WORKSHEET 11

LANGUAGE DISORDER: APHASIAS

Name : Sari Vani Vatmaulia

NIM : 2223170001

Class : 6A

1. Explain and Contrast the following terms!

Communication Disorder
- Speech Disorder : A speech disorder is an impairment of the articulation of speech
sounds, fluency, and/or voice. All disorders affecting the child's ability to produce clear,
intelligible spoken language are considered speech disorders. Of the preschool age
children served by speech-language pathologists in the United States, it is estimated that
about 60% have a primary language delay or disorder and 40% have some type of speech
disorder (Peters-Johnson, 1992).

- Language Disorder : A language disorder refers to impaired comprehension and/or use

of spoken, written and/or other symbol systems. Language disorders include any delay or
disability affecting the child's ability to comprehend (receptive language) and/or
appropriately use words or gestures (expressive language).
- Hearing zdisorder : A hearing disorder is the result of impaired auditory sensitivity of
the physiological auditory system. Hearing disorders are classified according to
difficulties in detection, recognition, discrimination, comprehension, and perception of
auditory information. Individuals with hearing impairment may be described as deaf or
hard of hearing.

The focus of this guideline is primary communication disorders that are not the result of
hearing loss or other specific developmental problems.

2. Explain some Speech disorders!

- Voice disorder : A voice disorder may be defined as any deviation in pitch,
intensity or quality which either consistently interferes with communication in such a
way as to adversely affect the speaker or the listener, or is inappropriate for the sex, age,
or cultural background of the individual.
 The most obvious communication signal used by an infant is its voice through crying,
cooing, and vocal play. The infant's cries are interpreted by parents/caregivers and act as
an important agent in bonding. Appropriate vocal patterns are essential to effective
communication and the child's relationships to others.

- Articulation disorder : Articulation refers to individual speech sounds, and phonology

refers to groups of sounds. Articulation involves the actual motor production of those
speech sounds. Articulation affects the clarity with which a child produces individual
speech sounds (phonemes) that make speech intelligible and meaningful to a
listener. Phonology is defined as the sound system of a language and the rules that govern
sound combinations in that language.
- Fluency disorder : fluency or stuttering is an involuntary repetition, prolongation, or
blockage of a word or part of a word that the child is trying to say. There are many
patterns of speaking that are recognized as stuttering in young children, including
repetitions of phrases, words, syllables and sounds, sound prolongations, unexpected
pauses, revisions, and interjections.
3. Explain some language disorders
- Central Auditory processing Disorder:  are deficits in the information processing of
audible signals not attributed to impaired peripheral hearing sensitivity or intellectual
impairment. This information processing involves perceptual, cognitive, and linguistic
functions that, with appropriate interaction, result in effective receptive communication
of auditorily presented stimuli. 
- Aphasia: is a condition that robs you of the ability to communicate. It can affect your
ability to speak, write and understand language, both verbal and written.
- Apraxia: is an uncommon speech disorder in which a child has difficulty making accurate
movements when speaking.
- Dysarthria: is a condition in which the muscles you use for speech are weak or you have
difficulty controlling them. Dysarthria often is characterized by slurred or slow speech
that can be difficult to understand.
- Dyslexia: is a condition in which the muscles you use for speech are weak or you have
difficulty controlling them. Dysarthria often is characterized by slurred or slow speech
that can be difficult to understand.

4. Identify two basic groups of Aphasia!

There are two broad categories of aphasia: fluent and non-fluent.

- Damage to the temporal lobe of the brain may result in Wernicke's aphasia (see figure),
the most common type of fluent aphasia. People with Wernicke's aphasia may speak in
long, complete sentences that have no meaning, adding unnecessary words and even
creating made-up words.

For example, someone with Wernicke's aphasia may say, "You know that smoodle
pinkered and that I want to get him round and take care of him like you want before.”

- The most common type of nonfluent aphasia is Broca's aphasia (see figure). People with
Broca's aphasia have damage that primarily affects the frontal lobe of the brain. They
often have right-sided weakness or paralysis of the arm and leg because the frontal lobe is
also important for motor movements. People with Broca's aphasia may understand speech
and know what they want to say, but they frequently speak in short phrases that are
produced with great effort. They often omit small words, such as "is," "and" and "the."

For example, a person with Broca's aphasia may say, "Walk dog," meaning, "I will take
the dog for a walk," or "book book two table," for "There are two books on the table."
People with Broca's aphasia typically understand the speech of others fairly well.
Because of this, they are often aware of their difficulties and can become easily
frustrated.