Relevant bibliographies by topics / Verbal apraxia

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Academic literature on the topic 'Verbal apraxia'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Verbal apraxia"

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Presotto, Monia, Maira Rozenfeld Olchik, Artur Francisco Shumacher Shuh, and Carlos R. M. Rieder. "Assessment of Nonverbal and Verbal Apraxia in Patients with Parkinson’s Disease." Parkinson's Disease 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/840327.

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Objective. To assess the presence of nonverbal and verbal apraxia in patients with Parkinson’s disease (PD) and analyze the correlation between these conditions and patient age, education, duration of disease, and PD stage, as well as evaluate the correlation between the two types of apraxia and the frequency and types of verbal apraxic errors made by patients in the sample.Method. This was an observational prevalence study. The sample comprised 45 patients with PD seen at the Movement Disorders Clinic of the Clinical Hospital of Porto Alegre, Brazil. Patients were evaluated using the Speech Apraxia Assessment Protocol and PD stages were classified according to the Hoehn and Yahr scale.Results. The rate of nonverbal apraxia and verbal apraxia in the present sample was 24.4%. Verbal apraxia was significantly correlated with education (p≤0.05). The most frequent types of verbal apraxic errors were omissions (70.8%). The analysis of manner and place of articulation showed that most errors occurred during the production of trill (57.7%) and dentoalveolar (92%) phonemes, consecutively.Conclusion. Patients with PD presented nonverbal and verbal apraxia and made several verbal apraxic errors. Verbal apraxia was correlated with education levels.
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Toğram, Bülent. "How Do Families of Children with Down Syndrome Perceive Speech Intelligibility in Turkey?" BioMed Research International 2015 (2015): 1–11. http://dx.doi.org/10.1155/2015/707134.

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Childhood verbal apraxia has not been identified or treated sufficiently in children with Down syndrome but recent research has documented that symptoms of childhood verbal apraxia can be found in children with Down syndrome. But, it is not routinely diagnosed in this population. There is neither an assessment tool in Turkish nor any research on childhood verbal apraxia although there is a demand not only for children with Down syndrome but also for normally developing children. The study examined if it was possible to determine oral-motor difficulties and childhood verbal apraxia features in children with Down syndrome through a survey. The survey was a parental report measure. There were 329 surveys received. Results indicated that only 5.6% of children with Down syndrome were diagnosed with apraxia, even though many of the subject children displayed clinical features of childhood verbal apraxia. The most frequently reported symptoms of childhood verbal apraxia in literature were displayed by the children with Down syndrome in the study. Parents could identify childhood verbal apraxia symptoms using parent survey. This finding suggests that the survey can be developed that could serve as a screening tool for a possible childhood verbal apraxia diagnosis in Turkey.
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Melle Hernández, Natalia. "Apraxia verbal: una patología multidimensional." Acción Psicológica 4, no. 3 (July 7, 2012): 49. http://dx.doi.org/10.5944/ap.4.3.473.

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Acquired apraxia of speech is an alteration of the production of speech that results of a cerebral wound. In the last ten years it has enlarged the interest by the description and understanding of its nature. Therefore, different centered lines of study in several aspects have arisen. These are: the neuropathological bases, the processes cognitivo-motors and the verbal conducts of the apraxia of speech. This paper presents relevant concepts of neuroanatomy, psycholingüistic and motor control of speech models, and perceptual, acoustic and physiologic analyses of apraxia of speech.
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ITO, MOTONOBU. "Verbal apraxia and motor aphasia." Japan Journal of Logopedics and Phoniatrics 28, no. 2 (1987): 129–31. http://dx.doi.org/10.5112/jjlp.28.129.

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Ardila, Alfredo, and Monica Rosselli. "Conduction aphasia and verbal apraxia." Journal of Neurolinguistics 5, no. 1 (January 1990): 1–14. http://dx.doi.org/10.1016/0911-6044(90)90028-w.

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Ortiz, Karin Zazo, and Fernanda Chapchap Martins. "The relationship between severity of apraxia of speech and working memory." Dementia & Neuropsychologia 4, no. 1 (March 2010): 63–68. http://dx.doi.org/10.1590/s1980-57642010dn40100011.

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Abstract Based on previously observed relationships between working memory (WM) and speech, the current study investigated the relationship between degree of oral apraxia (AOS) and WM capacity. Methods: This study involved assessment and classification of degree of apraxia of speech in 22 apraxic participants and evaluation of WM capacity using digit span and word-list repetition tests. Both tests were able to assess the phonoarticulatory loop, while the Rey Auditory Verbal Learning Test investigated the phonoarticulatory loop and the episodic buffer. Results: Independently from the degree of apraxia of speech, all of participants presented compromise in WM. Conclusions: The data presented might suggest that individuals with AOS typically have WM impairment, but it is still not clear if the severity of AOS is related to WM capacity. Future studies could verify the relationship between the severity of apraxia and the severity of WM deficits.
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Raymer, Anastasia M., Beth McHose, and Kimberly Graham. "Gestural Facilitation in Treatment of Apraxia of Speech." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 20, no. 3 (October 2010): 94–98. http://dx.doi.org/10.1044/nnsld20.3.94.

