Differential Language and Neurologic Characteristics in Cerebral Involvement

1973 ◽  
Vol 38 (2) ◽  
pp. 162-173 ◽  
Author(s):  
Harvey Halpern ◽  
Frederic L. Darley ◽  
Joe R. Brown
Keyword(s):  
Reading Comprehension ◽  
Auditory Comprehension ◽  
Apraxia Of Speech ◽  
Intellectual Impairment ◽  
Speech Fluency ◽  
Cerebral Involvement ◽  
Neurogenic Disorder

Four groups of 10 patients, each group having a different neurogenic disorder of communication, were tested for impairment in 10 language categories. Five categories—auditory comprehension, adequacy of response, arithmetic, syntax, and naming—although impaired to some degree in all groups, did not sharply differentiate them. The most strongly differentiating disabilities in the four groups were aphasia—auditory retention span and fluency; apraxia of speech—fluency; confused language—relevance, reading comprehension, and writing of words to dictation; and general intellectual impairment—reading comprehension and auditory retention span (with preservation of relevance). The groups differed also in the onset and duration of the communication difficulty, and in the nature and locus of the neurologic problem.

Patterns of Dysfunction in Schizophrenic Patients on an Aphasia Test Battery

1977 ◽  
Vol 42 (4) ◽  
pp. 498-513 ◽  
Author(s):  
Frank G. DiSimoni ◽  
Frederic L. Darley ◽  
Arnold E. Aronson
Keyword(s):  
Neurologic Deficit ◽  
Test Battery ◽  
Apraxia Of Speech ◽  
Intellectual Impairment ◽  
Language Performance ◽  
Schizophrenic Patients

Twenty-seven schizophrenic patients free of any known neurologic deficit were tested with an aphasia test battery. The objective of the research was to derive a profile of schizophrenic language performance to permit its comparison with the profiles characteristic of aphasia, apraxia of speech, generalized intellectual impairment, and confused language. Results indicate that schizophrenic patients exhibit a profile of language performance distinctive from those found in aphasia, apraxia of speech, confusion, or generalized intellectual impairment and demonstrate that the disruption of language in schizophrenia is not aphasic in nature.

scholarly journals Digital Speech Analysis in Progressive Supranuclear Palsy and Corticobasal Syndromes

2020 ◽  
Author(s):  
Natalia Parjane ◽  
Sunghye Cho ◽  
Sharon Ash ◽  
Sanjana Shellikeri ◽  
Mark Liberman ◽  
...  
Keyword(s):  
Progressive Supranuclear Palsy ◽  
Speech Rate ◽  
Full Range ◽  
Primary Progressive Aphasia ◽  
Speech Disorders ◽  
Speech Impairments ◽  
Apraxia Of Speech ◽  
Speech Fluency ◽  
Speech Segments ◽  
Automated Methods

Background: Progressive supranuclear palsy and corticobasal syndromes (PSPS-CBS) as well as nonfluent/agrammatic primary progressive aphasia (naPPA) are often due to misfolded 4-repeat Tau, but the diversity of the associated speech disorders beyond Apraxia of Speech (AoS) is poorly understood. Objective: Investigate the full range of acoustic and lexical properties of speech to test the hypothesis that PSPS-CBS show a subset of speech impairments found in naPPA. Methods: Acoustic and lexical measures, extracted from natural, digitized semi-structured speech samples using novel, automated methods, were compared in PSPS-CBS (n=87), naPPA (n=25) and healthy controls (HC, n=41). We also explored speech in a group of PSPS-CBS patients with concomitant naPPA (PSPS-CBS+naPPA, n=8). We related these measures to grammatical performance and speech fluency, core features of naPPA, and to cerebrospinal fluid (CSF) phosphorylated tau (pTau) in patients with available biofluid. Results: Both naPPA and PSPS-CBS speech had shorter speech segments, longer pauses, higher pause rate, reduced fundamental frequency (f0) range, and slower speech rate compared to HC. naPPA speech was distinct from PSPS-CBS with shorter speech segments, more frequent pauses, slower speech rate, and reduced verb production. In both groups, acoustic duration measures generally correlated with speech fluency and grammatical performance. PSPS-CBS+naPPA resembled naPPA in most speech measures and had the narrowest f0 range. CSF pTau levels correlated with f0 range and verb production in PSPS-CBS and naPPA. Conclusion: The speech pattern of PSPS-CBS overlaps that of naPPA apart from AoS, and may be related to CSF pTau.

