Complete Guide to Communication Problems After Stroke Problems with Communication Are Common After Stroke
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Case Study 1 & 2
CASE Courtesy of: STUDY Mitchell S.V. Elkind, MD, Columbia University 1 & 2 and Shadi Yaghi, MD. Brown University CASE 1 CASE 1 A 20 year old man with no past medical history presented to a primary stroke center with sudden left sided weakness and imbalance followed by decreased level of consciousness. Head CT showed no hemorrhage, no acute ischemic changes, and a hyper-dense basilar artery. CT angiography showed a mid-basilar occlusion. CASE 1 CONTINUED Head CT showed no hemorrhage, no acute ischemic changes, and a hyper-dense basilar artery (Figure 1, arrow). CT angiography showed a mid-basilar occlusion (Figure 2, arrow). INFORMATION FOR PATIENTS Fig. 1 AND FAMILIESFig. 2 CASE 1 CONTINUED He received Alteplase intravenous tPA and was transferred to a comprehensive stroke center where angiography confirmed mid-basilar occlusion (Figure 3, arrow ). He underwent mechanical thrombectomy (Figure 4) with recanalization of the basilar artery. His neurological exam improved and he was discharged to home after 2 days. At his 3 month follow up, he was back to normal and returned to college. Fig. 3 Fig. 4 CASE 2 CASE 2 A 62 year old woman with a history of hypertension and hyperlipidemia presented to a primary stroke center with sudden onset of weakness of the right side. On examination, she had a global aphasia, left gaze preference, right homonymous hemianopsia (field cut), right facial droop, dysarthria, and right hemiplegia (NIH Stroke Scale = 22). Head CT showed only equivocal hypodensity in the left middle cerebral artery territory (Figure 1 on next slide). CT angiography showed a left middle cerebral artery occlusion (Figure 2 on next slide, arrow). -
Classification of Aphasic Phenomena
LE JOURNAL CANAD1EN DES SCIENCES NEUROLOG1QUES Classification of Aphasic Phenomena ANDREW KERTESZ SUMMARY: A brief but comprehensive Most clinicians will agree that al tions cover the same phenomenon. survey of classifying aphasia reveals though aphasic disability is complex, In Table I the various terms are that most investigators describe at least many patients are clinically similar shown to overlap and those describ four major groups, conveniently labelled and may be classified into identifi ing the same disturbance appear un Broca's, Wernicke's, anomic and global. able groups. There are many classi derneath each other. Four columns Conduction and transcortical aphasias fications indicating that none is al appear to represent the entities that are less generally described and mod ality specific syndromes rarely, if ever, together satisfactory. Nevertheless, almost everybody identifies: exist purely. The controversy between this effort is useful and even neces 1. What Broca (1861) described as unifiers and splitters continues but ob sary to diagnose and treat aphasics aphemia, Wernicke (1874) called jective numerical taxonomy may solve and to understand the phenomena. motor aphasia. Marie (1906) did not some of the problems of classification. The opponents of classification consider Broca's aphemia true point out the numerous disagree aphasia. Pick (1913) labelled it ex ments among observers, the many pressive aphasia with agrammatism RESUME: Line etude breve, mais com exceptions that cannot be fitted into and Weisenburg & McBride (1935) prehensive, de la classification de categories and the frequent evolu popularized "expressive aphasia" I'aphasic revile que la plupart des cher- cheurs decrivent au moins 4 groupes tion of certain types into others. -
Guide for Starting Empowerment Groups
