Acquired Auditory Verbal Agnosia and Seizures in Childhood

1978 ◽  
Vol 43 (2) ◽  
pp. 176-184 ◽  
Author(s):  
Judith A. Cooper ◽  
Peggy C. Ferry
Keyword(s):  
Clinical Features ◽  
Diagnostic Evaluation ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
First Report ◽  
Neurological Findings ◽  
Specific Syndrome ◽  
Language Evaluations

The syndome of acquired aphasia with associated seizures in children has been known since the first report in 1957. Since then, 42 cases have been reported. This paper presents a review of these cases and discusses clinical features of three additional children in whom the specific syndrome of auditory verbal agnosia was identified. Presenting features, medical and neurological findings, and results of detailed psychometric and speech and language evaluations are discussed. The syndrome should be suspected in any child who develops loss of previously acquired language, preceded, accompanied, or followed by seizures. Joint diagnostic evaluation and therapeutic planning by neurologists, speech-language pathologists, and teachers are recommended.

A Device to Mark Inaudible Behaviors on Audio Recordings

1987 ◽  
Vol 18 (3) ◽  
pp. 238-240
Author(s):  
Edward A. Shirkey ◽  
Ruben D. Kelly
Keyword(s):  
Speech And Language ◽  
Audio Tape ◽  
Speech Language Pathologists ◽  
Audio Recordings

A need exists for speech-language pathologists to have convenient and inexpensive ways to record, on audio tape, occurrences of important inaudible speech- and language-related behaviors. The device described below can be used to mark occurrences of such events.

scholarly journals Correction: The Clinical Features of Preschool Children With Speech and Language Disorder and the Role of Maternal Language

2021 ◽  
Vol 45 (3) ◽  
pp. 224-224
Author(s):  
Hyeong Seop Kim ◽  
Heesuk Shin ◽  
Chul Ho Yoon ◽  
Eun Shin Lee ◽  
Min-Kyun Oh ◽  
...  
Keyword(s):  
Preschool Children ◽  
Clinical Features ◽  
Language Disorder ◽  
Speech And Language ◽  
Maternal Language

Horner Syndrome

2019 ◽  
pp. 193-198
Author(s):  
Matthew J. Thurtell ◽  
Robert L. Tomsak
Keyword(s):  
Carotid Artery ◽  
Internal Carotid Artery ◽  
Clinical Features ◽  
Internal Carotid ◽  
Carotid Artery Dissection ◽  
Diagnostic Evaluation ◽  
Artery Dissection ◽  
Internal Carotid Artery Dissection ◽  
Horner Syndrome

Horner syndrome can be caused by a lesion anywhere along the oculosympathetic pathway. Although there may be other signs that help with localization of the lesion, the syndrome often occurs in isolation. In this chapter, we begin by reviewing the anatomy of the oculosympathetic pathway. We next describe the clinical features of Horner syndrome, which include ipsilateral miosis and eyelid ptosis. We then discuss the role and potential pitfalls of pharmacologic pupil testing in the diagnostic evaluation of Horner syndrome. We review the potential causes for Horner syndrome, with a focus on causes for acute isolated painful Horner syndrome, such as internal carotid artery dissection. Lastly, we discuss the workup, management, and potential complications of internal carotid artery dissection.

Navajo Speech and Language Evaluation

2020 ◽  
pp. 19-34
Author(s):  
Christine B. Vining ◽  
Davis E. Henderson
Keyword(s):  
American Indian ◽  
Cultural Differences ◽  
Alternative Assessment ◽  
Coordinated Care ◽  
Speech Language Pathologists ◽  
Indian Children ◽  
Language Evaluations ◽  
Typical Experience ◽  
Assessment Procedures

The case study highlights the importance of culturally and linguistically appropriate assessment of young Navajo/American Indian children and the importance of alternative assessment procedures to support appropriate diagnoses and recommendations. The case also illustrates systemic issues that result in lack of coordinated care, appropriate diagnosis, and lack of American Indian speech-language pathologists who understand linguistic and cultural differences. The case is based on a typical experience when clinicians who are not familiar with the Navajo language perform speech-language evaluations in Navajo-speaking communities.