scholarly journals Effects of tDCS on Sound Duration in Patients with Apraxia of Speech in Primary Progressive Aphasia

2021 ◽  
Author(s):  
Charalambos Themistocleous ◽  
Kimberly Webster ◽  
Kyrana Tsapkini
Keyword(s):  
Speech Therapy ◽  
Inferior Frontal Gyrus ◽  
Primary Progressive Aphasia ◽  
Preliminary Evidence ◽  
Apraxia Of Speech ◽  
Post Intervention ◽  
Left Inferior Frontal Gyrus ◽  
Primary Progressive ◽  
Speech Fluency ◽  
Sound Duration

Transcranial direct current stimulation (tDCS) over the left Inferior Frontal Gyrus (IFG) was found to improve apraxia of speech (AOS) in post-stroke aphasia, speech fluency in adults who stutter, naming and spelling in primary progressive (PPA). This paper aims to determine whether tDCS over the left IFG coupled with AOS therapy improves speech fluency in patients with PPA more than sham. Eight patients with non-fluent PPA with AOS symptoms received either active or sham tDCS, along with speech therapy for 15 weekday sessions. Speech therapy consisted of repetition of increasing syllable-length words. Evaluations took place before, immediately after, and two months post-intervention. Words were segmented into vowels and consonants and the duration of each vowel and consonant was measured. Segmental duration was significantly shorter after tDCS than sham for both consonants and vowels. tDCS gains generalized to untrained words. The effects of tDCS sustained over two months post-treatment in trained words. Taken together, these results demonstrate that the tDCS over the left IFG facilitates speech production by reducing segmental duration. The results provide preliminary evidence that tDCS can maximize efficacy of speech therapy in non-fluent PPA with AOS.

Reading Comprehension in Parkinson's Disease

2014 ◽  
Vol 23 (2) ◽  
Author(s):  
Laura L. Murray ◽  
Stefanie Rutledge
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Self Report ◽  
Cognitive Test ◽  
Auditory Comprehension ◽  
Cognitive Measures ◽  
Sentence Level ◽  
High Level

Purpose Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive–linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results. Method Eleven adults with PD and 9 age- and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning. Result The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group. Conclusion Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high- versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.

A Case Study Using a Multimodal Approach to Melodic Intonation Therapy

2018 ◽  
Vol 27 (4) ◽  
pp. 1352-1362 ◽  
Author(s):  
Dianne Slavin ◽  
Renee Fabus
Keyword(s):  
Expressive Language ◽  
Male Participant ◽  
Auditory Comprehension ◽  
Apraxia Of Speech ◽  
Melodic Intonation Therapy ◽  
Language Analysis ◽  
Comprehension Skills ◽  
Mean Length Of Utterance ◽  
Musical Elements

Purpose The purpose of this study was to assess the efficacy. of increasing spontaneous expressive language using a modified melodic intonation therapy (MIT) approach with a male participant diagnosed with acquired aphasia and apraxia who was 10 years post onset. Method A therapeutic protocol consisting of vocal and linguistic tasks was administered. The participant attended two 50-min individual sessions and a 4-hr/week socialization program for three 12-week semesters. Measures of speech and language were administered before intervention and at the completion of each of the 3 semesters. Results At the completion of the study, the participant demonstrated reduced apraxia of speech as measured by The Apraxia Battery for Adults, Second Edition (Dabul, 2000). He also showed improvements in auditory comprehension skills as measured on the Boston Diagnostic Aphasia Evaluation (Goodglass, Kaplan, & Barresi, 2000). His spontaneous utterances were characterized by an increased number of complete sentences and questions. Several language parameters including mean length of utterance, total number of spontaneous (untrained) utterances, and number of different words spoken were also improved as revealed through language analysis. Conclusions Integration of melodic intonation therapy through the addition of musical elements may result in improved speech and expressive language skills when administered over a 9-month period in conjunction with a group socialization program.