illiinois IMAGINES GUIDE FOR STARTING EMPOWERMENT GROUPS Illinois Imagines Project December 2014 illiinois IMAGINES OUR RIIGHTS, right now TABLE OF CONTENTS GUIDE FOR STARTING EMPOWERMENT GROUPS Pages 4-11 GROUP MEETING SESSIONS Meeting #1: Community Building Pages 14-16 Meeting #2: Organizing the Group Pages 17-19 Meeting #3: History of Oppression of People with Disabilities Pages 20-23 Meeting #4: Power – Personal and Group Pages 24-26 Meeting #5: Power – Using Our Personal and Group Power Pages 27-29 Meeting #6: Self-Esteem Pages 30-31 Meeting #7: Bullying Page 32 Meeting #8: Gender Inequality Pages 33-34 Meeting #9: Sexual Violence 101 Pages 35-37 Meeting #10: Sexual Assault Exams Pages 38-39 Meeting #11: Self-Care and Assertiveness Pages 40-42 Meeting #12: Safe Places and People Pages 43-45 Meeting #13: Internet Safety Pages 46-47 Meeting #14: Helping a Friend Who Discloses Pages 48-50 Meeting #15: Interview with Local Rape Crisis Center Workers Pages 51-52 Meeting #16: Surrounding Yourself with Support Systems Pages 53-55 Meeting #17: Group Decision Making Pages 56-58 Meeting #18: Community Organizing Pages 59-61 Meeting #19: Empowerment Plan Pages 62-63 Meeting #20: Connecting with Other Community Groups Pages 64-65 Meeting #21: Group Leadership and Structure Pages 67-68 Meeting #22: Conflict Resolution and Keeping Up Energy Pages 69-71 Meeting #23: Moving Forward Celebration Pages 72-73 RESOURCES Pages 75-77 This project was supported by Grant #2006-FW-AX-K009 awarded by the Office on Violence Against Women, United States Department of Justice. The opinion, finding, conclusion and recommendation expressed in this program are those of the author(s) and do not neccessarily relect the views of the Department of Justice, Office on Violence Against Women. -
Prospect for a Social Neuroscience
Levels of Analysis in the Behavioral Sciences Prospect for a • Psychological Social Neuroscience – Mental structures and processes • Sociocultural – Social, cultural structures and processes Berkeley Social Ontology Group • Biophysical Spring 2014 – Biological, physical structures and processes 1 2 Levels of Analysis On Terminology in the Behavioral Sciences • Physiological Psychology (1870s) Sociocultural – Animal Research Social Psychology • Neuropsychology (1955, 1963) Social Cognition – Behavioral Analysis – Brain Insult, Injury, or Disease Psychological • Neuroscience (1963) – Interdisciplinary Cognitive Psychology • Molecular/Cellular Cognitive Neuroscience Social Neuroscience •Systems • Behavioral Biophysical 3 4 Towards a Social Neuropsychology The Evolution of Klein & Kihlstrom (1998) Social Neuroscience Neurology NEUROSCIENCE • Beginnings with Phineas Gage (1848) Neuroanatomy Molecular – Phrenology, Frontal Lobe, and Personality Integrative and • Neuropsychological Methods, Concepts Neurophysiology Cellular Cognitive – Neurological Cases – Brain-Imaging Methods Systems Affective • But Neurology Doesn’t Solve Our Problems Behavioral Conative(?) – Requires Psychological Theory Social – Adequate Task Analysis at Behavioral Level 5 6 1 The Rhetoric of Constraint “Rethinking Social Intelligence” Goleman (2006), p. 324 “Knowledge of the body and brain can The new neuroscientific findings on social life have usefully constrain and inspire concepts the potential to reinvigorate the social and behavioral sciences. The basic assumptions -
Enhancing School Safety Using a Threat Assessment Model
ENHANCING SCHOOL SAFETY USING A THREAT ASSESSMENT MODEL An Operational Guide for Preventing Targeted School Violence National Threat Assessment Center July 2018 UNITED STATES SECRET SERVICE This guide was prepared by the staff of the U.S. Secret Service National Threat Assessment Center (NTAC) Lina Alathari, Ph.D. Diana Drysdale, M.A. Chief Lead Social Science Research Specialist Ashley Blair, M.A. Jeffrey McGarry, M.A. Social Science Research Specialist Social Science Research Specialist Catherine Camilletti, Ph.D. Amanda Snook, Ph.D. Social Science Research Specialist Social Science Research Specialist Steven Driscoll, M.Ed. Social Science Research Specialist National Threat Assessment Center U.S. Secret Service U.S. Department of Homeland Security July 2018 This publication is in the public domain. Authorization to copy and distribute this publication in whole or in part is granted. However, the U.S. Secret Service star insignia may not be used in any other manner without advance written permission from the agency. While permission to reprint this publication is not necessary, when quoting, paraphrasing, or otherwise