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Purpose: Luria (1970) proposed the use of intersystemic reorganization to use an intact system to facilitate improvements in a damaged cognitive system. In this article, we review literature examining the effects of gesture as a modality to promote reorganization to improve verbal production in apraxia of speech and anomia. Methods: A gestural facilitation training paradigm is described and results of a recent systematic review of apraxia of speech treatment are reviewed. The interplay between apraxia of speech and anomia are considered in response to gestural facilitation training. Results & Conclusions: Gestural facilitation effects are strongest in individuals with moderate apraxia of speech. Several factors appear to mitigate the effects of gestural facilitation for verbal production, including severe apraxia of speech and semantic anomia. Severe limb apraxia, which often accompanies severe apraxia of speech, appears to be amenable to gestural treatment, providing improvements in gesture use for communication when verbal production gains are not evident.
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DUMONT, CATHERINE, BERNADETTE SKA, and YVES JOANETTE. "Conceptual apraxia and semantic memory deficit in Alzheimer's disease: Two sides of the same coin?" Journal of the International Neuropsychological Society 6, no. 6 (September 2000): 693–703. http://dx.doi.org/10.1017/s1355617700666079.

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This study was designed to examine the patterns of apraxic disturbances and the relationships between action knowledge and other measures of semantic knowledge about objects in 10 well-characterized Alzheimer's disease (AD) patients. Five tasks were used to assess components of action knowledge (action–tool relationships, pantomime recognition, and sequential organization of action) and praxis execution (actual use, pantomiming) according to the cognitive model of praxis. Three tasks (verbal comprehension, naming, and a visual semantic matching task) were used to assess verbal–visual semantics. Considering patterns of apraxia first, conceptual apraxia was found in 9 out of the 10 AD patients, suggesting that it is a common feature even in the early stages of AD. Second, we found partly parallel deficits in tests of action-semantic and verbal–visual semantic knowledge in 9 AD patients. Impaired action knowledge was found only in patients with a semantic language deficit. These findings provide no evidence that “action semantics” may be separated from other semantic information. Our results support the view of a unitary semantic system, given that the representations of action-semantic and other semantic knowledge of objects are often simultaneously disrupted in AD. (JINS, 2000, 6, 693–703.)
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Cera, Maysa Luchesi, and Karin Zazo Ortiz. "Análise fonológica dos erros da apraxia adquirida de fala." Pró-Fono Revista de Atualização Científica 21, no. 2 (June 2009): 143–48. http://dx.doi.org/10.1590/s0104-56872009000200010.

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TEMA: a caracterização fonológica dos erros presentes na fala do indivíduo com apraxia de fala pode fornecer dados para uma melhor compreensão deste distúrbio e, conseqüentemente, para o desenvolvimento de propostas terapêuticas. Em geral, os estudos que analisam fonologicamente a fala do indivíduo com apraxia de fala são internacionais e a literatura nacional que aborda esse distúrbio da fala se baseia nestes trabalhos. OBJETIVO: realizar análise fonológica dos erros presentes na fala do indivíduo com apraxia de fala, falante do Português, falado no Brasil. MÉTODO: participaram do estudo 20 adultos com apraxia de fala. Foi realizada análise fonológica dos erros do tipo substituição e omissão, obtidos através do protocolo de avaliação da apraxia verbal e não-verbal. RESULTADOS: alguns dos fonemas mais freqüentemente acometidos pelos erros de fala dos apráxicos falantes da língua portuguesa (/b/, /λ / e /3 /) revelaram diferença dos achados de estudos internacionais. CONCLUSÃO: verificou-se que os erros presentes na fala dos indivíduos com apraxia de fala parecem sofrer interferência específica da língua, uma vez que os fonemas mais freqüentemente produzidos com erro diferiram dos descritos em estudos internacionais.
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Cera, Maysa Luchesi, and Karin Zazo Ortiz. "Phonological analysis of substitution errors of patients with apraxia of speech." Dementia & Neuropsychologia 4, no. 1 (March 2010): 58–62. http://dx.doi.org/10.1590/s1980-57642010dn40100010.