Eye Tracking Measures for Studying Language Comprehension Deficits in Aphasia: A Systematic Search and Scoping Review

2021 ◽  
pp. 1-15
Author(s):  
Saryu Sharma ◽  
Hana Kim ◽  
Havan Harris ◽  
Amanda Haberstroh ◽  
Heather Harris Wright ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Eye Movement ◽  
Scoping Review ◽  
Language Comprehension ◽  
Full Text ◽  
Grey Literature ◽  
Auditory Comprehension ◽  
Screening Process ◽  
Full Text Screening

Aim The aim of this scoping review is to identify the eye tracking paradigms and eye movement measures used to investigate auditory and reading comprehension deficits in persons with aphasia (PWA). Method MEDLINE via PubMed, Cochrane, CINAHL, Embase, PsycINFO, OTseeker, Scopus, Google Scholar, Grey Literature Database, and ProQuest Search (Dissertations & Theses) were searched for relevant studies. The Covidence software was used to manage the initial and full-text screening process for the search. Results and Discussion From a total of 1,803 studies, 68 studies were included for full-text screening. In addition, 418 records from gray literature were also screened. After full-text screening, 16 studies were included for this review—12 studies for auditory comprehension in PWA and four studies for reading comprehension in PWA. The review highlights the use of common eye tracking paradigms used to study language comprehension in PWA. We also discusse eye movement measures and how they help in assessing auditory and reading comprehension. Methodological challenges of using eye tracking are discussed. Conclusion The studies summarized in this scoping review provide evidence that the eye tracking methods are beneficial for studying auditory and reading comprehension in PWA.

scholarly journals Auditory Masking Effects on Speech Fluency in Apraxia of Speech and Aphasia: Comparison to Altered Auditory Feedback

2015 ◽  
Vol 58 (6) ◽  
pp. 1670-1686 ◽  
Author(s):  
Adam Jacks ◽  
Katarina L. Haley
Keyword(s):  
Auditory Feedback ◽  
Speaking Rate ◽  
Control Mechanisms ◽  
Auditory Masking ◽  
Apraxia Of Speech ◽  
Speech Fluency ◽  
Design Effects ◽  
Additional Work ◽  
Feedback Monitoring ◽  
Vocal Intensity

Purpose To study the effects of masked auditory feedback (MAF) on speech fluency in adults with aphasia and/or apraxia of speech (APH/AOS). We hypothesized that adults with AOS would increase speech fluency when speaking with noise. Altered auditory feedback (AAF; i.e., delayed/frequency-shifted feedback) was included as a control condition not expected to improve speech fluency. Method Ten participants with APH/AOS and 10 neurologically healthy (NH) participants were studied under both feedback conditions. To allow examination of individual responses, we used an ABACA design. Effects were examined on syllable rate, disfluency duration, and vocal intensity. Results Seven of 10 APH/AOS participants increased fluency with masking by increasing rate, decreasing disfluency duration, or both. In contrast, none of the NH participants increased speaking rate with MAF. In the AAF condition, only 1 APH/AOS participant increased fluency. Four APH/AOS participants and 8 NH participants slowed their rate with AAF. Conclusions Speaking with MAF appears to increase fluency in a subset of individuals with APH/AOS, indicating that overreliance on auditory feedback monitoring may contribute to their disorder presentation. The distinction between responders and nonresponders was not linked to AOS diagnosis, so additional work is needed to develop hypotheses for candidacy and underlying control mechanisms.

