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Relevant bibliographies by topics / Cognitive-communication deficits

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Academic literature on the topic 'Cognitive-communication deficits'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Cognitive-communication deficits"

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Milton, Sandra B. "Management of subtle cognitive communication deficits." Journal of Head Trauma Rehabilitation 3, no. 2 (1988): 1–12. http://dx.doi.org/10.1097/00001199-198806000-00002.

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Khatoonabadi, Ahmad Reza, Yves Joanette, Michael Andreas Nitsche, and Ana Ines Ansaldo. "Considerations about cognitive communication deficits following COVID‐19." Psychiatry and Clinical Neurosciences 74, no. 12 (2020): 662–63. http://dx.doi.org/10.1111/pcn.13159.

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Youse, Kathleen M. "Medications That Exacerbate or Induce Cognitive-Communication Deficits." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 18, no. 4 (2008): 137–43. http://dx.doi.org/10.1044/nnsld18.4.137.

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Abstract Purpose : Some medications can cause or exacerbate cognitive-communication deficits and thus complicate, rather than facilitate, restoration of health. Unfortunately, the literature regarding the negative cognitive or communicative side effects of medications is limited because a variety of methodologies are used in such research, making outcomes difficult to compare. It is recommended that speech-language pathologists (SLPs) thoroughly investigate any medication a patient may be prescribed to determine if and how it may affect cognitive-communicative ability. Method : The current lit

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Duncan, Amie, Leanne Tamm, Allison M. Birnschein, and Stephen P. Becker. "Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder." Autism 23, no. 6 (2018): 1354–62. http://dx.doi.org/10.1177/1362361318811329.

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Adolescents with autism spectrum disorder frequently experience social communication difficulties, executive functioning deficits, and anxiety and depressive symptoms, which are similar to the symptoms and correlates of sluggish cognitive tempo. Although sluggish cognitive tempo is related to, but distinct from, the inattentive and hyperactive-impulsive symptoms of attention-deficit/hyperactivity disorder that commonly co-occur with autism spectrum disorder, few studies have examined sluggish cognitive tempo in autism spectrum disorder. We examined whether sluggish cognitive tempo and attentio

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Mohapatra, Bijoyaa. "The contribution of cognition to the rehabilitation of language and communication deficits." International Journal of Therapy and Rehabilitation 27, no. 11 (2020): 1–16. http://dx.doi.org/10.12968/ijtr.2019.0098.

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Background/Aims There is growing evidence to suggest that cognitive processes, in particular working memory and executive functions, are related to language functions such as syntactic processing, reading comprehension, narration and conversational discourse. This article offers rehabilitation considerations for speech-language pathologists to include cognitive assessment and treatment in their clinical practice. The information presented will also be useful in promoting multidisciplinary rehabilitation. Methods A critical review of the literature on the interaction between cognitive processes

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Girardi‐Schappo, Mauricio, Fatemeh Fadaie, Hyo Min Lee, et al. "Altered communication dynamics reflect cognitive deficits in temporal lobe epilepsy." Epilepsia 62, no. 4 (2021): 1022–33. http://dx.doi.org/10.1111/epi.16864.

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Parrish, Christine, Carole Roth, Brooke Roberts, and Gail Davie. "Assessment of Cognitive-Communicative Disorders of Mild Traumatic Brain Injury Sustained in Combat." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 19, no. 2 (2009): 47–57. http://dx.doi.org/10.1044/nnsld19.2.47.

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Abstract Background: Mild traumatic brain injury (mTBI) is recognized as the signature injury of the current conflicts in Iraq and Afghanistan, yet there remains limited understanding of the persisting cognitive deficits of mTBI sustained in combat. Speech-language pathologists (SLPs) have traditionally been responsible for evaluating and treating the cognitive-communication disorders following severe brain injuries. The evaluation instruments historically used are insensitive to the subtle deficits found in individuals with mTBI. Objectives: Based on the limited literature and clinical eviden

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Purdy, Mary, and Aimee Dietz. "Factors Influencing AAC Usage by Individuals With Aphasia." Perspectives on Augmentative and Alternative Communication 19, no. 3 (2010): 70–78. http://dx.doi.org/10.1044/aac19.3.70.

