Essay title - The Causes of Multiple Types of Aphasia in Children: An Interdisciplinary Analysis
Introduction
The causes of aphasia have become a growing interest in the developmental outcomes of children. Aphasia means 'without speech' and refers to the disruption of language abilities after trauma to the brain. Such trauma is most often caused by a stroke but may also be caused by surgery, or a blow to the head (Harley, 2001). Research indicates that individuals who experience aphasia may often inhibit such emotional distress such as depression, anxiety, and frustration (Wood, 1960). Patients suffering from aphasia often lack motivation which inhibits the progress of overcoming obstacles. In order to determine the causes of and treatment of the multiple types of aphasias, it is necessary to understand the psychology of language production as well as the current therapeutic methods because it will help enhance the learning mechanisms for patients suffering from aphasia.
This problem requires an interdisciplinary approach because research has shown that aphasia has become a complex issue (Repko, 2005). Furthermore, this issue cannot be resolved by a single discipline because research has shown that it can be investigated by more than one disciple. Applying an interdisciplinary approach, it will broaden a path for a more comprehensive understanding of the causes of aphasia.
This problem falls into several research domains such as biology, sociology, and chemistry. However, a thorough research reveals that the disciplines of linguistics, psychology, and health education (sub-discipline of education) are most conducive to this issue based on their literature review.
The discipline of linguistics gives insights on the understanding of the study of the nature of language, disorders associated with language, structure, and variation of language, including phonetics, phonology, morphology, syntax, semantics, sociolinguistics, and pragmatics (Bergmann, Hall, & Ross, 2007). Furthermore, linguistics will give knowledge on the production of language and how an individual acquires language. The discipline of psychology acknowledges the processes of cognitive and social development of individuals (Repko, 2005). In addition, psychology will give insight on what aphasia is and the psychological effects it has on individuals. The discipline of health education is imperative in understanding the different therapeutic methods when treating an individual who has aphasia (Nadeau, Gonzalez Rothi, Crosson, 1997).
Literary research that includes a multitude of information in books and journals pertaining to the disciplines of this issue will be used. Based upon on literature research the disciplines of linguistics, psychology, and health education are most relevant to the issue of aphasia based on its contribution in terms of insights, epistemology, concepts, theories, and research methods.
The purpose of this paper is to provide a more comprehensive understanding of the causes of aphasia. Using an interdisciplinary approach will produce an interdisciplinary understanding of this problem. Interdisciplinary understanding is defined as the capacity to integrate knowledge and modes of thinking drawn from two or more disciplines to produce a cognitive advancement. This new understanding will serve as the basis of a proposed solution that will be more comprehensive than existing approaches (Boix Mansilla, 2005).
Background
This portion of the paper analyzes how aphasia has become a growing interest in the developmental outcomes of children, and how several disciplines acknowledge this issue. Aphasia in children has increase awareness in the eyes of linguists, psychologists, and health educators. In the early 1860’s a French doctor by the name of Paul Broca found an injury in this part of the brain while performing an autopsy on a patient who had lost the ability to speak (Nadeau, Gonzalez Rothi, Crosson, 1997). This inability to speak but only repetitive syllables is also referred to as Broca’s Aphasia and is usually from a result of damage to the Broca’s Area of the brain. In addition, a German Neurologist Carl Wernicke had many patients who could speak but were unable to be understood. These patients used a variety of nonsense syllables in place of words. This type of aphasia is now referred to as Wernicke’s Aphasia where damaged occurs in the Wernicke’s area of the brain (Nadeau, Gonzalez Rothi, Crosson, 1997). For example, linguist focus on how an individual acquires one’s language and the disorders associated with the disruption of language. Language makes us uniquely defined it reflects our self identity and is indispensable for social interactions in a society (Bergmann, Hall, Ross, 2007). Language influences every part of our lives; it gives word to thoughts, a voice to our idea, and expressions to our feelings. Language is rich and is varied from each individual one that we used effortlessly, and children seem to acquire it automatically, although linguists have discovered it to be extremely complex but yet systematic and describable (Bergmann, Hall, Ross, 2007). Broca’s and Wernicke’s Aphasia are the two most common types of Aphasia, however there are multiple types of Aphasia such as conduction aphasia, and anomic aphasia (For all terms in bold, see Appendix A, McKeethan, 2008).
