Neuro+Disorders

=NEUROLOGICALLY BASED DISORDERS= Standard III-C, Standard III-G [|Lobes of the Brain] =__Aphasia__= definition: a multimodality language impairment due to brain damage which can affect auditory comprehension, verbal expression, reading and writing. It is a disruption in using and understanding language following neurological injury that is not related to a general intellectual decline or sensorimotor deficit. (Mikola, 2008) [|Aphasia Classification]

[|Aphasia Assessment & Tests]

Aphasia Treatment: 1) Auditory Comprehension: 2) Verbal Expression: 3) Reading 4) Writing
 * single words
 * spoken sentences
 * spoken questions
 * spoken directions
 * comprehension of discourse
 * confrontation naming
 * verbal expansion
 * comprehension of printed words
 * comprehension of phrases and sentences
 * functional reading: maps, medicine labels, phone book etc.
 * complex reading material
 * letters and numbers (tracing-independently)
 * spelling
 * functional: address, phone numbers, names of family members etc.
 * sentences, short lists, paragraphs

References: Regents of the University of Minnesota. (2000). Aphasia-Assessment. From []. Mikola, J (2008, January 23). Lecture presented in Aphasia 614. Eastern Michigan University. Hegde, M.N. (2008). //Hegde's Pocketguide to Treatment in Speech-Language Pathology//. New York: Delmar Learning. V. Kailasanath & S. Fu. (2004). A guided tour of the human brain and its parts. From [][].

=**__Traumatic Brain Injury__**=

definition: Injury to the brain due to trauma. Injury can be open or closed. Not caused by stroke or tumors. Causes can be from a car crash, falls, violence, alcohol and drug use.

Assessment: > Rancho Los Amigos Scale of Cognitive Levels Treatment: Initial Stage- Intermediate Stage- Late Stage- References Hegde, M.N. (2008). //Hegde's Pocketguide to Treatment in Speech-Language Pathology//. New York: Delmar Learningteach. Hegde, M.N. (2008). //Hegde's Pocketguide to Assessment in Speech-Language Pathology//. New York: Delmar Learingteach. Roseberry-McKibbin, C., Hegde, M. (2006). An Advanced Review of Speech-Language Pathology. Texas: Pro-Ed. =__Dementia__=
 * Initial- Glasgow Coma Scale, Brief Test of Head Injury, Comprehensive Level of Consciousness Scale, Galveston Orientation and Amnesia Test, Disability Rating Scale,
 * Cognitive deficits
 * memory deficits
 * attention span and distractibility
 * visual and perceptual deficits
 * communication problems
 * rate of speech
 * apraxia of speech
 * confused, bizarre, inappropriate, and incoherent language
 * mutism or aphonia
 * auditory comprehension of spoken language and gestures
 * word-finding deficits
 * production of syntactic and morphologic features
 * conversational skills
 * prosodic improvements including difficulty in monitoring rate, pitch, and vocal loudness
 * simplify daily actvities and routines
 * increase orientation
 * use graphs and charts
 * establish more complex routines
 * work on memory skills
 * work on attention
 * train in actvities that can promote independence
 * conversational narrative skills
 * teach compensatory strategies fro task breakdown

Definition: Progressive. A deterioration in behavior, intellect, and the ability to communicate. Slow and gradual onset. Early Symptoms: Memory problems are the first sign. Reasoning problems, daily skills such as cooking, blancing a checkbook Advanced Symptoms: Memory for remote and recent events impaired, visuospatial problems, cannot make decisions, loss of math skills, profound agnosia, delusions and hallucinations.

Assessment: Treatment: Refrences: Hegde, M.N. (2008). //Hegde's Pocketguide to Treatment in Speech-Language Pathology.// New York: Delmar Learningteach. Hegde, M.N. (2008). //Hegde's Pocketguide to Communication Disorders in Speech-Language Pathology//. New York: Delmar Learningteach. Hegde, M.N. (2008). //Hegde's Pocketguide to Assessment in Speech-Language Pathology//. New York: Delmar Learingteach.
 * mental status and cognitive skills
 * communication skills
 * cognitive functions
 * abstract reasoning
 * reading performance
 * Council and educate family members
 * management strategies
 * attend to sensory needs