TITTLE

Brocas and Wernickes Aphasia affects the oral and writing

production in the English language production and
understanding in a student of seventh level at the Carrera de
Ingls.
I. NEEDS ANALYSIS OR STATEMENT OF THE
PROBLEM
People with receptive aphasia are unable to understand language in its written or
spoken form, and even though they can speak with normal grammar, syntax, rate, and
intonation, they cannot express themselves meaningfully using language.
Acute aphasia disorders usually develop quickly as a result of head injury or stroke, and
progressive forms of aphasia develop slowly from a brain tumor, infection, or
dementia.The area and extent of brain damage or atrophy will determine the type of
aphasia and its symptoms. Aphasia types include expressive aphasia, receptive
aphasia, conduction aphasia, anomic aphasia, global aphasia, primary progressive
aphasias and many others. Medical evaluations for the disorder range from clinical
screenings by a neurologist to extensive tests by a speech-language pathologist.
The symptoms of Broca's aphasia and Wernicke's aphasia combined. There is an almost total reduction of all aspects
of spoken and written language, in expression as well as comprehension.People that acquire/learn foreign languages
while they are children have BROCA working as a unit when they speak. When a person acquires/learns a language
as a child, the sub-areas of BROCA turn into one big area. Mother language and foreign languages are stored in the
same place, and the whole area is activated when the person speaks.

Expressive aphasia differs from dysarthria, which is typified by a patient's inability to
properly move the muscles of the tongue and mouth to produce speech. Expressive
aphasia contrasts with receptive aphasia, which is distinguished by a patient's inability
to comprehend language or speak with appropriately meaningful words. Any of the speech
subsystems (respiration, phonation,resonance, prosody, and articulation) can be affected, leading to
impairments in intelligibility, audibility, naturalness, and efficiency of vocal communication

Dysarthria is a disorder of speech whilst dysphasia is a disorder of language.
Speech is the process of articulation and pronunciation. It involves the bulbar
muscles and the physical ability to form words.
Language is the process in which thoughts and ideas become spoken. It involves
the selection of words to be spoken, called semantics, and the formulation of
appropriate sentences or phrases, called syntax.
Receptive dysphasia is difficulty in comprehension like putting words together to make meaning.
In reality there is usually considerable overlap of these conditions but a person who has pure
dysarthria without dysphasia would be able to read and write as normal and to make meaningful
gestures, provided that the necessary motor pathways are intact.
Write the a description in a paragraph form and also
complete the chart
Age: 21 years old
Race: Any
Social Class: 7th
Economics: Middle class
Education: Advanced knowledge of English

II. DESIRED RESULTS
Goal
*To socialize with the teacher the language disorder about
Dyshartia.
Objectives
To talk with the teacher about activities and ways that she can apply with the student.
To provide activities to the student to reinforce language production.
To talk to the student about the Dysarthria and ask for help in order to have better oral language
development.

Key concepts
What is dysarthia?
Dysarthria is a motor speech disorder. The muscles of the mouth, face, and respiratory
system may become weak, move slowly, or not move at all after a stroke or other brain
injury. The type and severity of dysarthria depend on which area of the nervous system is
affected.
Why does a child develop dysarthia?
The majority of children with dysarthia have disorders. In other words, like many other speech in
children, dysarthria can be caused by many different things. A traumatic brain injury (TBI) is one
possible cause. Brain tumors, cerebral palsy, and muscular dystrophy may also cause it.
Causes
Dysarthria is caused by many different conditions that involve the nervous system,
including the following:
Stroke
Brain injury
Tumors
Cerebral palsy
Parkinson's disease
Lou Gehrig's disease/amyotrophic lateral sclerosis (ALS)
Huntington's disease
Multiple sclerosis
Medications
What are some signs or symptoms of dysarthria
A person with dysarthria may experience any of the following symptoms, depending on the extent and
location of damage to the nervous system:
"Slurred" speech
Speaking softly or barely able to whisper
Slow rate of speech
Rapid rate of speech with a "mumbling" quality
Limited tongue, lip, and jaw movement
Abnormal intonation (rhythm) when speaking
Changes in vocal quality ("nasal" speech or sounding "stuffy")
Hoarseness
Breathiness
Drooling or poor control of saliva
Chewing and swallowing difficulty

Predisposing factors could include: Anxiety of child, shyness, timidity, hyper-sensitivity. Family
history of shyness, anxiety or selective mutism can include anxious parents, anxious behavior
modeling by parents.
Precipitating factors (triggers) could include: School or kindergarten admission, frequent
geographical moves, family belonging to linguistic minority, negative reactions to child talking
bullying, shouting etc.
Maintaining factors could include: Social Isolation of families, misdiagnosis (that is, the child is
wrongly diagnosed as having oppositional behavior, autism, retardation etc.), lack of early and
appropriate intervention. Lack of understanding by teachers, families, psychologists,
reinforcement of the mutism by increased attention or affection.

