The effect of frequency of augmented input on the auditory comprehension of narratives for persons with Wernicke’s aphasia

Objective: to compare the effectiveness of visual action therapy (VAT) and auditory compression training (ACT) for language functions in patients with Wernicke Aphasia. Methodology: A Pilot Randomized Clinical trial was conducted. Patients with age range of 30- 60 years with neurological impairments and aphasia were included in the study. The participants n=12 were recruited through purposive sampling technique and randomly divided in to two groups through lottery method. One group received visual action therapy while other group received auditory comprehensive training. Each participant in both groups received three sessions per week in their homes for a time period of 10 weeks. The data were collected through Western Aphasic Battery (WAB). Results: The Mean of age of study participant in VAT and ACT as 51.83±7.83 and 60.3±2.05 respectively. In this study significant improvement has been observed after 10 weeks of intervention in visual action therapy group (p<0.05). Conclusion: It is concluded from the results that VAT significantly improved the western aphasic battery scoring and comprehension skills in patient with Wernicke’s aphasia. Key words: Auditory comprehension therapy, visual action therapy, Wernicke aphasia

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Wernicke’s Aphasia: Auditory Processing and Comprehension

10.1093/oxfordhb/9780199772391.013.5 ◽

2015 ◽

Author(s):

Margaret L. Greenwald

Keyword(s):

Auditory Processing ◽

Cognitive Model ◽

Current Evidence ◽

Auditory Comprehension ◽

Self Monitoring ◽

Theoretical Approaches ◽

Multiple Input ◽

Wernicke's Aphasia ◽

Impaired Attention ◽

Wernicke’S Area

This chapter includes a discussion of the symptoms of Wernicke’s aphasia, including impaired auditory comprehension and neologistic verbal expression. Anosognosia, impaired attention, and impaired self-monitoring are discussed as they relate to Wernicke’s aphasia. Current evidence of the neuroanatomical correlates of Wernicke’s aphasia and the role of Wernicke’s area is presented from a variety of experimental perspectives. Theoretical approaches to understanding impaired auditory processing in Wernicke’s aphasia are discussed in relation to perception, recognition, and comprehension of speech. Methods for the assessment and interpretation of receptive and expressive language in Wernicke’s aphasia and jargon aphasia are described within the context of a cognitive model depicting multiple input modalities and output modes of language. Finally, current methods for the treatment and management of Wernicke’s aphasia are reviewed, with an emphasis on evidence-based practice.

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Normative Data for the Revised Score Sheet of the Test for Auditory Comprehension of Language

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0904.210 ◽

1978 ◽

Vol 9 (4) ◽

pp. 210-212 ◽

Cited By ~ 1

Author(s):

Gordon W. Blood ◽

Bonita Renée Greenberg

Keyword(s):

Normative Data ◽

Auditory Comprehension ◽

Score Sheet

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Linguistic Interactions: A Therapeutic Consideration for Adults With Aphasia

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.3.93 ◽

2008 ◽

Vol 17 (3) ◽

pp. 93-98

Author(s):

Lynn E. Fox

Keyword(s):

Clinical Outcomes ◽

Social Contexts ◽

Interaction Models ◽

Social Communities ◽

Wernicke's Aphasia ◽

Communication Challenges ◽

Therapeutic Consideration ◽

Patterns Of Interaction ◽

Structural Language

Abstract Linguistic interaction models suggest that interrelationships arise between structural language components and between structural and pragmatic components when language is used in social contexts. The linguist, David Crystal (1986, 1987), has proposed that these relationships are central, not peripheral, to achieving desired clinical outcomes. For individuals with severe communication challenges, erratic or unpredictable relationships between structural and pragmatic components can result in atypical patterns of interaction between them and members of their social communities, which may create a perception of disablement. This paper presents a case study of a woman with fluent, Wernicke's aphasia that illustrates how attention to patterns of linguistic interaction may enhance AAC intervention for adults with aphasia.

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