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Abstract Instructing individuals with aphasia in the usage of AAC strategies and devices is a challenging endeavor. Not only does this population present with a wide range of linguistic impairments, but many individuals also demonstrate cognitive deficits, which may adversely affect communication. This paper will summarize the wide variety of cognitive deficits demonstrated by individuals with aphasia, specifically attention, memory and executive functioning problems. In addition, we will review the impact of these cognitive impairments on communicative competence. Finally, we will discuss an

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Xiao, Jinming, Huafu Chen, Xiaolong Shan, et al. "Linked Social–Communication Dimensions and Connectivity in Functional Brain Networks in Autism Spectrum Disorder." Cerebral Cortex 31, no. 8 (2021): 3899–910. http://dx.doi.org/10.1093/cercor/bhab057.

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Abstract Much recent attention has been directed toward elucidating the structure of social interaction–communication dimensions and whether and how these symptom dimensions coalesce with each other in individuals with autism spectrum disorder (ASD). However, the underlying neurobiological basis of these symptom dimensions is unknown, especially the association of social interaction and communication dimensions with brain networks. Here, we proposed a method of whole-brain network-based regression to identify the functional networks linked to these symptom dimensions in a large sample of child

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Kralova, M., B. Meszaros Hideghety, J. Markova, Z. Csefalvay, and M. Hajduk. "The relationship between language deficit, severity and structure of cognitive decline and BPSD in patients with dementia and MCI." European Psychiatry 33, S1 (2016): S370. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1326.

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IntroductionComprehensive language testing shows a strong relationship between overall severity of cognitive decline and language deficit. Moreover, the language performance can be affected also by neuropsychiatric symptoms of dementia.AimTo detect the language deficits in sentence comprehension in patients with MCI and dementia and to determine the relationship between them, the severity and the structure of cognitive impairment and independently between them and BPSD.MethodIn the sample of 46 cognitively declined patients (MCI and dementia, majority of them with Alzheimer's disease), we eval

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Dissertations / Theses on the topic "Cognitive-communication deficits"

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Baker, Katherine Louise. "Cognitive Evoked Auditory Potentials and Neuropsychological Measures Following Concussion in College Athletes." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209744334.

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Chamberlain, Ashley Elizabeth. "Cognitive-communication deficits caused by topiramate : a summary of implications relevant to SLPs." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3052.

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This report provides an overview of the adverse effects of the antiepileptic drug topiramate. Specifically, it evaluates the negative cognitive-communication effects of topiramate on individuals with epilepsy and postulates that treating these deficits is within the scope of practice of speech-language pathologists. It begins with a discussion on epilepsy, description of seizures, and the mechanism of action for antiepileptic drugs. It then provides an overview of cognitive communication deficits caused by antiepileptic drugs, including: memory problems, impairments in attention, and executive

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Lane, Mary Katherine Grace. "Communication dyad training for individuals with brain injury and everyday communication partners." Thesis, 2014. http://hdl.handle.net/2152/26275.

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Individuals with brain injury are in need of speech and language therapy to improve impaired cognitive-communicative skills. Including significant communication partners (e.g., caregivers, spouses or parents) in intervention encourages carryover of skills practiced in therapy to natural communication contexts. Additionally, unimpaired partners benefit from training on how to communicate more effectively and and support the partner’s use of compensatory strategies for impaired cognitive skills. The objective of this multiple single case study was to evaluate the outcomes of a training prog

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Kochová, Klára. "Kognitivní procesy při taktilním vnímání geometrických těles nevidomými žáky." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329784.

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OF THE THESIS The topic of this thesis is to study the cognitive processes (especially perception, imagination and thinking) of blind pupils through experiments with geometric objects. Tools of the experiment are four tasks (two for one pupil, two for a pair of pupils) that are recorded, transcribed into written protocols and analysed. An overview of the involved cognitive functions or naming of missing cognitive functions has been complied on basis of the specialised literature as a theoretical solution of analysis. Findings of psychology of mathematics didactic were other important theoretic

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Chriqui, Estefania. "Évaluation de l'acuité visuelle chez la personne âgée atteinte de troubles de la cognition." Thèse, 2012. http://hdl.handle.net/1866/8590.

