I. Clinical symptoms
1. Listening comprehension disorder: the patient’s ability to understand spoken language is reduced or lost.
2.Disorders of oral expression: including dysarthria, labored speech, mispronunciation, garbled speech, difficulty in word finding and naming, stereotyped language, speech persistence phenomenon, imitative language, grammatical disorders, verbal fluency and non-fluency, and retelling disorders.
3.Dyslexia: including form, sound and meaning loss of reading, form and sound loss of reading, form and meaning loss of reading.
4.Writing disorder.
Second, classification (Chinese aphasia classification)
Broca’s aphasia, transcortical motor aphasia, complete aphasia, Wernicke’s aphasia, conductive aphasia, transcortical sensory aphasia, naming aphasia, basal ganglia aphasia, thalamic aphasia, crossed aphasia, and childhood acquired aphasia.
III. Treatment methods
1.Speech training.
(1) Patients can check whether their oral movements are the same as the oral movements made by the speech therapist by looking at the mirror.
(2) Imitate the therapist’s pronunciation.
(3) The speech therapist draws an oral diagram and tells the patient the position of the tongue, lips and teeth as well as the direction and size of the airflow.
2. Listening comprehension training.
(1) Word recognition and identification. Depending on the severity of the aphasia, the patient is shown pictures of corresponding items, and after naming one or two or three items, the patient is asked to point out the corresponding pictures of the items.
(2) Utterance comprehension: The therapist names the function or category of one of the items according to the severity of the aphasia, and then asks the patient to point it out after listening to it, or to make a conversation with a scene drawing.
(3) Oral expression training: including words, sentences or short essay practice.
(1) According to the patient’s condition can start from the simplest numbers, poems, proverbs, children’s songs, or songs for the patient to mechanically and automatically issue from the mouth, or show pictures of items for naming training, which can be prompted by word-head sounds, usage descriptions, gestures, etc.
(2) Retelling: Words, sentences, and short texts can be retold.
(3) Practical practice: apply the words and sentences practiced to real-life situations such as “What do you do when you are thirsty?” Let them answer.
(4) Spontaneous oral practice: look at the action pictures and let the patient use oral explanation, look at the scenario pictures and encourage the patient to narrate freely what happened around him/her on a certain day and time.
4. Reading comprehension and reading aloud training.
(1) Visual cognition: According to the condition, set out the corresponding number of pictures, and let the patient read the cards with corresponding words and then practice the combination.
(2) Auditory cognition: The therapist will read out the words and then ask the patient to point out the corresponding word cards.
(3) Reading aloud: Read the words to the patient repeatedly and then encourage the patient to read them aloud with the therapist.
(4) Comprehension of sentences and short texts read aloud.
(5) Writing training: copying, dictation, spontaneous writing, transition to writing diaries, letters, etc.
Fourth, the actual language communication can be trained
Specific methods: a stack of pictures placed face down on the table, the therapist and the patient alternately touch, not allowing the other party to see the contents of the pictures in their hands, using a variety of expressions (such as call names, descriptive words, gestures, etc.) to pass the information to the other party. The recipient makes appropriate counter routing by repeating confirmation, guessing, questioning, etc.