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Abstract The literature on apraxia of speech describes the types and characteristics of phonological errors in this disorder. In general, phonemes affected by errors are described, but the distinctive features involved have not yet been investigated. Objective: To analyze the features involved in substitution errors produced by Brazilian-Portuguese speakers with apraxia of speech. Methods: 20 adults with apraxia of speech were assessed. Phonological analysis of the distinctive features involved in substitution type errors was carried out using the protocol for the evaluation of verbal and non-verbal apraxia. Results: The most affected features were: voiced, continuant, high, anterior, coronal, posterior. Moreover, the mean of the substitutions of marked to markedness features was statistically greater than the markedness to marked features. Conclusions: This study contributes toward a better characterization of the phonological errors found in apraxia of speech, thereby helping to diagnose communication disorders and the selection criteria of phonemes for rehabilitation in these patients.
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Dissertations / Theses on the topic "Verbal apraxia"

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Presotto, Monia. "Avaliação das habilidades de praxia não verbal e verbal em pacientes com diagnóstico de Doença de Parkinson." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/114990.

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Introdução: A articulação da fala é um dos aspectos fonoaudiológicos mais comprometidos na doença de Parkinson (DP). Pacientes com DP apresentam risco de manifestar apraxia não verbal e verbal. A apraxia não verbal ocorre quando há um déficit na habilidade de sequencialização dos movimentos voluntários não verbais da língua, lábios, mandíbula e outras estruturas orofaciais associadas, e a apraxia verbal é definida como um déficit na habilidade de sequencializar os controles motores necessários para o posicionamento correto dos articuladores durante a produção voluntária da fala. A prevalência com que apraxia da fala ocorre na DP não está bem estabelecida, sendo um distúrbio pouco explorado nesses pacientes. É um estudo inédito, até onde temos conhecimento, quanto à identificação dos erros práxicos verbais na DP. Objetivo: avaliar a prevalência da praxia não verbal e verbal em pacientes com doença de Parkinson, correlacionandoas com idade, escolaridade, tempo de doença e estadiamento da DP (Hoehn e Yahr), assim como correlacionar a apraxia não verbal com a apraxia verbal e identificar os erros práxicos verbais. Método: Estudo quantitativo, observacional, descritivo e de prevalência. Foram avaliados 45 pacientes acometidos pela DP, que realizaram seguimento clínico no ambulatório de Distúrbios do Movimento do Hospital de Clínicas de Porto Alegre, Brasil, através da aplicação do Protocolo de Avaliação da Apraxia da Fala, e o estadiamento da DP foi controlado através da escala de Hoehn e Yahr (H&Y). Resultados: A prevalência de apraxia não verbal e verbal nos pacientes com DP foi de 24,4%. Não houve significância entre apraxia não verbal com idade, escolaridade, tempo de doença, estadiamento da DP (H&Y) e gênero. A correlação entre apraxia verbal e escolaridade foi significante (p≤0,05), mas não houve significância com idade, tempo de doença, estadiamento da DP (H&Y) e gênero. Os tipos de erros práxicos verbais mais frequentes foram as omissões (70,8%). Quanto ao ponto e modo articulatório os fonemas mais alterados foram os dentoalveolares (92%) e os vibrantes (57,7%), consecutivamente. Conclusão: Os pacientes com DP apresentaram apraxia não verbal e verbal com manifestação de muitos erros práxicos verbais, estando a apraxia verbal correlacionada com a escolaridade.
Introduction: The speech articulation is one of the aspects most impaired in Parkinson's disease (PD). Patients PD present risk of expressing nonverbal and verbal apraxia. The nonverbal apraxia occurs when there is a deficit in the sequencing ability of nonverbal voluntary movements of the tongue, lips, jaw and other associated orofacial structures, while the verbal apraxia is defined as a deficit in the ability of sequencing the necessary motor controls in order to place the articulators correctly during the voluntary speech production. The predominance with which apraxia of speech occurs in PD is not well established and rarely explored in these patients. As far as we know, it is an unprecedented study regarding the identification of verbal praxic errors in PD. Objective: To assess the prevalence of nonverbal and verbal apraxia in patients with Parkinson's disease, correlating them with age, education, duration of disease and PD stage (Hoehn e Yahr), as well as to correlate nonverbal with verbal apraxia and identify the verbal praxic errors. Method: Quantitative, observational, descriptive and prevalence study. Forty-five patients with PD were evaluated. They were submitted to the clinical follow-up in the Movement Disorders Clinic of the Cinical Hospital of Porto Alegre, Brazil, through the application of the Speech Apraxia Assessment Protocol. Additionally, the PD stage was controlled through the Hoehn and Yahr scale (H&Y). Results: The prevalence of nonverbal and verbal apraxia in patients with PD was 24.4%. There was no significance between the nonverbal apraxia with age, education, duration of disease, PD stage (H&Y), and genre. The correlation between verbal apraxia and education was significant (p ≤ 0.05), but there was no significance with age, duration of disease, PD stage (H&Y) and genre. Omissions were the most frequent kinds of verbal praxic errors with (70.8 percent). Regarding the place and mode of articulation, the most changed phonemes were the dentoalveolar (92%)and the vibrants (57.7%), consecutively. Conclusion: Patients with PD presented nonverbal and verbal apraxia with manifestation of many verbal praxic errors and verbal apraxia correlated with education levels.
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Cera, Maysa Luchesi [UNIFESP]. "Apraxia de fala e apraxia não-verbal na doença de Alzheimer." Universidade Federal de São Paulo (UNIFESP), 2010. http://repositorio.unifesp.br/handle/11600/8965.