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Objectif : L'évaluation de l'acuité visuelle (AV) chez la personne âgée atteinte de troubles cognitifs peut être limitée par le manque de collaboration ou les difficultés de communication du patient. Très peu d'études ont examiné l'AV chez les patients atteints de déficits sévères de la cognition. L’objectif de cette étude était d’évaluer l'AV chez la personne âgée vulnérable ayant des troubles cognitifs à l'aide d'échelles variées afin de vérifier leur capacité à répondre à ces échelles. Méthodes: Trois groupes de 30 sujets chacun ont été recrutés. Le premier groupe était constitué de sujets

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Snelgar, Elizabeth Claire Gien. "Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy." Diss., 2010. http://hdl.handle.net/10500/4815.

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Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual words. This study brings together a synthesis of current research on early language acquisition, language structure, vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby providing a theoretical framework for a comparative study of limited English proficient learners (LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary deficits an

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Books on the topic "Cognitive-communication deficits"

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Dud, Iulia, Louise Brennan, and Dene Robertson. Autism, Attention Deficit Hyperactivity Disorder, and Cognitive Enhancement. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0012.

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Attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are common neurodevelopmental disorders. Impairments in attention and executive functions are core characteristics of ADHD. ASD is primarily characterized by severe deficits in social communication, but cognitive impairments are common, including in attention and executive functions. Currently, there is only limited evidence for efficacy of either pharmacological or behavioral interventions for the treatment of the cognitive deficits associated with the disorders. This chapter presents the current evidence base

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Wilson, Maximiliano A., Bernadette Ska, and Yves Joanette. Discourse and Social Cognition Disorders Affecting Communication Abilities. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.14.

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This chapter offers an overview of the pragmatic and social communication disorders that can occur after an alteration of the brain, as best exemplified by individuals with right hemisphere damage. It also discusses the theoretical approaches developed to explain indirect speech act comprehension and inference impairments affecting conversational and narrative comprehension. Similar deficits have been described in other brain-damaged populations such as individuals with traumatic brain injuries, early dementia, and some forms of aphasia. Taken together, deficits of discourse and social aspects

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Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social

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Sahlén, Birgitta, Kristina Hansson, Viveka Lyberg-Åhlander, and Jonas Brännström. Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0006.

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Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor list

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Diamond, Pamela M. Traumatic brain injury. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0053.

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During the past decade, traumatic brain injury (TBI) has become a frequent topic in the media. It has been a decade of expanding awareness, increased research, and growing concern about TBI of all severity levels. Consistent with this increased attention, researchers and policymakers have made strides toward greater understanding of the risks of TBI, the scope and complexity of the symptom profiles seen after TBI, and the types of treatments that optimize recovery. Recent studies have confirmed a 50 to 60% prevalence of TBI among prisoners. Most have experienced multiple injuries and experienc

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Leon, Susan A., Amy D. Rodriguez, and John C. Rosenbek. Right Hemisphere Damage and Prosody. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.15.

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Communication requires interdependent functioning of large portions of the brain, and damage to any of these systems can disrupt effective and appropriate communication. Damage to the right hemisphere or basal ganglia can result in difficulty using or understanding prosodic contours in speech. Prosody includes pitch, loudness, rate, and voice quality, and is used to convey emotional connotation or linguistic intent. A disorder in the comprehension or production of prosody is known as aprosodia; affective aprosodia is a specific deficit affecting emotional or affective prosodic contours. The ri

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Taylor, Eric. Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.001.0001.

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Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory

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Book chapters on the topic "Cognitive-communication deficits"

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Hux, Karen, and Carly Dinnes. "Using Digital Photography to Support the Communication of People with Aphasia, Dementia or Cognitive-Communication Deficits." In Everyday Technologies in Healthcare. CRC Press, 2019. http://dx.doi.org/10.1201/9781351032186-6.

