Conduction Aphasia

APSS5802 Assignment 1
Conduction Aphasia
Yeung Wai 16030669G
Introduction of conduction aphasia
These days, aphasia has become an increasingly prevalent disorder not only seen in the older adults but also in the younger population (Engelter et al., 2006). In the United States, there is approximately 80 thousand new cases of aphasia per year (National Stroke Association, 2008). Aphasia can be divided into various types, namely expressive aphasia, receptive aphasia, conduction aphasia, anomic aphasia, and global aphasia (Ardila, 2010). Out of these several types of language disorders, conduction aphasia, also called associative aphasia, is a relatively rare and mild type of language impairment, and is mainly characterized by impaired repetition (Ardila, 2010). Patients suffering from this disorder still have an intact ability to comprehend
The hallmark feature of conduction aphasia is that the patient can retain fluent spontaneous speech and good comprehension, but have difficulties repeating sentences, especially phrases that are complicated and long (Ardila, 2010). People afflicted with conduction aphasia may also experience symptoms including impairments in naming, reading, writing, ideomotor apraxia and elementary neurological abnormalities (Bartha & Benke, 2003). Currently, there has been a number of standardized test available for diagnosing and classifying different types of aphasia. These examinations can be used to identify conduction aphasia in a reliable manner (Kohn & Susan, 1992). For instance, the Western Aphasia Battery (WAB) and the Boston Diagnostic Aphasia Examination (BDAE) are two widely used tests for identifying conduction aphasia. These examinations involve a series of tests and procedures which contain asking the subjects to read words, name pictures, count aloud and repeat words and non-meaningful