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Made available in DSpace on 2015-07-22T20:49:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-01-27
Objetivos: avaliar as praxias verbal e não-verbal em pacientes com doença de Alzheimer (DA) e identificar os erros práxicos verbais em diferentes fases da doença, além de verificar a similaridade entre as suas ocorrências. Métodos: foram avaliados 90 indivíduos, 30 em cada fase da DA (leve, moderada e grave), submetidos às escalas: Escala clínica da demência (CDR), Mini-exame do estado mental (MEM) e avaliação das atividades instrumentais de vida diária de Lawton, além da avaliação das praxias, por meio das tarefas de agilidade oral do teste de Boston, para a comparação com os dados de normalidade, e do Protocolo de Avaliação da Apraxia Verbal e Não-verbal, para a comparação do desempenho entre os três grupos. Resultados: Em relação à população estudada, 66 pacientes eram mulheres, a média da idade foi de 80,2 ±7,2 e da escolaridade de 4,2 ±3,5 anos. As médias de agilidade oral (verbal e não-verbal) dos grupos estudados foram significativamente menores do que as da população normal. As alterações práxicas verbais e não-verbais aumentaram com a progressão da doença. Quanto aos tipos de erros, os erros de omissão e substituição apresentaram maiores médias, seguidos de ensaio, repetição, autocorreção e adição. O erro do tipo adição determinou padrões de erros diferentes entre as fases da doença. Conclusões: os pacientes com DA apresentaram apraxia verbal e não-verbal que aumentaram com a gravidade demência.
Purpose: to assess the speech and orofacial apraxia in Alzheimer’s disease (AD) and identify praxic speech errors at different stages of the disease and to verify the similarity among their occurrences. Methods: thirty subjects in each stage of AD (mild, moderate and severe) were submitted to the following assessment: Clinical Dementia Rating (CDR), Mini-Mental State Examination (MMSE) and Lawton Instrumental Activities of Daily Living, and praxis tasks, using the oral agility subtest of the Boston diagnostic aphasia examination and the protocol assessment speech and orofacial apraxias. Results: there were 66 women, the mean age was 80,2±7,2 years and means educational was 4,2 ±3,5 years. The means in the oral agility task of AD patients were significantly lower than of the normal population. Difficulties in verbal and nonverbal praxis increased with the progression of the disease. Regarding the types of errors, omission and substitution were more common, followed by trial-and-error, repetition, self-correction and addition. The error type addition determined different patterns of errors between stages of the disease. Conclusions: the speech and orofacial praxias of patients with AD were impaired and deteriorated according to the stage of the disease.
TEDE
BV UNIFESP: Teses e dissertações
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Lambert, Janet Rose. "Efficacy of a cycling approach for the treatment of developmental verbal dyspraxic preschoolers." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4364.

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Two preschool males who presented with the characteristics of developmental verbal dyspraxia were enrolled in a phonological cycles intervention approach. Initially, each child's deviant phonological processes were analyzed by the CAPD and target patterns and words selected for remediation. A continuous speech sample was obtained and analyzed to measure intelligibility by percentage and rating on a seven point scale. A time-space probe was developed based on targeted and non-targeted phonemes and administered prior to the first intetvention session. Using the selected targeted patterns and words, an individualized remediation plan was developed, and the phonological process cycling approach used. Each subject participated in 60 minutes of intervention for each targeted pattern to complete the first cycle in approximately 10 weeks. The time-space probes were administered approximately every two weeks.
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Albinsson, Sophie, and Julia Berglund. "Testbatteri för talapraxi : Utformning och pilotnormering av ett artikulationstest." Thesis, Uppsala universitet, Logopedi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-143045.