referring to this report, the citation should be: National Threat Assessment Center. (2018). Enhancing school safety using a threat assessment model: An operational guide for preventing targeted school violence. U.S. Secret Service, Department of Homeland Security. Enhancing School Safety Using a Threat Assessment Model An Operational Guide for Preventing Targeted School Violence This guide was prepared by the staff of the CONTENTS U.S. Secret Service National Threat Assessment Center (NTAC) Lina Alathari, Ph.D. Diana Drysdale, M.A. MESSAGE FROM THE DIRECTOR . IV Chief Lead Social Science Research Specialist INTRODUCTION . -
Sam Fischer & Demi Lovato New Single 'What Other People
SAM FISCHER & DEMI LOVATO NEW SINGLE ‘WHAT OTHER PEOPLE SAY’ OUT NOW SAM FISCHER ANNOUNCED AS YOUTUBE’S FIRST ‘ARTIST ON THE RISE’ FOR 2021 Following the huge success of his global smash hit This City and recent project Homework, Sam Fischer has teamed up with Demi Lovato to release his new single What Other People Say out now via RCA Records. Listen HERE. Written by Sam before his single This City became a hit, it was a song he always knew would be a duet and was blown away when Demi Lovato became the perfect person to accompany him on vocals. Written about a feeling of being alone and not wanting to let people down, the pairing takes two different lives and perspectives and unites them in one message of human experience, emotion and togetherness, so they are alone with one another in the song. It is a truly special track with a powerful, moving and relatable chorus and is the next official single release for Sam since This City. Sam says; “What Other People Say is a confession, realizing how far away you can get from who you are in an effort to be liked. It’s about the pressures of society and how getting caught up with the wrong things can change you.” Demi says; “This song is a reflection on what it’s like to lose who you truly are in an effort to please other people and society. It’s why I wanted to make this song with Sam – ultimately it’s about two humans coming together to connect and find solutions to their problems.” Alongside the announcement of the single, Sam Fischer has also shared that he has been chosen as YouTube’s first ‘Artist on the Rise’ for 2021, which follows previous winners Mabel, Aitch, Freya Ridings, Mahalia, Beabadoobee and Celeste. -
A Young Woman with Sudden Hemiparesis
f Clin al o ica rn l & ISSN : 2376-0249 u o M J e l d a i c n International Journal of a o l i Vol 5 • Iss 3• 1000601 Mar, 2018 t I m a n a r g e t i n n I g DOI: 10.4172/2376-0249.1000601 ISSN: 2376-0249 Clinical & Medical Images Case Report A Young Woman with Sudden Hemiparesis Monique Boukobza* and Jean-Pierre Laissy Department of Radiology, Assistance Publique-Hôpitaux de Paris, Bichat Hospital, Paris, France (1) (2) (3) (4) (5) (6) Figure 1: Diffusion weighted imaging (DWI) shows hyperintensity indicative of core infarction on MRI within less than 3 h after onset. Figure 2: Fluid-attenuated inversion recuperation imaging-Hyperintense vessels proximal to the sylvian fissure. Figure 3: Fluid-attenuated inversion recuperation imaging-Hyperintense vessels distal to the sylvian fissure. Figure 4: Magnetic resonance angiography-Severe vasospasm of the left internal carotid artery (short arrow) and middle cerebral artery (M1 segment) (long arrow). Figure 5: Digital subtraction angiography-Severe vasospasm (long arrow) and small aneurysm of the left anterior choroidal artery of 10 mm of diameter (short arrow). Figure 6: Magnetic resonance angiography follow-up-Exclusion of the aneurysm and normal caliber of the cerebral arteries. Abstract Stroke related to cerebral vasospasm may have the same appearance that ischemic stroke of other causes. The correct diagnosis is critical to avoid inappropriate treatments as thombolysis and anticoaglant therapy. In this case, a previous young healthy woman presented with acute onset of right-sided hemiplegia and expressive aphasia. Interpretation of Magnetic Resonance Images was challenging: acute ischemia, severe vasospasm, no signs of subarachnoid hemorrhage or intra-arterial thrombi, no evidence of cervical artery dissection. -