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Shapcott, Jean. "Communicating with People with Cognitive Deficits." In Communication in Nursing and Healthcare: A Guide for Compassionate Practice. SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781529714753.n9.

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Coelho, Carl A. "Cognitive-Communication Deficits Following Traumatic Brain Injury." In Brain Injury Medicine. Springer Publishing Company, 2012. http://dx.doi.org/10.1891/9781617050572.0067.

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COELHO, CARL A., and ANDRÉ LINDSEY. "Cognitive-Communication Deficits Following Traumatic Brain Injury." In Brain Injury Medicine, 3rd ed. Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826143051.0069.

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Halder, Susmita, and Akash Mahato. "Cognitive Remediation Therapy in Chronic Schizophrenia." In Research Anthology on Rehabilitation Practices and Therapy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch067.

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Cognitive impairments are now recognized as one of the most ubiquitous features of schizophrenia. Cognitive deficits appear to play a large role in how patients with schizophrenia function in their everyday lives. The role of cognitive deficits in schizophrenia may be gauged by the fact that even when patients with schizophrenia are relatively free of psychotic symptoms, many still have extraordinary difficulty with communication, motivation, self-care, and establishing and maintaining relationships with others. Patients with schizophrenia are often additionally treated with supportive psychotherapy, behavioral management, or social skills training as required. However, the efficacy of these adjunct therapies could be limited in presence of marked cognitive deficits. Thus it becomes crucial to have specific intervention for the underlying cognitive deficits that appear detrimental to improvement of functioning of patients with schizophrenia. The present chapter focuses on cognitive training based intervention program for schizophrenia patients and its efficacy.

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Halder, Susmita, and Akash Mahato. "Cognitive Remediation Therapy in Chronic Schizophrenia." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0519-8.ch016.

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Cognitive impairments are now recognized as one of the most ubiquitous features of schizophrenia. Cognitive deficits appear to play a large role in how patients with schizophrenia function in their everyday lives. The role of cognitive deficits in schizophrenia may be gauged by the fact that even when patients with schizophrenia are relatively free of psychotic symptoms, many still have extraordinary difficulty with communication, motivation, self-care, and establishing and maintaining relationships with others. Patients with schizophrenia are often additionally treated with supportive psychotherapy, behavioral management, or social skills training as required. However, the efficacy of these adjunct therapies could be limited in presence of marked cognitive deficits. Thus it becomes crucial to have specific intervention for the underlying cognitive deficits that appear detrimental to improvement of functioning of patients with schizophrenia. The present chapter focuses on cognitive training based intervention program for schizophrenia patients and its efficacy.

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Yildirim, Gülsen, and Didem Gökçay. "Problems Associated with Computer-Mediated Communication Cognitive Psychology and Neuroscience Perspectives." In Affective Computing and Interaction. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-892-6.ch011.

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In this chapter, the authors examine some of behavioral problems frequently observed in computer-mediated communication and point out that a subset of these behavioral problems is similar to those of patients with brain lesions. The authors try to draw an analogy between the lack of affective features in text-based computer-mediated communication (CMC) versus the functional deficits brought along by regional brain damage. In addition, they review the social psychological studies that identify behavioral problems in CMC, and merge the literature in these different domains to propose some requirements for initiating conceptual changes in text-based CMC applications.

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Javitt, Daniel C. "Glutamate in the pathophysiology of schizophrenia." In Psychotic Disorders, edited by Michael A. P. Bloomfield and Oliver D. Howes. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190653279.003.0032.

