Book Review: The Man Who Mistakened Wife for Hat And Other Clinical Tales (…shoe and foot)

The Man Who Mistook His Wife for a Hat cover.jpg

Hi, slightly straying from my other posts, I’m taking a cognitive psychologically class. As you the reader know, I have a speech disorder involving my brain, ad  this class relates to that (Broca’s area among other things) and my major is psychology. For this class I had to choose a book to read, so I picked “The Man Who Mistook His Wife for a Hat and Other Clinical Tales” because I’m familiar with some of the content mentioned, such as retrograde amnesia, therefore I understood the content well, in my opinion. After reading about familiar cases as well as learning about others, I have grown a personal interest in the topic, seeing a real life case of the “Memento” movie in the book, and witnessing other stories of things of the brain I have learned about, such as not being able to recognize others.

The author, Oliver Sacks, has the qualification of M.D. and was a physician and a professor in neurology at New York University. According to his website, he has also published “Musicophilia: Tales of Music and the Brain and An Anthropologist on Mars” and “Awakening,” but in the book I read, he took notes from previous patients he has witnessed, and has made it clear of his experience, in addition with explaining his jargon and giving clear explanations with diagnosis.

In the book, each chapter is a clinical case Oliver Sacks had witnessed or heard of. From what I noticed, the main ideas were split into four sections: losses, excesses, transports, and the world of the simple. Each section focused on something unique dealing with the brain, such as senses, loss of controlling movement, injury to the brain creating distress in another part of it, and savants who have mental issues.

In my opinion, a book affects each reader differently, and for me it gave me a closer in depth look at how doctors figure out issues that cannot physically be seen, but only studied with hints. I feel like a purpose of the book was to show how brain issues are determined, found, fixed, but how it will always affect the person with it, and how everyone deals with the discovery.

It personally gave me a more in depth and personal look at brain issues, and how it never leaves a person, and how even the most unaware are somehow still aware, more or less (to me, the man who fell out of bed could be debatable with how aware he was, I was slightly confused on how he and the others concluded his “corpse” leg issue). I believe the main purpose of the book was to show how it never leaves a person, how people deal with what they can’t control, and perhaps even how unpredictable the brain can be with senses.

The book focuses on how the brain can affect a person in different ways, how the brain’s neurology can be unpredictable. It glosses over retrograde amnesia, involuntary actions, cause and affects in the brain, and patients with mental issues who excel in certain fields. For me, the book adds to previous knowledge, explaining how certain things work rather than just only giving an example. For example, I had known about how the body (hands specifically) could move without a person being aware, but the book gives a better understanding of the concept, as well as for many other things. For things I wasn’t as familiar with or had no previous knowledge that I could remember, it was an excellent teacher, so in that case it theoretically gave me new ground in cognitive psychology or neuro psychology for me. In addition, Sacks approaches the topic well, in an understanding tone that does not belittle the audition or the patient, and explains how they studied and came to conclusions, and to me what he said was sound, logical. The readability was a bit skewed in some places, such as overly wordy, but it was an easy read besides that. While I was reading, I was reminded of a few lessons, but the most prominent was the different angles of a dog or object, and how it distorts the imagery and knowledge of what it is. Although it wasn’t exactly like the man who mistook his wife for a hat, the lesson helped me understand the concept a bit more, it was a nice clarity. Lastly, in my eyes, the intended audience could be anyone, but was most likely toward medical or cognitive, or even normal neuroscience or psychology students.

I actually had a really nice time reading the book. I thought I would be bored in all honestly, but I found myself interested and making connections to cases or examples I had previously known about. My assumptions weren’t exactly changed on the subject of cognitive psychology or neuroscience, but I felt more taught in the subject, more enforced and corrected with information I had previously learned. For example, although I can’t quite recall the exact term, there-as I’d like to explain it-a disconnection between seeing something and comprehending it. For example, seeing a picture of a family member, but not recognizing their face, only being able to know them by a hair style or facial feature, such as freckles or a long nose. This in a more extreme fashion was in the book, also the featured title, and it was further proven with the description of the man being able to recognize shapes and colors, but not being able to comprehend what it was. In regards with my behavior, I think it has further emphasized my choosing of dispositions, that I should lean on situational disposition and be more opened to if people act in interesting manners. After taking an introduction to social psychology, I learned of two different dispositions, how you perceive someone in a way of explaining, and chose to focus more so on situational as it is more likely for how a person acts, and this further emphasized my decision, and may have made it more permanent. Lastly, I will definitely be sharing this book, I found it extremely interesting and anyone interested in psychology or neuroscience I’m sure will find it a good read as well because of the real situations that it gives.