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Talapraxi är en talmotorikstörning som drabbar planeringen och programmeringen av talet, vilket visar sig som avvikelser i artikulation och prosodi. I dag finns inget svenskt test för utredning av talapraxi. Syftet med studien var därför att utforma ett testbatteri på svenska som är känsligt även för lindriga grader av talapraxi. Detta test pilotnormerades på 50 friska deltagare.  För att kunna studera hur kön, ålder och utbildningsnivå kan inverka på prestationen i testbatteriet, eftersträvades en jämn fördelning när det gäller dessa demografiska bakgrundsvariabler. Uppgifterna konstruerades baserat på tidigare forskning gällande de typiska perceptuella dragen vid talapraxi och på testuppgifter som tidigare har visat sig vara känsliga för talapraxi. Deltagarnas prestation varierade mellan testbatteriets olika uppgifter. På några uppgifter hade en stor andel av deltagarna alla rätt, medan andra uppgifter visade sig vara utmanande även för friska personer. Inga signifikanta könsskillnader fanns för prestationerna på någon av uppgifterna i testbatteriet. Utbildningsnivå och ålder påverkade däremot prestationen på vissa uppgifter. Generellt var effektstyrkorna för utbildningsnivå större än för ålder. Testbatteriet bör i framtiden kunna ge ett bra underlag för bedömning av huruvida talapraxi föreligger eller inte. Det bör också kunna användas vid bedömning av talapraxins svårighetsgrad. För att gå vidare med utvecklingen av testbatteriet bör man fortsätta normeringen på ett större antal personer samt kliniskt validera det på personer med diagnostiserad talapraxi.
Apraxia of speech (AOS) is a motor speech disorder that affects the planning and programming of speech, resulting in articulatory and prosodic distortions. To this date there is no available test in Swedish for assessment of AOS. Therefore, the aim of this study was to construct a test battery that enables the assessment of level of severity of the disorder, including mild AOS. A pilot standardization was performed on 50 healthy speakers. In order to determine whether the performance on the test battery is affected by sex, age or level of education, the selection of participants was stratified by these variables. The tasks were constructed based on previous research regarding the perceptual characteristics of AOS, taking into account also the types of tasks that have proved to be challenging for patients with AOS. The performance varied between different tasks of the test battery. On some tasks a high portion of the participants got very high scores, while other tasks were shown to be challenging even for healthy speakers. No significant sex differences were found on any of the tasks. However, age and level of education significantly affected the performance on some of the tasks. Overall, the effect sizes for level of education were larger than for age. In the future, the test battery should be able to determine the presence or absence and severity of AOS. For further development of the test battery, the standardization should continue using a larger sample. A clinical validation on patients with diagnosed AOS is also of great importance.
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Gruhonjic, Amela, and Lovisa Stengård. "Bedömning av oralmotorik och talmotorik med VMPAC hos typiskt utvecklade barn, 4-10 år." Thesis, Linköping University, Speech and Language Pathology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57900.

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Syftet med denna studie är att undersöka hur en grupp typiskt utvecklade, svenska barn, i åldrarna fyra till tio år presterar på tre deltest i VMPAC, för att därmed skapa ett underlag för en referens för svenska barn i bedömningen av avvikande utveckling. Studiens frågeställningar är: 1. Hur presterar en grupp typiskt utvecklade, svenska barn, i åldrarna fyra till tio år, på tre deltest i VMPAC (Focal Oromotor Control, Sequencing Maintenance Control och Connected Speech and Language Control)? och 2. Förekommer det några skillnader mellan en grupp typiskt utvecklade, svenska barn, jämfört med den amerikanska normeringen i VMPAC och barn med verbal dyspraxi (CAS) undersökta inom ramen för en magisteruppsats (Björelius-Hort, 2009)? Oral- och talmotorisk förmåga hos 23 svenska barn i åldrarna fyra till tio år, som åldersmatchats mot barn med verbal dyspraxi (Björelius-Hort, 2009), testades med deltest två, tre och fyra ur VMPAC. Prövning av inter- och intrabedömarreliabiltet visade statistiskt signifikanta resultat, r =. 923 respektive r =. 913, med p <. 001 i båda fallen. Utifrån resultatet kan följande slutsatser dras: 1. att de studerade barnen, generellt presterade över 80 % på deltest två, tre och fyra i VMPAC, oavsett ålder, 2. att skillnaderna mellan den amerikanska normeringen i VMPAC och studiens deltagare är små och 3. att barnen med verbal dyspraxi generellt presterar sämre än den studerade gruppen på samtliga deltest.


The study investigates speech and oral motor skills in typically developed children at different ages. The results are intended to serve as a basis for future reference in the assessment of atypical development in Swedish children. The questions addressed within the study are: 1. How does a group of typically developed, Swedish children, in the ages four to ten years, perform on three subtests in VMPAC (Focal Oromotor Control, Sequencing Maintenance Control and Connected Speech and Language Control)? and 2. Are there any differences in performance between a group of typically developed, Swedish children, and the American standardization in VMPAC and also with the children with childhood apraxia of speech (CAS) from the study by Björelius-Hort (2009)? Speech and oral motor abilities were assessed using subtests two, three and four in VMPAC. The participants were 23 Swedish children, aged four to ten years old, who had been age-matched based on the children with CAS from the study by Björelius-Hort (2009). Inter- and intra-rater reliability showed statistically significant results, r =. 923 and r =. 913, with p <. 001, in both cases. From the results of the study the following conclusions can be drawn: 1. that the investigated group of children in general performed over 80 % on subtests two, three and four in VMPAC independent of age, 2. that the differences between the American standardization in VMPAC and the participants in this study were almost nonexistent and 3. that children with CAS in general performed poorer than the investigated group of children in all subtests.