Psychologist focus on the developmental issues that may be hinder by the stressors associated with Aphasia in children. The long-term affects of Aphasia produces psychosocial disorders such depression, isolation, a significant decrease in productivity and activities (Hinckley, Packard, 2001). Psychologists internalize these psychosocial inhibitors that can contribute to certain disorders associated with Aphasia. These psychosocial disorders can lead to long term effects in individuals with Aphasia if not detected ahead of time. Psychosocial disorders are defined as a mental illness caused or influenced by life experiences, as well as unstable cognitive and social behavioral processes (Hinckley, Packard, 2001). Individuals who are living with aphasia require a reconceptualization of the self, the family, the nature of friendships, and the activities that the individual engages throughout the day. Aphasia impairs cognition and communication which may result in limitations in activities, such as difficulty in communicating basic needs and ideas (Hinckley, Packard, 2001).
Finally, as health educators it is crucial to identify the causes of the multiple types of Aphasia in children because it helps therapist provide an adequate therapeutic treatment program. Appropriate therapeutic programs help individuals with Aphasia feel accepted, and establish a temporary means of communication, and conserving their energy for eventual speech retraining which all serve to expedite rehabilitation (Moser, 1961). A demographic pertaining to this issue at hand illustrates that roughly estimated 5 to 15 percent of the school aged population have difficulty in reading, 2 to 10 percent have speech difficulties, and 20 to 30 percent have less that adequate motor development, furthermore adding various subgroups of children characterized as slow learners, aphasic, disturbed, and visually handicapped. Therefore making it crucial that speech therapist provide an essential program that meets the needs of all the different types of Aphasia because each type needs a different form of treatment (Bateman, 1966).
References
Linguistics
Nadeau, S. E., Gonzalez Rothi, L. J., & Crosson, B. A. (1997-2007). Aphasia and language theory
to practice. New York, NY: Guilford Press
Geschwind, N. (Nov. 27, 1970). The organization of language and the brain. Science, New
Series, 170(3961), 940-944.
Bergmann, A., Hall C. K., Ross M., S. (2007). Language files. Columbus, Ohio: Ohio State
University Press Columbus
Harley, T. (2001) The psychology of language, Hove, East Sussex UK: Psychology Press
Psychology
Wood, N. E. (1960). Language disorders in children. Monographs of the society for research in
child development, 25(3), 15-23.
Melville Bell, A. (Jan. 27, 1988) Mental science. Science, 11(260), 42-44.
Bateman, B. (Feb., 1966) Learning disorders. Education of exceptional children, 36(1), 93-119.
Hinckley J. J., Packard M. E. W (June, 2001) Family education seminars and social functioning
of adults with chronic aphasia. Journal of communication disorders, 34(3), 241-254.
Health Education
Moser, D. (Apr., 1961) An understanding approach to the aphasic patient. American
journal of nursing, 61(4), 52-55.
Howard, D. (Oct. 29, 1994) The treatment of acquired aphasia. Philosophical transactions:
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Miller, B. E. (May, 1969), Assisting aphasic patients with speech rehabilitation. American
journal of nursing, 69(5), 983-985.
Others
Mansilla, B. V. (2005) Assessing student work at disciplinary crossroads. Changes, 37, 14-21
McKeethan, H. F. (2008) Table
Appendix
Broca’s Aphasia - This is a form of aphasia in which speech output is severely reduced and is limited mainly to short utterances, of less than four words. Vocabulary output is limited and the formation of sounds is often laborious and clumsy. May understand speech relatively well and be able to read, but be limited in writing. Broca’s aphasia is often referred to as ‘non fluent aphasia’ because of the halting and effortful quality of speech (Bergmann, Hall, & Ross, 2007).
Wernicke’s Aphasia - This form of aphasia the ability to grasp the meaning of spoken words is impaired, while the ease of producing connected speech in not much affected. Wernicke’s aphasia is referred to as ‘fluent aphasia’. However, speech is far from normal. Sentences do not hang together and irrelevant words intrude-sometimes to the point of jargon, in severe cases. Reading and writing are often severely impaired (Bergmann, Hall, & Ross, 2007).
Conduction Aphasia - A form of aphasia in which the patient understands spoken and written words, is aware of his deficit, and can speak and write, but skips or repeats words, or substitutes one word for another (paraphasia);word repetition is severely impaired. The responsible lesion is in the associate tracks connecting the various language centers (Bergmann, Hall, & Ross, 2007).
Anomic Aphasia - This term is applied to persons who are left with a persistent inability to supply the words for the very things they want to talk about- particularly the significant nouns and verbs. As a result their speech, while fluent in grammatical form and output is full of vague circumlocutions and expressions of frustration. They understand speech well, and in most cases, read adequately. Difficulty finding words is as evident in writing as in speech (Bergmann, Hall, & Ross, 2007).