Sacks, O. W. (2015). The Man Who Mistook His Wife For A Hat And Other Clinical Tales. London: Picador.

About Me 4: Challenge

How I Got Here: What is the biggest challenge you have overcome so far?

 

I’m not sure what the biggest challenge has been, but I think a pretty big one has been self confidence and acceptance. I’m a shy, mousy girl who can have a quiet voice which does not go well with speech impediments. I can’t really remember much of preschool, I think I had two or three friends but I don’t remember talking, maybe once. So in elementary, the kindergarten I transferred halfway into the school year, so it was pretty awkward not knowing anyone. My sister and I would individually make a friend, then share the friend, so we basically shared the same friend group until high school. But I always felt like I needed to be something similar to the group, like sporty for handball (it took me a very long time to get good at it) or looking for ladybugs in the field. All I wanted to do was play handball, but I wasn’t good at it, and I was shy. So my only sensente would be “Can I play?” and they’d normally go easy on me. Then in middle school, my sister and I shared friends to a degree, but I didn’t really know hers that well, but she and I became best friends with the two friends I made. We had a lunch group that grew, but got too big and we saw that one girl wasn’t a good friend (she made two bad comments, I was shocked with the second). I was coming out of my shell at that point, but didn’t learn to speak my mind yet. I would just cower, it was also in middle school that I got bullied and rumors spread about my impediment for the first time. I didn’t know how to handle it and everyone was aware of the second time. That time, I had support, but it did not help my self confidence.

High school I had little self confidence in myself, but it’s where I made the most friends, then lost some of them, whether for better or worse. I kind of ended up joining the group my sister had originally made, and that is my current college group. I won’t tell them, but they taught me to speak my mind and helped my self confidence by getting me to be sarcastic more. I’m not shy with them, I say whatever comes to mind, and can easily argue with or against them. They’ve honestly done more for my self confidence and have made me feel accepted, that I don’t need to be someone else. My current friends accept me for my overly sarcastic, passive aggressive, person I am and have boosted my self confidence more than the past elementary and middle school years.

 

