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SPCH7825 - Aphasia > Types Of Aphasia > Flashcards

Types Of Aphasia Flashcards

0
Q

Define paraphasia and list the three primary types of paraphasias

A

Paraphasia = errors of speech characterised by substitution of wrong sounds or words for target sounds or words
Verbal paraphasia, phonemic paraphasia, neologistic paraphasia

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1
Q

Compare and contrast fluent and non-fluent aphasia, in terms of: a. Speech rate, b. Phrase length, c. Speech effort, d. Prosody

A

A. Non-fluent -> reduced speech rate; fluent -> may be normal or even increased
B. Non-fluent -> limited phrase length; fluent -> normal
C. Non-fluent -> excessive speaking effort; fluent -> flowing speech produced with minimal or no effort
D. Non-fluent -> abnormal prosody; fluent -> generally more typical melodic properties/contour

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2
Q

Define a phonemic paraphasia (also called a literal paraphasia) . Your definition should include two distinct points

A

Sound errors involving substitutions, additions, omissions, and/or rearrangement of target word phonemes
50% or greater overlap phonologically with the real word

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3
Q

A person with aphasia is attempting to name an item on the Western aphasia battery - revised object naming subtest. Provide an example of a ‘phonemic/literal paraphasia’ for the object ‘book’

A

Look/bork

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4
Q

Define a verbal semantic paraphasia

A

A word choice error that is semantically related to the target word

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5
Q

A person with aphasia is attempting to name an item on the Western Aphasia Battery - Revised Object Naming subtest. Provide an example of ‘verbal semantic paraphasia’ for the object ‘fork’

A

Knife

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6
Q

Define an unrelated/wild paraphasia

A

Verbal paraphasia that is not semantically related to the target word

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7
Q

A person with aphasia is attempting to name an item on the Western Aphasia Battery - Revised Object Naming subtest. Provide an example of an unrelated/wild paraphasia’ for the object hammer

A

Cat

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8
Q

Define a neologistic paraphasia.

A

An invented word, that seems to serve a linguistic function, the meaning of which is not apparent in the utterance

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9
Q

A person with aphasia is attempting to name an item on the Western Aphasia Battery - Revised Object Naming subtest. Provide an example of a ‘neologistic paraphasia’ for the object ‘ball’

A

Wordle

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10
Q

When attempting to say the word tooth, a person with aphasia said ‘booth’. Identify the type of paraphasic error

A

Phonemic paraphasia

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11
Q

Define circumlocution

A

PWA talks around or about the intended word (due to difficulty retrieving the specific word)

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12
Q

Provide an example of circumlocution that a person might use to describe the object ‘hammer’ on the WAB-Revised object naming subtest

A

You use it to hit things with. Go bang bang on the wall.

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13
Q

Define agrammatism

A

The production of short utterances that consist primarily of content words such as nouns and verbs, contain relatively few function words, such as articles and conjunctions, have either simplified or incomplete grammatical structure and represent a restricted range of sentence types or forms

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14
Q

Provide an example of an agrammatism response (of at least 10 words) that a person with aphasia might use to describe the BDAE cookie theft picture

A

Uh…mother and dad…no…mother…and an disses…uh…runnin over…and waduh…and floor

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15
Q

Define paragrammatism

A

Errors made using grammatical elements

Uses lots of grammatical elements and function words but used incorrectly. Fluent

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16
Q

Provide a example of a paragrammatic response (of at least 10 words) that a person might use to describe the BDAE cookie theft picture

A

That boy at the kitchen. A lady dried dishing. Some water against a floor.

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17
Q

Contrast ‘Agrammatic’ and ‘paragrammatic’ language

A

Agrammatic language is non-fluent, mainly content words, without too many function words; paragrammatic language is fluent, with lots of grammatical elements but wrongly used

18
Q

Compare and contrast ‘jargonistic’ and ‘empty’ speech

A

Jargon and empty speech are both fluent well-articulated, but jargon is made up of neologisms, whereas Empty speech is made up of general words - but they are real words.

19
Q

Define anomia

A

Word finding difficulties - they cannot name the object, but they can demonstrate now to use it using gestures

20
Q

Define ‘press of speech’

A

PWA continues talking when it’s their turn to listen. Fluent speech - tends to be rapid/interrupts others. PWA striving for a sense that she/he has communicated what they intended to say

21
Q

What type of aphasia (using the Bostonian Classification System) is ‘press of speech’ most often associated with

A

Wernicke’s aphasia

22
Q

Define perseveration as a characteristic of aphasia

A

Inappropriate repetition of a previous response that continues after the task requirements have changed and the response is no longer needed

23
Q

Provide an example of ‘recurrent perseveration’ that clearly demonstrates understanding of this type of perseveration

A

When a PWA correctly identifies an object in a picture but then starts using that name for every other picture of different items

24
Q

List two terms that may be used in classification schemes other than the Boston/Iowa aphasia classification to describe non-fluent aphasia