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Mayer, Jörg. "Phonologisch-phonetische Überspezifizierung bei Sprechapraxie." [S.l.] : Universität Stuttgart , Fakultät Philosophie, 1995. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB7400649.

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Kioua, Abdelatif. "Contribution à l'étude des stratégies de compensation d'un déficit anomique au moyen de gestes mimétiques." Toulouse 2, 1998. http://www.theses.fr/1998TOU20045.

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La présente étude s'inscrit dans la perspective des recherches traitant des stratégies de compensation qui pourraient être mises en œuvre par des patients aphasiques. Dans ce contexte, le travail de recherche que nous avons mené avait pour particularité : a) de décrire les stratégies de compensation gestuelles mimétiques mises en œuvre par deux patients aphasiques manifestant en dénomination une anomie; b) de contrôler, à partir d'une typologie de gestes mimétiques, les limites des compensations gestuelles mises en jeu par les deux patients; et c) d'interpréter, par référence à notre modèle du traitement cognitif, la nature du déficit anomique, la manière dont ce déficit pourrait être compensé par des gestes mimétiques, et l'effet que pourrait provoquer la compensation gestuelle mimétique sur le déficit anomique. Les résultats nous ont conduit à souligner que : 1) la capacité ou l'incapacité de nos deux patients à compenser leur anomie par des gestes mimétiques pourrait être tributaire de la nature des référents ; 2) l'exécution de gestes mimétiques en situation d'anomie pourrait avoir pour finalité de compenser le déficit d'accès à des représentations lexico-phonologiques sur la base d'une réorganisation du système central (conceptuel et sémantique); et 3) le recours à des gestes mimétiques a eu pour effet de provoquer, dans une certaine limite, une évocation lexicale qui semble nécessiter une réorganisation du processus de lexicalisation
This thesis falls within a research programme dealing with compensatory strategies adopted by the aphasic patients. In this context, our research work has the following specific characteristics : a) a description of the pantomime gestures compensation strategies used by two aphasic patients manifesting a naming anomia; b) a test of the limits of the gestural compensations adopted by both patients, using a typology of pantomime gestures; and c) an interpretation with reference to our model of cognitive processing, of the nature of the anomic deficit, of the way in which it might be compensated for by pantomime gestures, and of the effect which the pantomime gestural compensation might have on the anomic deficit. The results of the study lead as to conclude that : 1) the ability or inability of our two patients to compensate for their anomia by pantomime gestures could be determined by the nature of the referents involved; 2) the implementation of pantomime gestures within the context of anomia could be aimed at compensating for the reduced access to lexical phonological representations due to a reorganization of the central (conceptual and semantic) system; and 3) recourse to pantomime gestures has to a certain extent caused a lexical instantiation which appears to require a reorganization of the lexicalization processes
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8

Rechia, Inaê Costa. "RETARDO DE AQUISIÇÃO DA LINGUAGEM ORAL COM LIMITAÇÕES PRÁXICAS VERBAIS: DIALOGIA E FUNÇÃO MATERNA NO PROCESSO TERAPÊUTICO." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/6450.

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In this study we investigated the possible effects of the symptom of dyspraxic and matern function in mother-child interaction dialogic with delay in oral language. The results of linguistic analysis of the interactions of mother-child dyad with the exercise of maternal function was confronted and the efficacy and effectiveness of therapeutic strategies in line interactionist / psychotherapy was analyzed. On this study, six subjects took part, who went through footage of the mother-child dyad and therapist-child for realization of the analysis. There were also continuous interviews with the mothers with a view to including them in the therapeutic process, giving them voice. There was a poor link between mother-child, with exercise of maternal function deficit, intrusive mothers, absent, teaching or super-present, which took place in substantially reducing or virtual absence of dialogic interaction. This dialogical insecurity prevented the linguistic support necessary for language development. The paternal figure was virtually absent in five of the six cases. Therapeutic interactions between the speech therapist and child, added to ongoing interviews and meetings with moments of the dyad, led the rise in mother-child bond and improves the dialogic interaction. We find the emergence of the desire of the mother and son on the potentiation of linguistic operation in dyad capable of anchoring greater possibilities of language of children.
Neste trabalho, foram investigados os possíveis efeitos do sintoma dispráxico e da função materna na interação dialógica mãe-criança com retardo de linguagem oral. Confrontaram-se os resultados das análises lingüísticas das interações da díade mãe-criança com o exercício da função materna e analisaram-se a eficácia e efetividade de estratégias terapêuticas na linha interacionista/psicanalítica. Fizeram parte deste estudo seis sujeitos que passaram por filmagens da díade mãe-criança e terapeuta-criança para realização das análises. Realizaram-se ainda entrevistas continuadas com as mães com o intuito de incluí-las no processo terapêutico, dando-lhes voz. Observou-se um vínculo precário entre mãe-filho, com exercício da função materna deficitário, mães intrusivas, ausentes, pedagógicas ou superpresentes cuja materialidade se deu na diminuição ou quase-ausência da interação dialógica. Tal precariedade dialógica impedia o suporte lingüístico necessário para o desenvolvimento da linguagem. A figura paterna era praticamente ausente em cinco dos seis casos. Interações terapêuticas entre a Fonoaudióloga e a criança, somadas às entrevistas continuadas e momentos de sessões com a díade, permitiram o aumento do vínculo mãe-filho e melhora da interação dialógica. Percebe-se o surgimento do desejo da mãe sobre esse filho e a potencialização do funcionamento lingüístico na díade capaz de ancorar maiores possibilidades de linguagem das crianças.
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9