Research and Powerpoint

Prevalence of Speech Disorders In Mental Illness Unit

The main idea was to figure out if there is a correlation between speech and language disorders within a mental illness unit, and perhaps make a general statement in regards toward the research. The main idea is important due to the underlying factors in how talking may affect someone, and may worsen mental illnesses. Research was done using surveys and tests on those who received medical treatment from the Mental Health Unit of a District Health Authority, which included screening in areas: receptive and expressive language, voice, articulation, fluency, with the use of a modernized standardized tests and subjective ratings. The screening would show the difficult levels in communication for those who have speech and language impairments within the mental illness unit. It can be deduced that the hypothesis is would be that those who participated attending mental illness units may have a connection to speech disorders, or at least a given prevalence. No theories were discussed, but it can be assumed that mental illnesses may be encouraged by speech impediments in the sense that difficulties in communication may lead to anxiety or depression. The results concluded that the most common speech issue was spontaneous talking, which could possible be a result from anxiety or other mental illnesses. The study has limitations due to the nature of who and where the research took place, but the patients and information is later discussed. It is known that there may be a connection between anxiety, depression, and self worth when speech disorders are present. In addition, stress induced anxiety would increase chances of stutter, which would create an impediment as well as more spontaneity with talking, especially when nervous. What may be unknown is the relation to the general population. It is vague on what is considered a mental illness, only the way the patients talk mentioned. The distinction of what mental illness are included would help in the determination of there being a correlation between the prevalence and being within a medical unit. It should also be taken into consideration if the stress from being in a mental illness unit would create what may be considered a speech impediment, such as stuttering or cluttering. Anyone with anxiety may also adopt a speech impediment caused by the nature of where they are. If there is recovery after leaving the unit is also unknown, which would then needed be added to the study because it would be a direct cause of being in the mental illness unit as opposed to always having it and having it worsened with the stay. There can be a before and after part in the study, where before a patient goes in, do the test, during, do the test, and after leaving, do the test, although it would then have to include everyone, thus taking out of the study but mentioned in the results after the six month and exceeding period of time. Also, it may be questioned for why the six month period was needed, instead of earlier or taking results from earlier and comparing it? May the study also survey those not within the mental illness unit for more data and research but still keep the focus on the mental unit? It could possible develop more of a hypothesis toward  correlation between the prevalence of being in a mental illness unit and the speech impediment, whether it causes it or not, and whether it is more prominent in certain mental illnesses. Could the study also include non rehabiltory patients, or was there a specific reason for it to be centered on them besides the six months and exceeding time they were present? Is there a significance in the prevalence or does more research need to be conducted for a more certain conclusion? Should the nature of the study be changed to a more open one? Should students be also studied in a wider research, or limit to the mental illness unit? Ultimately, is the prevalence noticeable? The study could go into more detail with why the people were chosen within the nature and if more extension research is being done. Also, include why certain mental illness are included or a lack of. If statistics was used, did it fall within the area of significant to a great significance, or smaller? Were the people who did the test doctors, or college professors or research students, since some could add stress to the people being examined? How could the study later help with improving the units in general, and would more consideration be taken for those who cannot speak as well?

ASU assistant professor’s study finds new candidates for genetic cause of disorder; could mean much earlier diagnosis in infants

 

The main idea of the research was to try and figure out the connection between genes and the speech disorder, CAS, and try to find a way to prevent the gene transfer or find a way to help more. The researcher mentioned that children with CAS can be subject to bullying and strained relationships with family, which could make it harder on the child as well as leading them to choose muteness over the struggle of talking. The researcher, Professor Beate Peter, took families and looked at the chromosomes to look for similarities and differences with families with speech disorders. It was to see if there was a common variant on a chromosome, only to discover there was not but, but a significant variant on different chromosomes. The hypothesis was that if CAS comes from a distinct mutation on a chromosome which leads to the common speech disorder, then it would be the impediment an issue in genetics. The theory discussed was that if there is a distinct chromosome within a family passed down, it could theoretically be prevented or better helped. It would then lead to more genetic testing and easier ways of treatment. The results showed that there is a gene variant, but not on a specific chromosome.  This led to the conclusion that the specific variant on the chromosome might not be entirely the cause of the speech disorder. There is previous knowledge that CAS may be spread genetically from one generation to another as seen in family pedigrees and that the case in severity differ per person. There has been debate over genetic testing, but since it is a mutation in a gene, there are ethics to be argued. There has also been previous knowledge on bullying due to having issues talking, which could lead to other mental health issues as well as a lack of talking as seen in previous studies. In addition, the information is similar to another speech disorder, Speech Dyspraxia, which is similar in the sense that it is a genetic mutation. What if the same ways of finding that out was used for CAS, or is the difference between the two too large? What could be further questioned is how knowing about the genes could lead to a prevention, whether or not that would include gene manipulation? Is there an actual way to manipulate a gene, or would it be permanent? Does the potential of avoiding an impediment and hardships talking outweigh whatever risks there may be? Is there a significant chance of preventing a speech disorder while being young, or would it be too late? Prevention can be argued in both cases, if it involves genetic manipulation, that can be detrimental accidentally to the child, where as it could theoretically be a positive change. Unless there is more research, it needs to be studied and researched more extensively. Is gene manipulation an option? Did the researcher look into that? How can the researcher guaranteed no harm will be done to the child in any way depending on how the prevention occurs? What other prevention options are out there for a child suffering from CAS as well as for concerned family members or couples wishing to have a child? What type of prevention is available? How is prevention a more viable option than speech therapy? Should the study be done more extensively? Also, how would it be for less severe cases? Are there known cases of genetic prevention and how has it affected the family and child if so? Does the professor think it is a wise idea for prevention or if a child is more safe going through life with the speech disorder? Is it the parents choice, or the child’s choice, and could both make a wise decision with the situation? Should genetic testing be done at pregnancy, birth, or when the child is of age to understand what is going on? How would genetic testing and prevention affect the child, and ultimately, who does the choice belong to? Should there be an of-age point to make the choice, or let the parents decide when the child is young? Can the researcher also go over all the issues or arguable points to debate the benefits and doubts of prevention, and what counts as prevention? Just genetic testing, or speech therapy at a very young age? Is it ethical for a parent to make a choice about a child that may not be old enough to understand the repercussions of a prevention mode, such as genetics?