A

Expressive

Efferent motor

25
Q

List two terms that may be used in classification schemes other than the Boston/Iowa aphasia classification to describe fluent aphasia

A

Receptive

Sensory

26
Q

Name the four types of non-fluent aphasia (acc. to the Boston/Iowa classification)

A

Broca’s aphasia
Transcortical motor
Global
Mixed transcortical

27
Q

Name the four types of fluent aphasia (acc. to the Boston/Iowa classification)

A

Wernicke’s
Transcortical sensory
Anomic
Conduction

28
Q

Describe conduction aphasia by identifying:
A. If it is a non-fluent or fluent aphasia
B. The association tract in the brain that may be affected in individuals with this type of aphasia
C. The language characteristic that is typically more affected in conduction aphasia compared to anomic aphasia

A

A. Fluent
B. Arcuate Fasciculus
C. repetition

29
Q

Identify the cerebral lobe in which the following areas are located
A. Wernicke’s area
B. Broca’s area

A

A. Left superior temporal gyrus

B. Left inferior frontal gyrus

30
Q 
Describe the typical language characteristics of a person with Wernicke's aphasia in terms of
A. Fluency
B. Auditory comprehension
C.Verbal expression
D. Spoken repetition skills
A

A. Fluent
B. Poor
C. Empty speech, abnormal content, press of speech, paragrammatisms, paraphasias, circumlocutions
D. Impaired

31
Q

Describe the typical language characteristics of a person with Broca’s aphasia in terms of:
A. Auditory comprehension
B. Verbal expression
C. Spoken repetition skills

A

A. Good, may have difficulty with grammatically complex sentences
B. Non-fluent, effortful, agrammatic, basic meaning, containing only more essential elements. Aware of difficulties
C. Impaired

32
Q

Compare and contrast the typical language characteristics of a person with conduction aphasia and Broca’s aphasia in terms of:
A. Fluency
B. Auditory comprehension
C. Spoken repetition skills

A

A. Conduction - fluent; Broca’s - non-fluent
B. Conduction - relatively good; Broca’s - good
C. Conduction - disproportionately impaired; Broca’s - bad

33
Q

Which language characteristic is typically preserved (ie. a distinguishing feature) in both transcortical sensory aphasia and transcortical motor?

A

Repetition

34
Q

List four points to describe the verbal expressive language typically observed in a person with transcortical motor aphasia

A

A. Markedly reduced VE
B. Good repetition
C. May have apathy
D. May be echolalic and perseverate

35
Q

Compare and contrast the typical language characteristics of a person with transcortical sensory aphasia and transcortical motor aphasia in terms of:
A. Fluency
B. Auditory comprehension
C. Spoken repetition skills

A

A. Transcortical motor - non-fluent; transcortical sensory - fluent
B. Transcortical motor - good; transcortical sensory - poor
C. Transcortical motor and transcortical sensory - good!

36
Q

Identify if Wernicke’s aphasia or Broca’s aphasia is more likely to be associated with weakness on the right side of the body and provide a rationale for your response

A

Broca’s aphasia is more likely to be associated right side paralysis because it is caused by damage to the left motor cortex, affecting muscles on the right side of the body

37
Q 
Describe the typical language characteristics of a person with anomic aphasia in terms of:
A. Fluency
B. Auditory  comprehension
C. Verbal expression
D. Spoken repetition
A 
A. Fluent
B. Good, but may be slightly impaired
C. Word-retrieval difficulty
 -  unusual pauses 
 -  circumlocutions
 -  substitution of nonspecific words
D. Good
38
Q

Identify the type of Aphasia according to the Boston/Iowa classification which is typically considered to be the most severe type of aphasia and state in terms of cerebral lesion why this type of aphasia typically results in severe language difficulties

A

A. Global

B. Extensive lesion - left fronto-temporo-parietal regions, often involving both Broca’s and Wernicke’s areas

39
Q

Describe two ways in which the language characteristics of a person with transcortical sensory aphasia would typically differ from the language characteristics of a person with Broca’s aphasia

A

A. Good repetition skills

B. Fluent

40
Q

Compare and contrast Wernicke’s aphasia and Transcortical sensory aphasia

A

Both are fluent, with bad auditory comprehension. Wernicke’s has bad repetition, transcortical sensory has good repetition

41
Q

Compare and contrast conduction aphasia and Anomic aphasia

A

Both are fluent, and have good auditory comprehension, however Anomic has good repetition and conduction aphasia has markedly impaired repetition skills

42
Q

Compare and contrast Broca’s aphasia and transcortical motor aphasia

A

Both are non-fluent with good auditory comprehension. However, Broca’s has poor repetition skills and Transcortical motor has good repetition skills

43
Q

Compare and contrast Global aphasia and Mixed transcortical aphasia

A

Both are non-fluent, and have poor auditory comprehension. However, global aphasia has poor repetition and mixed transcortical has good repetition

SPCH7825 - Aphasia (4 decks)

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