Progressive Aphasia Presenting with Deep Dyslexia and Dysgraphia
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Developmental Coordination Disorder and Dysgraphia: Signs and Symptoms, Diagnosis, and Rehabilitation
Neuropsychiatric Disease and Treatment Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation This article was published in the following Dove Press journal: Neuropsychiatric Disease and Treatment Maëlle Biotteau 1 Abstract: Developmental coordination disorder (DCD) is a common and well-recognized Jérémy Danna 2 neurodevelopmental disorder affecting approximately 5 in every 100 individuals worldwide. It Éloïse Baudou 3 has long been included in standard national and international classifications of disorders (especially Frédéric Puyjarinet 4 the Diagnostic and Statistical Manual of Mental Disorders). Children and adults with DCD may Jean-Luc Velay 2 come to medical or paramedical attention because of poor motor skills, poor motor coordination, Jean-Michel Albaret 1,5 and/or impaired procedural learning affecting activities of daily living. Studies show DCD persis- tence of 30–70% in adulthood for individuals who were diagnosed with DCD as children, with Yves Chaix 1,3 direct consequences in the academic realm and even beyond. In particular, individuals with DCD 1ToNIC, Toulouse NeuroImaging Center, are at increased risk of impaired handwriting skills. Medium-term and long-term prognosis depends University of Toulouse, Inserm, UPS, Toulouse, France; 2Cognitive on the timing of the diagnosis, (possible) comorbid disorders (and their diagnosis), the variability of Neurosciences Laboratory, CNRS-Aix signs and symptoms (number and intensity), and the nature and frequency of the interventions Marseille University, Marseille, France; individuals receive. We therefore chose to investigate the signs and symptoms, diagnosis, and 3Pediatric Neurology Unit, Children’s Hospital, Purpan University Hospital, rehabilitation of both DCD and developmental dysgraphia, which continues to receive far too little Toulouse, France; 4EuroMov Laboratory, attention in its own right from researchers and clinicians. -
Right Hemisphere Reading in a Case of Developmental Deep Dyslexia
Right hemisphere reading in a case of developmental deep dyslexia Nicola J. Pitchford1 , Elaine Funnell2, Bianca de Haan1† and Paul S.Morgan3 1Department of Psychology, University of Nottingham, University Park, Nottingham, UK, NG7 2RD, 2Department of Psychology, Royal Holloway University of London, Egham, Surrey TW20 0EX. 3Academic Radiology, University of Nottingham,Queen's Medical Centre, Nottingham NG72UH. Short paper submission: word count 3,350. references N = 20. Corresponding Author: Dr Nikki Pitchford School of Psychology University of Nottingham University Park Nottingham NG7 2RD Phone: Email: Fax: 1 The right hemisphere hypothesis of deep dyslexia has received support from functional imaging studies of acquired deep dyslexia following damage to the left cerebral hemisphere, but no imaging studies of cases of developmental deep dyslexia, in which brain damage is not suspected, have been reported. In this paper, we report the first evidence of right hyperactivation in an adult case of developmental deep dyslexia. Hyperactivation was observed in the right inferior frontal cortex during fMRI imaging of the oral reading of imageable content words and nonwords to which imageable lexical responses were frequently made. No evidence of right hyperactivation was observed in the oral reading of function words, nor during the naming of imageable words in response to pictured objects. The results reveal strategic and selective use of right hemisphere functions for particular types of written stimuli. We propose that children with developmental deep dyslexia compensate for their lack of phonological skills by accessing right-hemisphere imageable associations that provide a mnemonic for linking written forms to spoken names. 2 Deep dyslexia is a profound reading disorder that is most commonly seen following wide-spread damage to the left side of the brain (acquired deep dyslexia) and is also occasionally observed in individuals with no clear brain pathology (developmental deep dyslexia). -
Developmental Coordination Disorder and Dysgraphia
Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, Jean-Michel Albaret, Yves Chaix To cite this version: Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, et al.. De- velopmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabil- itation. Neuropsychiatric Disease and Treatment, Dove Medical Press, 2019, 15, pp.1873-1885. 10.2147/NDT.S120514. hal-02177153 HAL Id: hal-02177153 https://hal.archives-ouvertes.fr/hal-02177153 Submitted on 8 Jul 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Neuropsychiatric Disease and Treatment Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation This article was published in the following Dove Press journal: Neuropsychiatric Disease and Treatment Maëlle Biotteau 1 Abstract: Developmental coordination disorder (DCD) is a common and well-recognized Jérémy Danna 2 neurodevelopmental disorder affecting approximately 5 in every 100 individuals worldwide. It Éloïse Baudou 3 has long been included in standard national and international classifications of disorders (especially Frédéric Puyjarinet 4 the Diagnostic and Statistical Manual of Mental Disorders). -