https://asunow.asu.edu/20160426-solutions-speaking-genes

 

https://docs.google.com/presentation/d/1koOyZh3dHbOVQLKpQaWPzGXOpHDYYs3G2Xzql5yL7MU/edit#slide=id.p

Summaries for Sources

 

Prevalence of speech and language disorders in a mental illness unit

A survey investigated the prevalence of speech-language issues with people that receive medical assistance from the Mental Health Unit of a District Health Authority. There was a screening assessment aimed to detect difficulties in receptive and expressive language, voice, articulation, and fluency with use of modified standardized tests and subjective ratings. The patients that were screen were any in-patients that had been hospitalized for a time that exceed six months since they were day patients that went to the Integrated Rehabilitation Workshop within the hospital area. There was a random sample of the patients who attended two-day centers within the community. The research showed that the moderate to severe difficulties in at least one area of speech-language was noticeable, exceeding two-thirds of the 138 people viewed. The highest issues were located within the tests of comprehension and naming. One-quarter of the people viewed had issues with spontaneous speech. Issues in voice, articulation, as well as fluency, were not as common. Limitations on the current information obtained because of the nature of the population taken and assessment procedure, the suggestion of finding for management of patients were discussed within the article.

https://www.ncbi.nlm.nih.gov/pubmed/8944845

ASU assistant professor’s study finds new candidates for genetic cause of disorder; could mean much earlier diagnosis in infants

Preventions are needed in everyday life, including medical disorders. Prevention is always preferred than treatment for a diagnosis. In many cases, it is not possible, but ASU assistant professor Beate Peter is working on research to be able to prevent CAS. Published in the scientific journal PLOS ONE, the professor describes how she can identify mutations in two genes that may cause the CAS disorder. With the research with the two main genes, it will give parents the opportunity to know if their child is at risk for a disorder and take early action. CAS is a motor speech disorder affecting about one or two of every 1,000 children. CAS children have issues saying certain sounds or words due to having trouble creating and planning the different muscles in their speaker system, making it difficult to express thoughts or emotions. It can lead to children acting out or taking on a life of muteness instead of trying to express themselves. It can also lead to ostracization for a child. Being a former speech-language pathologist, Peter had taken two families with CAS and saw a possible connection with genetics in speech disorders. After many tests comparing families with and without impediments, Peter took DNA samples from each member of each family. Using computer programs with various sequences developed by researchers at the University of Washington, using it to check chromosomes that were likely inherited with the speech impediment, then checked for harmful variants inherited in family members with the speech impediment. Research showed that members of each family that were previously shown to have a speech impediment shared a specific gene. Members negative for the gene did not have a speech impediment, making a connection that there is a shared genetic anomaly that caused the speech disorder. For the first family, Peter found one specific gene variant on one chromosome and several others on another chromosome that were shared by members of the family with a speech problem. For the second family, she found only one specific gene variant shared by members of the family with a speech problem. An important note is for the shared gene variant found, the location different on chromosomes, making it that one particular chromosome is not responsible for Cas, definitively.

https://asunow.asu.edu/20160426-solutions-speaking-genes

Outline

 

  • Author:Kathy J. Jackielski, PH.D., CCC-SLP Will my child with CAS ever achieve normal speech?

