Dysphasia

WHAT ARE dysphasia? Dysphasia is a partial loss of speech due to injury in cortical language areas. This deficit in spoken language is characterized not only by a chronological delay in language acquisition, important specific difficulties in structuring the same, producing, abnormal verbal behaviors that result in a deviation from normal procurement processes and language development. It is difficult to establish the border between language delay and dysphasia, often the diagnosis is determined by the lack of evolution before the intervention and the level of severity of symptoms. Dysphasic disorders have worse outcomes with systematic intervention. We will take as criteria of differentiation, the greater severity of the indicators and the persistence of that severity. In language delay, but at any given time might be found as of the same gravity as dysphasia, we would find a better outcome, as a result, not only of the intervention, but also because environmental factors that make it difficult partners, are losing strength against intervention and guidance that good school and family. They tend to be some of the following symptoms: The expression: Poor communicative intentionality great difficulty in adjusting to the caller. Serious problems in the functional aspects of language dominance of instrumental and regulatory function. Expression very low, almost zero emissions or incorporated, which can range from word-phrase to telegraphic speech. The phrases or words are said in the order imposed by the thought that arises. In some cases the expression is reduced to jargon. Agrammatism: difficulties in structuring syntactic variables. Difficulty managing personal pronouns beyond four years. Total absence of particles of relationship (prepositions, etc.). Persistent use of the verb in timeless: infinitives and verb combinations. Although the speech organs are normal and reduced distortion manifest consonant system " Difficulty in issuing words, although individual sounds can articulate fail in the binding thereof. Infrequent use of coordination and absence or improper use of subordination. Little use of the possessive. The use of the plural is distorted or omitted, as well as the links. Using a small vocabulary, inaccurate. Knowing the name of many objects, including common use. Alteration of the logical structure of the sentence. Writing difficulties, mainly in spelling and writing. In understanding: At this level it is more difficult that subjects with language delay: After six years of age have a poor understanding of abstract notions spatial, temporal, and with respect to the properties and use of things .

 They have great difficulty in synthesizing a previously told story and organize the speech. Difficulties in learning to read. Severe impairment of understanding ecollicas behaviors can be observed. They can word deafness. Positive reaction to gestures. Difficulty repeating and remembering long sentences. Evocation Problems: expressions interrupted by substitutions of words, use of circumlocution and crutches. Imitation level caused: In repeated tests shows great difficulty to play more than two syllables without meaning and appear unable to repeat sentences. Although no hearing deficit, it seems that there is an alteration in the perception and retention audioverbal hearing phrases. Accompanying symptoms:

Nonlinguistic Symptoms might include: Significant difficulties in the field of spatial and temporal structure. Rhythm disorders and some psychomotor difficulties. Psycho disorders. Delay in logical reasoning and poor development of the capacity for abstraction. Difficulties in spatial structure, rhythm disorders and psychomotor difficulties, affecting those difficulties in a delay in basic learning, emotional balance in their emotional, situational low self-esteem and anxiety several, if as a result of their difficulties there is a failure in their school learning, this will bring personal consequences, family and relationship. Problems in sequential memory, sounds, and events. Perceptive type disorders: integrating auditory phonetics. Difficulties in responding correctly to the setpoint change, probably due to perseverations of auditory images. Lack of programming in recreational activity (symbolic play). Alterations in social and emotional behavior, with trait anxiety. Difficulties in cognitive development: relationship thought / language. Serious difficulties in learning literacy. Many of these difficulties can be overcome with proper speech therapy and psychotherapy, although in many cases this procedure is determined by the difficulty of the evaluation. This can only be done after six or seven years below this age the problems go unnoticed or are considered part of a language delay. WHO ARE CHILDREN WITH dysphasia? Subject having deficits in language both comprehensive and expressive. The criteria for determining a dysphasic child are: Persistent deficit in the language at all levels, comprehension and expression. Delay chronological deviation from normal patterns of acquisition and development. Serious difficulties in communication. Difficulties in school learning. All this is not due to sensory, intellectual or severe motoric. Dysphasic The problem is further complicated by their challenges basic learning and greater and more persistent school failure.

CLASSIFICATION OF dysphasia. In the literature on the subject can be found different classifications according to different criteria that detail does not seem appropriate now. Simply We will verify: DRIVE OR EXPRESSIVE. It is characterized by intelligence, hearing and language comprehension within normal limits, inability to imitate words, inability or limited ability to imitate phonemes and the existence of spontaneous speech or be this very poor. SENSORY OR INCOMING. Also known as "word deafness." Patients have normal IQ or with a slight delay, normal or slightly defective hearing, inability to name objects, verbal associations poverty, limited ability to imitate the word poverty in the evocation of objects and inability to interpret the environmental language. MIXED with motor and sensory symptoms. INTEREST REFERENCES AGUADO, G. Specific language impairment. Delayed language and dysphasia. disorders. In

Arnedo, ML (2001) Neuropsychology of developmental language E. Mendoza (ed..) Specific Language Impairment (SLI), p. 67-81. Madrid: Pyramid.

CATAL JIMENEZ, B. AND OTHERS. Material for the rehabilitation of aphasia and other language disorders. Lebon. Monfort, M. AND JUAREZ, A. (1993). Dysphasic children. Madrid: ECE.

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