Dysgraphia: How It Affects a Student’S Performance and What Can Be Done About It
Dysgraphia: How It Affects A Student’s Performance and What Can Be Done About It Alyssa L. Crouch Jennifer J. Jakubecy A Case Study Published in TEACHING Exceptional Children Plus Volume 3, Issue 3, January 2007 Copyright © 2007 by the author. This work is licensed to the public under the Creative Commons Attribution License. Dysgraphia: How It Affects A Student’s Performance and What Can Be Done About It Alyssa L. Crouch Jennifer J. Jakubecy Abstract The purpose of this study was to apply two techniques, drill activities and fine motor ac- tivities, to find whether they help improve the handwriting of a student with dysgraphia. This action research used an ABAB single subject design to find which technique worked better over an eight-week period. The results were inconclusive on which technique worked better. However, the combination of both improved the subject’s handwriting and increased his score by 50%. Therefore, this study suggests that using both techniques can help improve the problems associated with dysgraphia, especially in the area of handwrit- ing. Keywords handwriting, dysgraphia SUGGESTED CITATION: Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about it. TEACHING Exceptional Children Plus, 3(3) Article 5. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol3/iss3/art5 “The ability to write is truly one of the most ing difficulties can be included under the la- important factors in the academic process.” bel of learning disabilities. Another reason is Timothy Dikowski that there is no consensus in the field on one definition or identification process for dys- Introduction graphia. -
The Basics About the 3 D's: Learning Disabilities
THE BASICS ABOUT THE 3 D’S: LEARNING DISABILITIES Cathy Johnson, M.A., C.C.C, S.L.T Licensed Speech/Language Pathologist Structured Literacy Teacher Speech, Language and Learning Center Johnson Academy of Therapeutic Learning Disclosure Neither I nor any member of my immediate family has a financial relationship or interest (currently or within the past 12 months) with any proprietary entity producing health care goods or services consumed by, or used on, patients related to the content of this CME activity. I do not intend to discuss an unapproved/investigative use of a commercial product/device. Agenda ● Three types of learning disabilities: Dyslexia, Dysgraphia, and Dyscalculia ● Definitions ● Signs and symptoms ● Frequently co‐occurring disorders to be aware of: ADHD (30% of those with dyslexia have coexisting AD/HD) &/or APD Learning Disabilities • Problems with age appropriate reading, spelling, and/or writing • A learning disability is not about how smart a person is but more about how they process sounds and language • Most people diagnosed with learning disabilities have average to superior intelligence Definition of Dyslexia ● Dyslexia is no longer diagnosed with regard to an IQ discrepancy. ● We have known this from research that came out in the early 1990s (e.g., Siegel 1992). ● This was officially changed in the DSM‐5 (2013). Definition of Dyslexia- IDA definition average to above average intellectual ability with an unexpected difficulty in reading 1. Dyslexia is a language‐based learning disability. 2. Dyslexia is hereditary and lifelong. 3. Dyslexia is more common than many people think. 4. Before school starts, dyslexia may not be obvious. -
Stroke and Aphasia Aphasia Is a Language Disorder That Affects the Ability to Communicate
Recovery Primary motor cortex Primary sensory cortex let’s talk about Broca’s area Stroke and Aphasia Aphasia is a language disorder that affects the ability to communicate. It’s most often caused by strokes that occur in areas of the brain that control Primary auditory area Primary speech and language. Wernicke’s area visual cortex Certain areas of the brain (usually in the left side of the brain) influence one’s ability to communicate and understand language. When a stroke occurs in one of these areas, it may result in aphasia. What are the effects of aphasia? sender plissen.” Thousands of alert, intelligent men and Aphasia does not affect intelligence. Stroke survivors women are suddenly plunged into a world of jumbled remain mentally alert, even though their speech may communication because of aphasia. be jumbled, fragmented or impossible to understand. Are there different types of aphasia? Some survivors continue to have: Yes, there are several forms of aphasia. They include: • Trouble speaking, like “getting the words out” • Global aphasia — People with this aphasia may • Trouble finding words be completely unable to speak, name objects, repeat • Problems understanding what others say phrases or follow commands. • Problems with reading, writing or math • Broca’s aphasia — The person knows what they • Inability to process long words and infrequently want to say, but can’t find the right words (can’t get used words the words out). • Wernicke’s aphasia — A person with this aphasia How does it feel to have aphasia? can seldom understand what’s being said or control People with aphasia are often frustrated and confused what they’re saying. -
Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias
12/2/2016 This is your Brain….. Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias This is your Brain Reading and Writing • Orthographic Coding: how the brain pays attention to, visually remembers and codes Orthographic Coding words and word parts relating them to spoken words (thru vs through) • Phonological Coding: segmenting spoken words (word sounds) into units, relate them to how the brain pays attention to, visually units in written words – breaking words apart and putting back together remembers and codes words and word parts • Morphological Coding: coding of base words (“root”) with suffixes and prefixes, for relating them to spoken words (thru vs through) example – corner vs builder • Verbal Working Memory – working memory that allows you to store and process letters and written words, listening comprehension and written sentences • RAN – measures ability to name familiar symbols/single letters, letter groups or words that are repeated across rows both accurately and rapidly • RAS – measures executive function of switching categories (attentional switches) an different 1 12/2/2016 quieter ei telescope sc preapproved er 2 12/2/2016 exclamation ti Phonological Coding Now your turn segmenting spoken words (word sounds) into • Drum roll please……… units, relate them to units in written words – breaking words apart and putting back together Morphological Coding Now Your Turn coding of base words (“root”) with suffixes and Movement Move prefixes, for example – corner vs builder Imaginary Imagine Sentence Sent Reality Real Depth -
Dysgraphia Madeline Brown Southeastern University - Lakeland, [email protected]
Southeastern University FireScholars Classical Conversations Spring 2019 Dysgraphia Madeline Brown Southeastern University - Lakeland, [email protected] Follow this and additional works at: https://firescholars.seu.edu/ccplus Part of the Disability and Equity in Education Commons, Elementary Education Commons, and the Special Education and Teaching Commons Recommended Citation Brown, Madeline, "Dysgraphia" (2019). Classical Conversations. 2. https://firescholars.seu.edu/ccplus/2 This Term Paper is brought to you for free and open access by FireScholars. It has been accepted for inclusion in Classical Conversations by an authorized administrator of FireScholars. For more information, please contact [email protected]. Brown !1 Madeline Brown Professor Veach CC ENG 1233 22 MAR 2019 Dysgraphia Introduction Envision a kindergarten student sitting in school with an assignment to copy. As she sits down, she already knows the challenge writing presents for her but does not speak up or say anything because this time probably will not be any different than when she requested help before. She has been labeled as a lazy writer and has never had the most readable handwriting. All of the other children around her finish the assignment and she inevitably she remains unable to complete the first sentence. This scene does not have to play out this way. Students in schools across the world are created uniquely with different strengths and weaknesses. Teacher to student ratio, few learning disability training resources, and confusion regarding whether a child has a legitimate learning challenge all contribute to the inability of schools to accurately detect early learning disabilities (Judd 97). Without proper training, some difficult to identify diagnoses of childhood learning and behavioral struggles include but are not limited to; Dyslexia, Autism, Dyspraxia, Attention Deficit Disorder, Dyscalculia, and Dysgraphia. -
Abadie's Sign Abadie's Sign Is the Absence Or Diminution of Pain Sensation When Exerting Deep Pressure on the Achilles Tendo
A.qxd 9/29/05 04:02 PM Page 1 A Abadie’s Sign Abadie’s sign is the absence or diminution of pain sensation when exerting deep pressure on the Achilles tendon by squeezing. This is a frequent finding in the tabes dorsalis variant of neurosyphilis (i.e., with dorsal column disease). Cross References Argyll Robertson pupil Abdominal Paradox - see PARADOXICAL BREATHING Abdominal Reflexes Both superficial and deep abdominal reflexes are described, of which the superficial (cutaneous) reflexes are the more commonly tested in clinical practice. A wooden stick or pin is used to scratch the abdomi- nal wall, from the flank to the midline, parallel to the line of the der- matomal strips, in upper (supraumbilical), middle (umbilical), and lower (infraumbilical) areas. The maneuver is best performed at the end of expiration when the abdominal muscles are relaxed, since the reflexes may be lost with muscle tensing; to avoid this, patients should lie supine with their arms by their sides. Superficial abdominal reflexes are lost in a number of circum- stances: normal old age obesity after abdominal surgery after multiple pregnancies in acute abdominal disorders (Rosenbach’s sign). However, absence of all superficial abdominal reflexes may be of localizing value for corticospinal pathway damage (upper motor neu- rone lesions) above T6. Lesions at or below T10 lead to selective loss of the lower reflexes with the upper and middle reflexes intact, in which case Beevor’s sign may also be present. All abdominal reflexes are preserved with lesions below T12. Abdominal reflexes are said to be lost early in multiple sclerosis, but late in motor neurone disease, an observation of possible clinical use, particularly when differentiating the primary lateral sclerosis vari- ant of motor neurone disease from multiple sclerosis. -