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Glutamate theories of schizophrenia were first proposed over 30 years ago and since that time have become increasingly accepted. Theories are supported by the ability of N-methyl-D-aspartate receptor (NMDAR) antagonists such as phencyclidine (PCP) or ketamine to induce symptoms that closely resemble those of schizophrenia. Moreover, NMDAR antagonists uniquely reproduce the level of negative symptoms and cognitive deficits observed in schizophrenia, suggesting that such models may be particularly appropriate to poor outcome forms of the disorder. As opposed to dopamine, which is most prominent within frontostriatal brain regions, glutamate neurons are present throughout cortex and subcortical structures. Thus, NMDAR theories predict widespread disturbances across cortical and thalamic pathways, including sensory brain regions. In auditory cortex, NMDAR play a critical role in the generation of mismatch negativity (MMN), which may therefore serve as a translational marker of NMDAR dysfunction across species. In the visual system, NMDAR play a critical role in function of the magnocellular visual system. Deficits in both auditory and visual processing contribute to social and communication deficits, which, in turn, lead to poor functional outcome. By contrast, NMDAR dysfunction within the frontohippocampal system may contribute to well described deficits in working memory, executive processing and long-term memory formation. Deficits in NMDAR function may be driven by disturbances in presynaptic glutamate release, impaired metabolism of NMDAR modulators such as glycine or D-serine, or intrinsic abnormalities in NMDAR themselves.

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Yashomathi. "Aided Augmentative and Alternative Communication (AAC) Systems for Individuals With Autism Spectrum Disorders." In Interdisciplinary Approaches to Altering Neurodevelopmental Disorders. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3069-6.ch006.

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Autism spectrum disorders (ASDs) are complex neuro-developmental disorders. They demonstrate pervasive deficits in social communication, restricted and repetitive behaviors, cognitive impairments, etc. Most often individuals with ASDs are often considered “non-verbal” and they require comprehensive intervention to improve their functional communication skills. Augmentative and alternative communication (AAC) was always viewed as a “last resort” for people with complex communication needs when all other interventions failed to achieve the potential benefit. However, with growing evidence, AAC has been implemented even in children with communication difficulties to augment spoken language development. Thus, this chapter aims to discuss the characteristics of ASD, to describe the need for AAC intervention in children with ASD, challenges and practices of AAC in ASD, to review implementation of aided AAC systems for children with ASD in different contexts, to indicate the gaps and future prospective in AAC intervention for people with ASDs.

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Brüne, Martin. "Autism spectrum disorder." In Textbook of Evolutionary Psychiatry and Psychosomatic Medicine. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198717942.003.0006.

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Autism spectrum disorder (ASD) is characterized by social communication deficits, impaired social interaction, and restricted and stereotyped behaviours and interests. The typical onset is during early childhood. Behaviourally, people with ASD have difficulties in tolerating proximity. Insecure attachment is frequently observed. At the cognitive level, people with ASD have selective difficulties in mentalizing or ‘theory of mind’, possibly related to a dysfunctional mirror neuron system and alterations of the oxytocin system. Conversely, many with ASD (particularly those formerly diagnosed with Asperger’s syndrome) have superior technical skills. It has been hypothesized that the brains of individuals with ASD are skewed to maleness, possibly linked to genomic imprinting of paternal genes. The preservation of genes that predispose to ASD may have undergone sexual selection fostering ‘slow’ life-history strategies. None of the evolutionary hypotheses on ASD is conclusive so far, but open to empirical testing.

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Conference papers on the topic "Cognitive-communication deficits"

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Martins, Inês, Cristiane Lima Nunes, Simone Aparecida Capellini, and Graça S. Carvalho. "COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL: ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end116.

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Linguistic and Cognitive skills play an essential role in the development of communication, language and literacy. Therefore, their assessment of school children is crucial since it allows the child's cognitive and linguistic profile characterisation, according to the school year she attends. This study intended to describe the adaptation and validation process of the instrument – Cognitive and Linguistic Skills Assessment Protocol. This Protocol was adapted from a Brazilian (Portuguese) version to a European Portuguese version to evaluate the cognitive-linguistic skills of school children (1s

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Calado, Jorge, Fernando Luís-Ferreira, Joao Sarraipa, and Ricardo Jardim-Goncalves. "A Framework to Bridge Teachers, Student’s Affective State, and Improve Academic Performance." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72000.

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Some of the biggest problems tackling Higher Education Institutions (HEI) are student’s drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources that can bridge the communication gap between the faculty staff and the affective needs of these students. In this paper, we present a framework capable of collecting analytic data, from an array of emotions, affects and behaviours, acqu

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