 

 

  • Author: N/A How Anxiety Can Affect Speech Patterns

 

  • Diagnosis
    • The last bullet can go into who diagnosis (list the three/four), why they diagnose, and when it is best to.
      • Pediatrician leads to speech-language pathology, special educator, and/or Otolaryngology (throat, nose, and ear doctor)
        • Author: National Information Center for Children and Youth with Disabilities General Information About Speech and Language Disorders
        • www.ldonline.org/article/6336 (speech-language pathologist)

Author: N/A  What is Otolaryngology? entcolumbia.org/about-us/what-otolaryngology

Exploratory Draft

The topic for the research paper are speech disorders and the information on it, including causes, treatments, et cetera. According to information shared by apraxia-kids.org, there is no distinguishable cause for the particular speech disorder, which is motor related. When the individual is older, the terminology switches to Speech Dyspraxia. Other speech impediments mentioned include stuttering (which is more vague on research as there are multiple social factors), speech sound disorder, cluttering, lisps, and muteness. There are also many more under a subgroup of Central Nervous System damage, or any trauma to the CNS that may have been hereditary and caused by trauma or acquired. Along with effect on intelligibility, the speech impediments and disorders may also be worsened by anxiety. It could cause a person to talk off, lose the ability to talk, and dramatically increases stuttering or introduce it to a person who normally does not. In social situations, it is suggested for a person with a speech impediment to try and remain calm for best intelligibility.

Research has grown in about the past decade for speech impediments or disorders. Although not fully proven, a British family pedigree study has found that dyspraxia traveled through the family in a mutated gene named FOXP2. In addition to the pedigree findings and other families reporting similar, a more recent study focused on the FOXP2 gene in song birds. Birds with the gene defect could not focus the mating pitch to particular sounds, similar to how people with Childhood Apraxia or Speech Dyspraxia have issues with oral motor control movement. The uncertainty in the study, although informative, was that the genetic mutation was not found in all people with Speech Dyspraxia. In addition to the study, there was another one conducted to test a hypothesis if a mother’s emotional state had a correlation with a child’s speaking. It was hypothesized that a mother who was depressed and had anxiety talked less to the child, and therefore aided in a speech impairment as talking is needed for a growing child. The study concluded stating there was a clinical significant level for clinical depression, but there was not enough evidence to make a large conclusion, therefore not valid for a majority of people suffering.

While most people most likely are not aware of the studies it is common for parents to take children to the pediatrics if the talking is abnormal. A pediatrician then may suggest seeing a Speech-language pathologist, psychologist, a special educator, or an Otolaryngology (a throat, nose, and ear doctor), or all four. At the moment, testing includes oral movements, reading, talking, and motor skills. It is recommended for a child to be tested as early as possible if there is past family history or a child is showing symptoms as there could become ostracization by peers and difficulty in social situations for the child. For best results as well as results in overcoming the impairment or disorder, immediate attention is suggested. If someone decides to get tested at an older age, there could issues. A study by Allison Avrich tries to alleviate the cut-point area of testing for an age, because over six and a half years old could lead to inconclusive testing if a person has an impediment or disorder. The study was created to find a cut-off point using statistics and people of all ages to find a cut-off point that works despite age for everyone.

The two types of ways to gain a Speech disorder or impediment are hereditary and acquired. Hereditary is present at birth but may not be obvious, while acquired is gained later on in life. Both may be become evidence after an injury, especially acquired. That could be caused by any head or throat trauma, as infamously seen by the comedian Drew Lynch, who now owns a permanent stutter. With hereditary, there has been low suggestion of gene therapy, one being before the baby is born while still sperm and egg which is considered highly unethical, and the other would be blood and bone marrow to manipulate the gene, if found. There are different genes relating to Speech Dyspraxia in many ways. One is connected to the FOXP2 gene, and another known gene is involved in primary organ functions. There are a couple theories over how it is caused, but the actual FOXP2 gene links back to beginning Homosapiens, so it is inclear when the mutation occured. At the moment, it is suggested for parents to study pedigrees and visit the local Speech-language pathologist or other diagnosing choices when the child is young as there will be more processing time and attacks the impediment early, although how much of the impediment is resolved depends on the severity. It is also possibly linked with Autism.

