C ommunication disorders
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C ommunication Disorders. “Communication is a universal process by which human being exchange ideas, impact, feelings and express needs” (Adkins, 1991) Communication occurs in a variety of ways,

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C ommunication Disorders

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C ommunication disorders

Communication Disorders


C ommunication disorders

“Communication is a universal process by which human being exchange ideas, impact, feelings and express needs” (Adkins, 1991)

  • Communication occurs in a variety of ways,

  • Drama, literature, music and arts. It is verbal or nonverbal, and there are both sending and receiving components.

  • Stroke, or cerebrovascular accident is the most common cause of impaired communication.


Stroke

Stroke

  • Most common occurrence in older adult men and in the African American population

  • Perceptual deficits such as neglect and denial as well as spatial disturbances may also affect persons ability to communicate

  • The most residual deficits of a stroke is a problem with language

  • Language involves not only speaking but also conveying and comprehending thoughts and ideas


Aphasia

Aphasia

  • A communication problem either with speaking, writing, or understanding

  • It may be defined as a multiple-modality loss of language ability

  • Usually caused by damage to the dominant hemisphere

  • It is necessary to determine which type of aphasia-expressive or receptive-is present


Expressive aphasia

Expressive Aphasia

  • the function of language primarily resides in the left hemisphere of the brain

  • Most often when an injury affects the dominant cerebral hemisphere the result is EA.

  • It occurs when an injury damages the inferior frontal gyrus, just anterior to the facial and lingual areas of the motor cortex


Teaching strategies

Teaching strategies

  • Working with EA, you might try having the person recall word images, first by naming commonly used objects and those objects in the immediate environment

  • Let the person repeat words spoken by the nurse

  • Keep the sessions short


Receptive aphasia

Receptive Aphasia

  • Wernicke’s area of the brain is located in the temporal bone and is needed for auditory and reading comprehension

  • When this area affected, persons are left with Receptive Aphasia

  • Their hearing is unimpaired, they are nevertheless unable to understand the significance of the spoken word.

  • Speech therapy should be one of the earliest intervention


Teaching strategies1

Teaching Strategies

  • Working with RA you need to establish a means for nonverbal communication

  • Speak more slowly and slightly louder to the person

  • Keep your teaching session filled with praise and always acknowledge the client’s frustration

  • Speak slowly

  • Don’t use baby talk

  • Speak in normal tones

  • Speak in slow, short, and simple sentence

  • Allow the person time to answer

  • Be patient


Dysarthria

Dysarthria

  • Is a problem with voluntary muscle control of speech

  • It occurs as a consequence of damage to the central or peripheral nervous system and affect the same muscles used in eating and speaking.


Teaching strategy

Teaching Strategy

  • Be sure the environment is quiet

  • Ask the speaker to repeat unclear parts of the message

  • Do not simplify your message

  • Ask question that need only short answer

  • Encourage person to use more oral movement to produce each syllable and to speak more loudly

  • Ask the patient who is unintelligible to gesture, write or point to messages on a communication board


Laryngectomy

Laryngectomy

  • Cancer in the larynx is five times more common in men than in women

  • Esophageal speech was the primary method in speaking after a laryngectomy

  • ES involves taking air into the upper part of the esophagus and adopting its normal sphincters to vibrate like vocal chords

  • Tracheosophageal speech is more rapid restoration of speech. The person must rely on prosthesis and the tracheosophageal fistula may undergo stenosis


Teaching strategies2

Teaching Strategies

  • Watch the speakers lips

  • Do not alter your message

  • If you don’t understand the speaker. Repeat what you think the person said, and ask for more information

  • Seek a quiet environment


C ommunication disorders

  • Articulation Disorders- impairment of the ability to articulate speech sounds.

  • Fluency Disorders- interruption in the flow speaking characterized by atypical rate, rhythm and repetition of sounds, syllables, words and phrases. This may be accompanied by excessive tension, struggle behavior and secondary characteristics.

  • Voice Disorders- abnormal production of vocal quality, pitch, loudness and resonance compared to an individual’s age or sex.


C ommunication disorders

  • Phonological Disorders- abnormal development of sound system of the language and the rules that govern sound combinations. This results in difficulty producing age expected speech sounds.

  • Language Disorders- impaired comprehension and/or use of spoken and written language. This disorder may include difficulty with

  • Semitics- meaning of language

  • Syntax- grammatical construction of language

  • Pragmatics- social use of language, includes conversational skills

  • Phonological awareness- knowledge of the sound structure of language, reading, spelling, and writing


C ommunication disorders

  • Cleft Palate- birth defect in which there is an opening through the soft palate and the bony roof of the mouth. A cleft is surgically repaired in infancy. It may result in hypernasality and various articulation disorders.


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