ABSTRACT
A sixteen-year-old girl with neuropsychological dysfunction after cerebral encephalopathy came to our hospital for evaluation of her cognitive impairment and ability to acquire compensatory skills for communicative dysfunction. Neuropsychological examinations revealed low scores on FSIQ, VCI, WMI and PSI by WISC-Ⅳ. We intervened using a process-orientated speech-language-hearing therapy to improve her cognitive, language and communicative skills for a year. After that, we evaluated her cognitive ability by WISC-Ⅳ and LCSA. As a result of our intervention, her word knowledge, idiom and mental expression, sentence expression and reading social condition and expression scores in LCSA performance were improved but each IQ by WISC-Ⅳ was preserved. In ST intervention for pediatric neuropsychological dysfunction, the patient evaluation should be made not only using IQ by WISC-IV but also by measuring other communicative skills such as by LCSA.
ABSTRACT
For rehabilitation of patients with aphasia, the accurate diagnosis of aphasia and its type is very important. The types of aphasia are classified on the basis of the impairment pattern found in speech fluency, comprehension, and repetition. The aphasia types provide medical staffs with clues for how to best communicate with patients with aphasia. Physiatrists should grasp the language signs and symptoms of those patients and organize suitable rehabilitation. Standard medical practices in treatment of aphasia and recent methods to boost language recovery are also reviewed.