The following intervention techniques may be helpful in working with a patient who is suffering from Broca’s Aphasia:
- Confluent, effortful. halting, and
- Tap foot, hands or use metronome to create pace and maintain fluency.
- Relaxation may help with overdone effort.
- Taking a deep breath before speaking may help to relax speech muscles.
- Limited verbal output,
short phrases, and short sentences.
- Expand the patient’s utterances.
- Work on word retrieval.
- Use words meaningful to the patient.
- Use imitation. The clinician starts with short phrases and sentences and gradually expands the length.
- Misarticulated and distorted sounds.
- Articulation Therapy stressing placement for sounds.
- Opening mouth wider
- Reducing rate of speech
- Use of short sentences.
- Agrammatical or telegraphic speech, which is very often limited to nouns
and verbs. Omissions of conjunctions, articles, and prepositions are also noted.
- Build on what the patient uses by adding to their utterances.
- Imitating the speech of clinician. Start with short sentences and gradually add to the length.
- Impaired repetition of words and sentences,
especially the grammatical elements of a sentence.
- Start with repetition of words.
- Progress to 2 word phrases.
- Progress to three word sentences and beyond when ready.
- Start slow and work toward normal speech rhythm.
- Imitation is easiest.
- Story completion
- Answering questions from a story or picture.
- Describing a picture.
- Sentence completion.
- Impaired naming, especially confrontation naming.
- Require patient to name pictures or objects.
- Provide prompts and cues to lead patient in the direction of the intended word. These cues may
include: the first sound of the word, sentence completion, it rhymes with, function, location, word spelled out loud, and
- Choose words that are useful to the patient.
- Work on carryover by giving the caretaker a list of words that were worked on with success in the
therapy session as well as techniques used for elicitation.
- Work on categories, associations, word combinations.
- Use pictures that have meaning to the patient. Family picture albums can help with important names.
- Better auditory comprehension of spoken
language than production.
- Work on production techniques addressed previously.
- MIT therapy.
- Difficulty understanding syntactic
- Use pictures showing syntactic structures.
- Act out sentences and stories.
- Use gestures.
- Poor oral reading and poor comprehension
of material read.
- Start with short stories that have a lot of pictures.
- Use materials that have meaning to the patient-for instance, a church bulletin from their church, a grocery
add from the paper, a letter from a friend, the horoscope, a section of the paper that they are interested in, a greeting
- Ask questions while as they are reading to reinforce meaning.
- Writing problems, which are characterized
by slow and laborious writing full of spelling errors and letter omissions.
- Use techniques as you would for a beginning writer. Depending on the level that the patient is
functioning, pointing out letters that the clinician sounds out sounding may be the beginning point. After that is mastered,
tracing letters, copying letters and then writing letters should be performed. Then the clinician spells words letter by letter,
says words and the patient writes them and copies structured sentences. Finally, the patient writes sentences to dictation
and writes sentences using words from the clinician.
- Teach survival writing skills. These include: signing forms, writing shopping lists, writing checks,
writing notes to friends in cards or letters.
- Practice drills with words used for the above purposes.
- Monotonous speech
- Practice intonation
- Tape record patient’s speech for feedback
- Singing therapy.
- Imitating the clinician.
- Exaggerating inflections.
- Apraxia of speech
a. Develop volitional vocalization with a small repertoire of
b. Use drawings to show placements of sounds.
c. Use progressive approximation. Make sounds out of sounds that they
are able to produce.
d. Use phonetic contrasts.
e. Imitation may not be helpful. Usually if the patient imitates, the
communication has little meaning to them.
f. Repetition drills for sounds,
words, phrases and sentences. Start with sounds.
g. Use of an alternative communication
device may be helpful.
h. Neurobehavioral reorganization approaches
to treatment can be taught, such as the use of gestures and melodic intonation therapy.
i. Many repetitions are needed
to stabilize newly acquired responses and make them automatic.
j. Intensive treatment is required
and should consist of massed practice over a long time.
k. Treatment of prosody should accompany articulation
l. Contrastive stress drills.
- Respiration exercises may be needed.
- Sensory stimulation.
- Muscle strengthening.
- Modification of muscle tone. Progressive relaxation, shaking and chewing exercises, biofeedback.
- Posture and speaking position.
- Adjust utterance length to match the patient’s respiratory capacity.
- Contrastive stress drills. The clinician says a sentence and then asks a question with exaggerated
- Articulation therapy.
- Prosody activities.
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