Speech-Oct-2011.Pdf
10/11/2011 1 10/11/2011 PHYSIOLOGY OF SPEECH Dr Syed Shahid Habib MBBS DSDM FCPS Associate Professor Dept. of Physiology King Saud University 2 10/11/2011 OBJECTIVES At the end of this lecture the student should be able to: • Describe brain speech areas as Broca’s Area, Wernicke’s Area and Angular Gyrus • Explain sequence of events in speech production • Explain speech disorders like aphasia with its types and dysarthria 3 10/11/2011 Function of the Brain in Communication- Language Input and Language Output 1.1.1.Sensory1. Sensory Aspects of Communication. 2.2.2.Integration2. Integration 3.3.3.Motor3. Motor Aspects of Communication. 4.4.4.Articulation4. Articulation 4 10/11/2011 5 10/11/2011 BRAIN AREAS AND SPEECH 6 10/11/2011 PRIMARY, SECONDARY AND ASSOCIATION AREAS 7 10/11/2011 ASSOCIATION AREAS These areas receive and analyze signals simultaneously from multiple regions of both the motor and sensory cortices as well as from subcortical structures. The most important association areas are (1) Parieto-occipitotemporal association area (2) prefrontal association area (3) limbic association area. 8 10/11/2011 Broca's Area. A special region in the frontal cortex, called Broca's area, provides the neural circuitry for word formation. This area, is located partly in the posterior lateral prefrontal cortex and partly in the premotor area. It is here that plans and motor patterns for expressing individual words or even short phrases are initiated and executed. 9 10/11/2011 PARIETO-OCCIPITOTEMPORAL ASSOCIATION AREAS • 1. Analysis of the Spatial Coordinates of the Body. -
Sam Fischer Shares New Track 'Simple'
SAM FISCHER SHARES NEW TRACK ‘SIMPLE’ Fresh off the back of his duet with Demi Lovato on ‘What Other People Say’ and his hit single ‘This City’ comes fan track ‘Simple’ via RCA Records – an ode to overcoming difficulties in relationships to bring it back to simpler times. Listen HERE. He said: “I wrote this song through one of my lower points of the last year, but it’s one of my favourite songs. Relationships have their struggles, even in normal times – and this year has been anything but normal. It’s hard to be there for someone when you’re struggling to be there for yourself. I’m grateful to be with an amazing woman who is willing to fight through the hard times to get back to the simple love that started everything.” Sam’s debut single ‘This City’ is currently sitting on over 500 million worldwide streams and was Top 20 in the UK for 11 weeks. The track has gone double platinum in Australia, platinum in the UK and Gold in the US, New Zealand and Switzerland. He’s also had some incredible US TV performances on The Ellen DeGeneres Show, Jimmy Kimmel Live! and The Late Late Show With James Corden. Australian born Sam Fischer first introduced himself with his Not A Hobby EP and has garnered incredible attention through his soulful voice and heartfelt lyrics. Touring North America with his friend Lewis Capaldi, he wowed crowds with his buoyant personality and pure love and talent for song-writing. Now based in LA, he not only has received acclaim for his own work, but he continues to solidify his spot as one of the hottest current writers, having worked with global pop superstars including Ciara, Lennon Stella, Louis Tomlinson, Elle King, Jessie J, Virginia To Vegas and many more. -
Behavior...Matters
York County School Division BEHAVIOR... ...MATTERS A COMPREHENSIVE MANUAL OF BEHAVIORAL SERVICES OFFERED IN THE YORK COUNTY SCHOOL DIVISION Acknowledgements An undertaking of such magnitude as this manual is accomplished only through the efforts of many people and organiza- tions. The Office of Student Services would like to take this opportunity to express our gratitude and appreciation to all of the indi- viduals and organizations whose work graces these pages. All content provided within this manual is either the creation of YCSD staff members or has been excerpted from printed or published material that is in the public domain and may be reprinted or copied. Where material may be attributed