III. POSSIBLE SOLUTION


The purpose of this present project is to increase students commitment in language disorders
as Dysarthria for that we give some task to the student is the one of stimulating the brain by promoting
opportunities in which the pupil can live positive experiences. I say positive experiences because we dont want our
student to build and strengthen synapses of tough and unhappy experiences. This will help the student to
make his/her speak fluently and without alterations. In addition, this training will encourage the
student to find more resources or materials that help her/him speak in different situations in
which the student use the verbal communication.
Reduce distractions and background noise when you have a conversation.
Watch the person as they talk.
After speaking, allow them plenty of time to respond. If they feel rushed or pressured to speak,
they may become anxious, which can affect their ability to communicate.
Avoid finishing their sentences or correcting any errors in their language as this may cause
resentment and frustration. Ask what the person prefers.
If you do not understand what they are trying to communicate, do not pretend you understand.
They may find this patronising and upsetting. It's always best to be honest about your lack of
understanding. You could ask for clarification by asking yes/no questions or paraphrasing - for
example, say: "Did you ask me if I'd done the shopping?


Methodology
Try to control the articulation problems treated by speech language, using a variety of techniques.
Techniques used depend on the effect the dysarthria has on control of the articulators. Treatments target
the correction of deficits in rate of articulation, prosody: appropriate emphasis and inflection, intensity:
loudness of the voice, resonance:ability to alter the vocal tract and resonating spaces for correct speech
sounds and phonation: control of the vocal folds for appropriate voice quality and valving of the airway.
The treatment has usually involved exercises to increase strength and control over articulator muscles,
and using alternate speaking techniques to increase speaker intelligibility.
Requirements
a) Observe the students
b) Analysis of the class observation.
c) Choose activities for the students dysarthria
d) To socialize the activities with the students
e) Prepare a speech course about the language disorders Dysarthria
Strategies
a) To apply the activities with the student in the class.
b) To select the most meaningful activities for the student with this type of disorder.


IV. TIME OF APPLICATION
Week 1 2 3 4 5
Activities
To observe the student in the class.
Analysis of the oral production of the student.


To research useful activities for the student


To socialize the activities with the pupil.


To prepare a simple treatment for the student.


In order to develop this project we have to follow the
steps of the treatment. First, we have to observe to the
student and identify the disorder. then, we should analyze the
language disorder. Through this analysis we will search to find
useful activities that can help the student to use in the
language development. Finally, we have to prepare and easy
guide to speech about the language disorder. It will give the
student to know more about the causes and effects that can
produce.

V. EVALUATION
The project will be measured by the following. I will observe the student again in order to see if
the activities are working well. After that, I will provide some tasks in order to help her to
improve their language development. The activities give the opportunity to communicate in a
fluent way inside and outside the classroom.

VI. BIBLIOGRAPHY

Dysarthria and Dysphasia.Retrieved from.
http://www.patient.co.uk/doctor/dysarthria-and-dysphasia
Foundation for Medical Education and Research. All rights reserved. Retrieved from.
http://www.mayoclinic.org/diseases-
conditions/dysarthria/basics/definition/con-20035008

Speech disorders.2005.Retrieved from.http://www.asha.org/public/speech/disorders/dysarthria/
There are 11 possible causes of Speech articulation problems.Retrieved from
.http://www.healthline.com/symptom/speech-articulation-problems

http://www.asha.org/public/speech/disorders/dysarthria/

Reflection- Self-Assessment
How did you feel in this process from the beginning to end?
At the beginning we were a little bit worried about doing this project because this can help or
affect the student to know about the language disorders. We also feel kind of confused since
there are several disorders that seem similar but they affect differents areas of the brain causing
problems in the language production or understanding.
What area did you find the easiest?
We think that research about the desorden. Also, the socialization with the student to improve
her learning process.
What area did you find the most difficult?
I was difficult to identify the problem that the student has due to there are disorders that just
differ in one aspect. Therefore, after finding sources that support the topic chosen for the
promen it was not difficult at all.
Do you feel that you are now capable of writing a project and proposing solutions to
problems?
Yes,We do. We can say that it is very useful for me because we can train us to present
solutions in different problems and situations that we can find when we work. It gives us the
opportunity to improve our abilities to give solutions in different situations.