Bussy, Gérald. "Approche inter-syndromique des processus cognitifs en jeu dans la déficience intellectuelle et la dyspraxie verbale : vitesse de traitement de l’information, mémoire de travail et apprentissage procédural." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20119/document.

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Notre but de comprendre les mécanismes constitutifs de la déficience intellectuelle et de la dyspraxie verbale, deux pathologies qui affectent les performances aux tests psychométriques. Nous avons sélectionné plusieurs processus pouvant contribuer à l’explication de ces troubles : la vitesse de traitement de l’information et la mémoire travail pour la déficience intellectuelle ; et l’apprentissage procédural pour la dyspraxie verbale. Dans une première étude, nous avons montré que dans la population « tout venant » d’enfants non déficients, la vitesse de traitement augmente avec l’âge. Notre seconde expérience a montré que des patients déficients intellectuels avaient la même vitesse de traitement que des enfants plus jeunes appariés sur l’âge mental. Par ailleurs, nous avons montré que ce ralentissement est similaire dans le syndrome de l’X-Fragile et dans la Trisomie 21. Inversement, la vitesse de traitement des enfants dyspraxiques verbaux est préservée. Ces résultats viennent discuter les deux modèles théoriques de l’intelligence que nous avons choisis comme référence, le modèle en cascade de Fry & Hale (1996) et le modèle d’Anderson (1992). Dans le second volet de nos recherches, nous avons mis en évidence un apprentissage procédural implicite comparable dans deux groupes d’enfants d’âges chronologiques différents malgré des temps de réaction plus importants chez les plus jeunes. La seconde étude montre une préservation de l’apprentissage procédural implicite dans le syndrome de l’X-Fragile et une altération spécifique dans la Trisomie 21. Cela démontre que ce processus est indépendant du QI et varie selon les syndromes. Notre dernière étude montre un trouble important de l’apprentissage procédural implicite dans la dyspraxie verbale, confortant notre hypothèse de départ. L’ensemble de ces résultats est discuté au regard des travaux antérieurs et des modèles théoriques afin de proposer des ouvertures tant théoriques que cliniques
Our aim is to understand previous process in mental retardation and childhood apraxia of speech (CAS). There are both neurodevelopmental disorders which affect psychometric assessment. We have selected several processes which could explain these disorders such has speed of information processing, working memory for mental retardation and implicit procedural learning for childhood apraxia of speech. In our first study, we have demonstrated within two groups of typical children without disorders that speed of processing increased with chronological age. In the second study, our results have demonstrated the same speed of processing between a group with mental retardation and with mental age matched control group. Moreover, Down and Fragile X syndrome have the same speed of information processing. On the contrary, in our third study, children with CAS and chronological age matched control group have the same speed as process visual information. All results are important to discuss both theories of intelligence we have chosen: the cascade model (Fry and Hall, 1990) and the minimal cognitive architecture (Anderson, 1992). In the second experimental part, our first results have shown a different reaction time between the two groups of young children but both have learned the sequence in a serial reaction time task (implicit procedural learning test). The second study have demonstrated preserved implicit learning in Fragile X but altered learning in Down syndrome. The difference between to these two genetics syndromes is a proof of implicit sequence learning is independent of IQ. The latest results have shown severe implicit procedural learning impairment in CAS. We conclude that this is the cause of CAS.Our discussion is about all results and links between intelligence and disorders with regard to previous studies. Those results aim for both theorical and clinical openings
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Books on the topic "Verbal apraxia"

1

Marshalla, Pamela. Developmental apraxia of speech: Facilitating vocal and verbal expression. Temecula, Calif: Speech Dynamics Incorporated, 1995.

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2

Kaufman, Nancy R. The Kaufman speech praxis workout book: Treatment materials & a home program for childhood apraxia of speech : give your child a fun and functional verbal-motor workout for KSPT kit 1 word patterns. Gaylord, MI: Northern Speech Services/National Rehabilitation Services, 2005.