to an individual author or organization they are credited within the material. The organizations below provided resource materials that proved in- valuable in creating and organizing both our program and this manual. We are deeply indebted to them for their contributions. Organizations Office of Special Education Programs U. S. Department of Education Virginia Department of Education Center for Evidence-Based Practice Collection of Evidence-Based Treatment Modalities for Children and Adolescents with Mental Health Treatment Needs 2003 House Document #9 Merrimac Detention Center—Williamsburg, Virginia Newport Academy—Newport News, Virginia William & Mary Training and Technical Assistance Center Individuals Jack Forbes Susan Grainer Bob Sulzberger Sandy Ford Rei Flores Tina McCormick Valerie Wilson Patricia Grant Liz Crockett Angie Meade -
Teaching Vocabulary: Lessons from the Corpus
Teaching Vocabulary Lessons from the Corpus Lessons for the Classroom Jeanne McCarten CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org © Cambridge University Press 2007 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2007 Printed in the United States of America ISBN-13 978-0-521-94325-3 paperback Book layout services: Page Designs International Table of Contents 1 Lessons from the Corpus How many words are there and how many do we need to teach? 1 What can a corpus tell us about vocabulary? 2 Frequency 4 Differences in speaking and writing 4 Contexts of use 5 Collocation 5 Grammatical patterns 6 Strategic vocabulary 8 Teaching strategic vocabulary: Fundamentals for a syllabus 14 2 Lessons for the Classroom What do we need to teach about vocabulary? 18 How can we help learners learn vocabulary? 19 3 Concluding Remarks 26 4 Appendices Top 200 spoken words 27 Further reading 28 References 28 Lessons from the Corpus 1 How many words are there and how many do we need to teach? It’s almost impossible to say exactly how many words there are in English. The Global Language Monitor, which tracks language trends, especially in the media, has counted up to almost a million at 988,968. Webster’s Third New International Dictionary, Unabridged, together with its 1993 Addenda Section, includes around 470,000 entries. -
Isolated Traumatic Expressive Aphasia
UC Irvine Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health Title Isolated Traumatic Expressive Aphasia Permalink https://escholarship.org/uc/item/1691788n Journal Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 12(1) ISSN 1936-900X Authors Paulsen, Jeremy Testa, Nicholas Publication Date 2011 License https://creativecommons.org/licenses/by-nc/4.0/ 4.0 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Images In emergency medIcIne Isolated Traumatic Expressive Aphasia Jeremy Paulsen, MD University of Southern California, Los Angeles, CA Nicholas Testa, MD Supervising Section Editor: Sean Henderson, MD Submission history: Submitted April 3, 2010; Revision Received July 23, 2010; Accepted September 27, 2010 Reprints available through open access at http://escholarship.org/uc/uciem_westjem [West J Emerg Med. 2011;12(1):141.] operating room for definitive care. The neurosurgical services followed this patient for two weeks. During that time he was persistently aphasic. He was transferred to a rehabilitation hospital with persistent posttraumatic expressive aphasia. The importance of this case is to remind the clinician that isolated expressive aphasia can be associated with significant head trauma. A Medline1 search for traumatic aphasia reveals prior case reports of aphasia being the presenting sign of subdural hematomas, but only in the subacute presentation. Other studies have reported the presence of aphasia in major brain trauma to be as high as 19%, although all cases were associated with other significant deficits.2 Most literature focuses instead on the rehabilitation potential in traumatic aphasias, which has been consistently reported to have a much higher success when compared to other causes of aphasia.3,4 Address for Correspondence: Nicholas Testa, MD, 1200 North State St, Room 1011, Los Angeles, California 90033.