Working Memory Performance, Learning and Study Strategies and Learning Styles of Dyslexic and Non Dyslexic Adult Learners
Working Memory Performance, Learning and Study Strategies and Learning Styles of Dyslexic and Non Dyslexic Adult Learners Kartini Abd Ghani PhD University of York Psychology December 2013 Abstract Past research has shown that working memory is a good predictor of learning performance. The working memory processes determine an individuals’ learning ability and capability. The current study was conducted to examine the: (a) differences in the working memory performance of dyslexic students in postsecondary institutions, (b) differences in dyslexic students’ study strategies and learning styles, (c) differences in the working memory profiles of non-dyslexic university students based on their disciplines (science versus humanities), (d) differences between non-dyslexic science and humanities students in their study strategies and learning styles, (e) relationship between working memory and study skills and (f) hypothesised memory models that best fit the actual data gathered using structured equation modelling technique. Two separate studies were performed to address these aims. For Study 1, a group of 26 dyslexic individuals along with a group of 32 typical non-dyslexic students were assessed for their working memory and study skills performances. A significant difference in working memory was found between the two groups. The dyslexic group showed weaker performance in the verbal working memory tasks which concurs with previous findings. The result also provides support that weakness in the verbal working memory of dyslexic individuals still exist and persist into adulthood. Significant differences in the students’ study skills were also identified. Dyslexic students reported to be more anxious and concerned about their academic tasks, lack in concentration and attention, less effective in selecting important materials during reading, using less test taking and time management strategies. -
Cognitive Neuropsychology Deep Dyslexia
This article was downloaded by: [University of Toronto] On: 16 February 2010 Access details: Access Details: [subscription number 911810122] Publisher Psychology Press Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37- 41 Mortimer Street, London W1T 3JH, UK Cognitive Neuropsychology Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713659042 Deep dyslexia: A case study of connectionist neuropsychology David C. Plaut ab; Tim Shallice c a Carnegie Mellon University, Pittsburgh, USA b Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, USA c University College London, London, UK To cite this Article Plaut, David C. and Shallice, Tim(1993) 'Deep dyslexia: A case study of connectionist neuropsychology', Cognitive Neuropsychology, 10: 5, 377 — 500 To link to this Article: DOI: 10.1080/02643299308253469 URL: http://dx.doi.org/10.1080/02643299308253469 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. -
• Classifications of Aphasia Expressive Vs. Receptive Fluent Vs
12/7/2018 APHASIA Aphasia is an acquired communication disorder that impairs a person’s ability to process LANGUAGE, but DOES NOT AFFECT intelligence. Aphasia impairs the ability to speak and understand others. -National Aphasia Association LANGUAGE Language is a system of communication that uses symbolism. K L U $ + M – Phonemes: perceptually distinct unit of sounds Words: sounds combined & given meaning Sentences: combination of syntax (rules) and semantics (meaning). • CLASSIFICATIONS OF APHASIA EXPRESSIVE VS. RECEPTIVE FLUENT VS. NON- FLUENT 1 12/7/2018 -NATIONAL APHASIA ASSOCIATION -COURTESY OF MY-MS.ORG MCA DISTRIBUTION -SLIDESHARE.NET 2 12/7/2018 BROCA’S APHASIA * short utterances * limited vocabulary * halting, effortful speech *mild comprehension deficits Lesion * Inferior frontal gyrus Choose Sentence Speech Coordinate Speak Idea Words Structure Sounds Articulate Pragmatics Muscles Fluently (Semantics) (Syntax) (Phonology) SAMPLE OF BROCA’S THERAPY FROM TACTUS THERAPY 3 12/7/2018 WERNICKE’S APHASIA • Comprehension is poor (auditory & reading) • Fluent, intact prosody • Logorrhea, press of speech • Neologisms, Paraphasias • Lack of awareness Lesion Temporo-Parietal, Posterior section of the superior temporal gyrus near the auditory cortex Auditory Preparation Attach Input Perception Recognition Phonological For Meaning Analysis Output WERNICKE’S APHASIA FROM TACTUS THERAPY 4 12/7/2018 GLOBAL APHASIA * severe language deficit * responds to personally relevant language * responds to non-verbal cues * some automatic speech Lesion