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Shelton, Julie Owen. Distinctive error profiles and segmental inconsistency within developmental verbal/speech apraxia. [s.n.], 2002.

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Marshalla, Pam. Becoming Verbal With Childhood Apraxia: New Insights on Piaget for Today's Therapy. Marshalla Speech and Language, 2001.

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Richards/Fallon. Workbook F/T Verbally Apraxic Adult*. Elsevier, 1995.

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Workbook for the verbally apraxic adult: Reproducibles for therapy and home practice. Communication Skill Builders, 1987.

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7

Steinberg, Martin, and Paul B. Rosenberg. The Office Assessment of Depression and Cognitive Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199959549.003.0002.

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Changes in mood and/or cognition are common complaints in the elderly population. This chapter uses case studies to illustrate insights to make clinical assessment more efficient. These include assessing for cognitive impairment when depression is present and vice versa, being mindful of assuming that patients reporting cognitive difficulties are “worried well,” avoiding overreaction to very mild symptoms, assessing the four key cortical cognitive domains (amnesia, aphasia, apraxia, agnosia), assessing for subcortical dysfunction, assessing Activities of Daily Living (ADLs) and Instrumental Activities of Daily Living (IADLs), and understanding that depression in the elderly often presents with atypical symptoms. Brief cognitive instruments which can improve assessment include the Mini Mental State Exam (MMSE), Montreal Cognitive Assessment (MoCA), Patient Health Questionnaire (PHQ), Clock Drawing Test (CDT), and the Mini Cog. Brief depression instruments include the Geriatric Depression Scale (GDSS), and Cornell Scale for Depression in Dementia (CSDD).
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Steinberg, Martin, Antonio N. Puente, and Cynthia A. Munro. The Role of Neuropsychological Examination. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199959549.003.0004.

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Changes in mood and/or cognition are common complaints in the elderly population. This chapter uses case studies to illustrate insights to make clinical assessment more efficient. These include assessing for cognitive impairment when depression is present and vice versa, being mindful of assuming that patients reporting cognitive difficulties are “worried well,” avoiding overreaction to very mild symptoms, assessing the four key cortical cognitive domains (amnesia, aphasia, apraxia, agnosia), assessing for subcortical dysfunction, assessing Activities of Daily Living (ADLs) and Instrumental Activities of Daily Living (IADLs), and understanding that depression in the elderly often presents with atypical symptoms. Brief cognitive instruments which can improve assessment include the Mini Mental State Exam (MMSE), Montreal Cognitive Assessment (MoCA), Patient Health Questionnaire (PHQ), Clock Drawing Test (CDT), and the Mini Cog. Brief depression instruments include the Geriatric Depression Scale (GDSS), and Cornell Scale for Depression in Dementia (CSDD).
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Book chapters on the topic "Verbal apraxia"

1

Offit, Paul A., Anne Snow, Thomas Fernandez, Laurie Cardona, Elena L. Grigorenko, Carolyn A. Doyle, Christopher J. McDougle, et al. "Verbal Apraxia." In Encyclopedia of Autism Spectrum Disorders, 3226–30. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_371.

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Smith, Elizabeth G., and Jonathan Smith. "Verbal Apraxia." In Encyclopedia of Autism Spectrum Disorders, 5011–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_371.

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Developmental Verbal Apraxia (or Dyspraxia)." In Encyclopedia of Autism Spectrum Disorders, 895. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100449.

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"Developmental Verbal Apraxia (or Dyspraxia)." In Encyclopedia of Autism Spectrum Disorders, 1368. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_300508.

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Roy, Eric A., and Paula A. Square. "Common Considerations In The Study of Limb, Verbal And Oral Apraxia." In Advances in Psychology, 111–61. Elsevier, 1985. http://dx.doi.org/10.1016/s0166-4115(08)61139-5.

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Sivan, Manoj, Margaret Phillips, Ian Baguley, and Melissa Nott. "Communication." In Oxford Handbook of Rehabilitation Medicine, edited by Manoj Sivan, Margaret Phillips, Ian Baguley, and Melissa Nott, 105–12. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198785477.003.0008.

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The concept of communication encompasses speech and language alongside our ability to understand non-verbal communication. While communication appears effortless in normal circumstances, large amounts of unconscious processing are required from widely distributed brain regions. Non-verbal communication incorporates additional neurological systems including visual pathways, occipital lobe, mirror neurons, and so on. These observations mean that language function can be impaired from a much wider range of brain injuries than the relatively focal lesions that were traditionally considered. This chapter discusses acquired speech and language disorders (dysphasia/aphasia, fluent dysphasias, non-fluent dysphasia, global dysphasia, dysarthria, apraxia of speech, and neurogenic stuttering) and their assessment. Different therapies are defined, including impairment and communication-based therapies, and their appropriate applications depending on the underlying cause of the disorder.
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