Creating a Culturally-Responsive Speech and Language Program in a Tribal Community

2016 ◽  
Vol 1 (14) ◽  
pp. 69-80 ◽  
Author(s):  
Sarah Ross
Keyword(s):  
Culturally Responsive ◽  
Historical Context ◽  
Tribal Community ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Tribal Communities ◽  
Culturally Based

This article describes the development of a culturally responsive speech and language program for the Confederated Tribes of the Grand Ronde Community (CTGR) of Oregon. The historical context that served as a foundation for the speech and language program is first discussed. Next, a description of what constitutes a culturally-based program is presented. The specific culturally responsive attributes of the CTGR program are then elucidated followed by recommendations for speech-language pathologists (SLPs) desiring to create Tribal speech and language programs. In addition, insights presented in the article can provide guidance, more generally, for SLPs who currently serve Tribal communities through existing programs.

scholarly journals Communication Limitations in Patients With Progressive Apraxia of Speech and Aphasia

2020 ◽  
Vol 29 (4) ◽  
pp. 1976-1986
Author(s):  
Rene L. Utianski ◽  
Heather M. Clark ◽  
Joseph R. Duffy ◽  
Hugo Botha ◽  
Jennifer L. Whitwell ◽  
...  
Keyword(s):  
Functional Communication ◽  
Apraxia Of Speech ◽  
Speech And Language ◽  
Motor Speech ◽  
Entire Cohort ◽  
Severity Rating ◽  
Speech Language Pathologist ◽  
Motor Speech Disorder ◽  
Language Evaluations ◽  
Language Measures

Purpose Individuals with primary progressive apraxia of speech (AOS) have AOS in which disruptions in articulation and prosody predominate the speech pattern. Many develop aphasia and/or dysarthria later in the disease course. The aim of this study was to describe the communication limitations in these patients, as measured by (a) the patient via the Communicative Participation Item Bank (CPIB) and (b) the speech-language pathologist via the American Speech-Language-Hearing Association's (ASHA) Functional Communication Measures (FCMs) and an adapted motor speech disorder (MSD) severity rating. Method Speech and language evaluations were completed for 24 patients with progressive AOS ( n = 7 with isolated AOS; n = 17 with a combination of AOS and aphasia). Descriptive comparisons were utilized to evaluate differences in communication measures among patients with various combinations of MSDs and aphasia. Differences associated with phonetic predominant or prosodic predominant AOS were also examined. Across the entire cohort, correlations were calculated between the participation ratings and other clinical assessment measures. Results The CPIB reflected greater limitations for those with aphasia and AOS compared to isolated AOS, but was not notably different when dysarthria occurred with AOS ( n = 9/24). Across the cohort, there were statistically significant correlations between the CPIB and ASHA FCM–Motor Speech and Language Expression ratings and the MSD severity rating. The CPIB did not correlate with the ASHA FCM–Language Comprehension or other speech-language measures. Conclusions Patients with neurodegenerative AOS experience reduced participation in communication that is further exacerbated by co-occurring language deficits. The study suggests measures of severity cannot be assumed to correlate with measures of participation restrictions and offers a foundation for further research examining the day-to-day sequela of progressive speech and language disorders. Supplemental Material https://doi.org/10.23641/asha.12743252

scholarly journals The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know

2020 ◽  
Vol 51 (4) ◽  
pp. 939-954
Author(s):  
Carol Moxam
Keyword(s):  
English Language ◽  
School Age Children ◽  
Teaching Staff ◽  
School Age ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Spelling Development ◽  
Spelling Intervention ◽  
Shared Goal ◽  
Collaborative Working

Purpose Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal of facilitating the school-age child in accessing the curriculum. To facilitate and develop the collaborative working practices of SLPs working with school-age children and teaching staff, it is helpful, to both parties, to develop and extend their explicit understanding of the link between language, speech, and spelling. Method In this tutorial, I describe how verbal and written speech and language skills are inextricably linked and key to spelling development and progress. I will (a) discuss the complexities of spelling in the English language; (b) describe the links between language, speech, and spelling; and (c) propose a linguistically informed approach to spelling intervention. Conclusion SLPs have expertise in the key speech and language domains such as phonology, morphology, and semantics and are therefore well placed to play an important role in supporting learners in making links between these domains in relation to spelling development and intervention.

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