ethical, legal and regulatory concepts for the provision of dental hygiene process of care, and I will utilize this foundation to throughout my career as a professional oral health care provider. In addition, as dental hygienist I will pursue life-long learning to provide client care based decisions using the most current evidence-based research. Thus I pledge to continue to learn and expand my skills and knowledge throughout my career. Graduating from CADH has provided me with great academic knowledge and clinical skills necessary to apply the concepts of health promotion and disease prevention. The experience that I have acquired at CADH will allow me to provide client specific, empathetic, empathetic and suitable treatment to all of my future clients.
...ates my previous knowledge gained in audiological rehabilitation for children but also enables me to establish further knowledge on adult rehabilitation through mediation.
Specific Purpose: To help people to understand what Audism is and that the lack of an ability to hear does not mean they are incapable of performing tasks.
Over seven million people just in the US have some sort of speech disorder. Just think about how many it is around the world! There are many different types of speech disorders, such as: stuttering, lisping and, mumbling, to name a few. Many of these disorders become noticeable during early childhood, however, this is not the only time a speech disorder may occur. Many people that suffer from strokes or other traumatic accidents encounter struggles with speech through their recovery. Those who struggle with speaking after an accident, though, have more access to treatments than children that are born with speech impediments. The treatments that are most known for children include: phonology, semantics, syntax, and pragmatics. There are speech
The article opens up with an explanation as to what the method of coaching is. According to Holland, “life coaching”, as it is called, is considered to be a variant of typical counseling. Coaching is in its early stages (as of 2007), yet it is used in developments and processes that are designed to help individuals with aphasia live their lives to the fullest and improve their quality of life. The work of Goldsmith (an earlier mentioned practitioner) is the author’s main interest. Goldsmith’s approach involves what one may call a “Buddhist” way of thinking; meaning change is seen as a positive thing. Speech-language pathologists place their trust in their client’s ability to take on new skills, arrange their new language capabilities, and acquire new problem-solving tactics.
When talking about Wernicke’s aphasia there are also many language symptoms. Those suffering from Wernicke’s aphasia have no problem with speech, but their speech isn’t fluent and doesn’t make sense (DiNapoli, 2012, p.52). Mr. Gorgan experienced psychotic speech (DiNapoli, 2012, p. 53). If the lesion that caused this aphasia wasn’t entirely eliminated, output might slowly improve. On the other hand, if this lesion has been eliminated, the patient will more than likely not be able to talk like they once did ever again, no matter how much therapy they receive or treatment (DiNapoli, 2012, p. 54). When Grogan was told to identify objects around him, he was only successful with those most familiar to him (DiNapoli, 2012, p. 55).
As Alzheimer’s disease progresses, People become less able to carry out usual functions and activities. This is due to the death of large number of brain cells. One of the functions impaired by the disease is communication skill. Since people with AD have trouble remembering things, communication is hard for them. It may be hard for them to find words or forget what they want to say. When talking, the disease also causes people to talk without train of thought. The listening role is also affected by the disease. People can have problems with understanding what words mean, paying attention during long conversations and even find it very hard to block out backgr...
National Institute on Deafness and Other Communication Disorders. (November 2002). Retrieved October 17, 2004, from http://www.nidcd.nih.gov/health/hearing/coch.asp
Is there anything else you would like to share with me about the head, neck and oral exam in relation to comprehensive, individualized patient
The one skill that I used more of was empathy; I wanted the client to know that I understood her situation as well her feelings. At the end of our conversation, I summarized everything that we talked about, especially her want to open up to her parents and express herself to them. She mentioned that she wants them to fell empathy towards her, because the lack of parental empathy that she felt when she was younger, has even affected her in her adult life (Kilpatrick,2005).
National Institute of Health. (2011). National Institute on Deafness and other communication disorders: Improving the lives of people who have communication disorders. National Institute on
Speech language pathology is another major rehabilitative medical care. Some stroke survivors area unit left with brain disorder, an impairment of language and speaking skills within which the stroke survivor will assume likewise as before the stroke, however is unable to induce the proper words out or is unable to method words coming back [32]. Brain disorder is sometimes caused by a stroke on the left aspect of the brain. Speech language pathology will teach the aphasic stroke survivor and his or her family members’ ways for dealing with this frustrating impairment. Speech language pathologists additionally work to assist the stroke survivor deal with blackout and alternative "thought" issues caused by the stroke [33].
Goal: In 6 weeks, with a treatment frequency of 5 hours a week, mrs. K. speaks words with velar sounds (/ng/ /g/ /k/) in a 1-to-1 conversation with an acquaintance in an intelligible way.
I was able to talk to my client without being visibly nervous. I am proud to say I handled my client’s problems as they came up without fear that I may say the wrong thing. In the first video, I found myself repeating things, for what reason I do not know. I can say my nonverbal skills need improving. One specific aspect of the interview was my hand gestures and motions. I really got involved with my client’s problems, and the way I tried to help her understand what I was saying and to get an understanding what she was saying, so I used my hands. I tried to keep by body in a position that would let the client know that I was using attentive listening skills. I cared about why she came to the facility for help. Each session, I adjusted my seat to make eye contact so my client could like she could trust me with her information and that I cared enough to listen to her
During this time, I gave the client enough time to talk about the problem without interrupting. This time gave me an opportunity to undertake reflective listening through active listening which ac...