Effects of Personally Relevant Language Materials on the Performance of Severely Aphasic Individuals

1985 ◽  
Vol 50 (4) ◽  
pp. 385-390 ◽  
Author(s):  
Gloriajean L. Wallace ◽  
Gerald J. Canter
Keyword(s):  
Reading Comprehension ◽  
Auditory Comprehension

The purpose of this study was to determine whether or not severely aphasic adults perform better with personally relevant language materials than with otherwise similar nonpersonal language materials. The subjects for this study were 24 severely aphasic individuals. Subjects responded to personally relevant and nonpersonal materials in four language tasks: auditory comprehension, speech repetition, naming, and reading comprehension. Subjects showed significantly better performance on personally relevant items than on nonpersonal items. This was true for each of the four tasks.

scholarly journals Speech Fluency in Acquired Apraxia of Speech During Narrative Discourse: Group Comparisons and Dual-Task Effects

2019 ◽  
Vol 28 (2S) ◽  
pp. 905-914
Author(s):  
Tyson G. Harmon ◽  
Adam Jacks ◽  
Katarina L. Haley
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Narrative Discourse ◽  
Control Group ◽  
Apraxia Of Speech ◽  
Task Condition ◽  
Sample Duration ◽  
Dual Task Condition ◽  
Single Task ◽  
Speech Fluency

Purpose Slowed speech and interruptions to the flow of connected speech are common in aphasia. These features are also observed during dual-task performance for neurotypical adults. The purposes of this study were to determine (a) whether indices of fluency related to cognitive–linguistic versus motor processing would differ between speakers with aphasia plus apraxia of speech (AOS) and speakers with aphasia only and (b) whether cognitive load reduces fluency in speakers with aphasia with and without AOS. Method Fourteen speakers with aphasia (7 with AOS) and 7 neurotypical controls retold short stories alone (single task) and while simultaneously distinguishing between a high and a low tone (dual task). Their narrative samples were analyzed for speech fluency according to sample duration, speech rate, pause/fill time, and repetitions per syllable. Results As expected, both speaker groups with aphasia spoke slower and with more pauses than the neurotypical controls. The speakers with AOS produced more repetitions and longer samples than controls, but they did not differ on these measures from the speakers with aphasia without AOS. Relative to the single-task condition, the dual-task condition increased the duration of pauses and fillers for all groups but reduced speaking rate only for the control group. Sample duration and frequency of repetitions did not change in response to cognitive load. Conclusions Speech output in aphasia becomes less fluent when speakers have to engage in simultaneous tasks, as is typical in everyday conversation. Although AOS may lead to more sound and syllable repetitions than normal, speaking tasks other than narrative discourse might better capture this specific type of disfluency. Future research is needed to confirm and expand these preliminary findings. Supplemental Material https://doi.org/10.23641/asha.8847845

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

2013 ◽  
Vol 44 (4) ◽  
pp. 348-359 ◽  
Author(s):  
Ivy N. Y. Tang ◽  
Carol K. S. To ◽  
Brendan S. Weekes
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Writing Systems ◽  
Inference Making ◽  
Comprehension Skills ◽  
English Speaking ◽  
Character Reading ◽  
The Relationship

PurposeInference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between inference-making skills, as measured by riddle appreciation ability, and reading comprehension performance in typically developing Cantonese-speaking children in the 4th grade.MethodForty Cantonese-speaking children between the ages of 9;1 (years;months) and 11;0 were given tests of riddle appreciation ability and reading comprehension. Chinese character reading and auditory comprehension abilities were also assessed using tests that had been standardized in Hong Kong.ResultsRegression analyses revealed that riddle appreciation ability explained a significant amount of variance in reading comprehension after variance due to character reading skills and auditory comprehension skills were first considered. Orthographic, lexical, morphological, and syntactic riddles were also significantly correlated with reading comprehension.ConclusionRiddle appreciation ability predicts reading comprehension in Cantonese-speaking 4th-grade children. Therefore, training Cantonese speakers in riddle appreciation should improve their reading comprehension.

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