A Study by Allison Avrich on Creating a Cut-Off Point in Speech Disorder Testing Compatible for All Ages

Speech Sound Disorders are the most common speech problem with children. There is also a lack of information on the long-term effects of having a Speech Sound Disorder. It can be decided through a combination of articulation and phonological processing tests. There are agreed cut-off points for articulation measures but not cut-off points for phonological processing measures to decide if a person has a Speech Sound Disorder later in life. The lack of information led to the study taking place to create accepted cut-off points for phonological processing measures that can be applied to all. The study looked at what childhood tests relate to Persistent Speech Sound Disorder and what the social outcomes later in life are considered associated with Residual Speech Errors. Persistent Speech Sound Disorder was discovered to be related to cognitive functions while Residual Speech Errors were found to be noticeably associated with Childhood Depression.

There was a test using the Goldman-Fristoe Test of Articulation or GFTA and other statistical tables to see where the participants lie per cut-point to determine the cut for considered speech impediments or disorders. The purpose of the current part of the study was to create a generalized cut off point regardless of age group while a person with a speech disorder speaks.

In a continued reading, the study theories that if a person has an undiagnosed or never resolves a speech disorder, then it will affect them later in life. In addition, it explains the ways of testing for general speech disorders and how the researcher will create and continue the study. They were relevant due to it leading to the theoretical creation of a test to include all ages in testing for speech disorders instead of the younger ages, or six and a half and under. Once a certain age, the test no longer works correctly. The test concluded that individuals with Rule Breaking Behavior or RSE tended to be more severe, and a variable was shown to be more present in troubled schooled children, such as children with Social Competence, ADHD, and that language impairment has an association. Depression was shown to be higher, clinical depression after six and a half years of age. Middle-class kids between five and eleven also have a significant chance of depression. It concluded that the residual speech is significantly related to childhood depression and that more research is needed. Previously to the discovering of the paper, there was awareness of depression and anxiety linked to speech disorders of any type. In an opinion, there should be more research done with adolescence through adulthood on how speech impediments and disorders affect everyday life and mental health. If the study is done again, would it include a repetition of visits and perhaps a daily log of what the person thought in relation to the speech impediment could be included? It can be suggested that in a person with a disorder in the personal life may feel discomfort talking to people outside of their primary social group. It may also be suggested that talking to secondary groups who do not have a completely adapted hearing and understanding toward the speech disorder may cause further emotional turmoil as it may be discomforting to go witness someone try to figure out what was said. In addition, other indications of someone having issues understanding a person, such as a nervous laughter or teasing laughter could have a possible cause of depression and anxiety. Although speech therapy, in any case, will help an individual, if not caught soon in enough, there is a theoretical idea of depression by them personally with confusion on why they talk differently and to unknown peers, could result in bullying. To witness or disrupt the future cause of depression, could there be a extensive research on a random set of children at a young age, then later in the teenager to adult years? It would most likely to be an observational study conducted to see if certain techniques in understanding one another works as well as a difference in mental health as a result. The study could also pass on understanding to others who do not have a disorder of any type, broadening their knowledge and acceptance of people who talk differently. If the study is possible, it would be interesting to see the results. Generalized speech disorders are more known to society, the “stereotypical” type as some might think, but research and knowledge into the lesser known ones to the general public could increase acceptance of differences among people. Research definitely needs to expand on the subject so others have a better understanding of how to emotionally help those with speech disorders.

https://docs.google.com/presentation/d/1hIjYoDQ1YtNGC3bouSIVI9-fZdJOruHtgrPicydkQ-U/edit#slide=id.g34ba58b38e_0_46

Avrich, Allison Ashley. “Determining the Predictors behind Persistence and Recovery of Speech Sound Disorders and the Social Outcomes That May Present Themselves from Such Persistence.” Proquest, 2012, search-proquest-com.ezproxy.saddleback.edu/docview/1033780388/BAA6FF78AE3543D6PQ/1?accountid=39855.

What I Know So Far

What I know so far including some ways which speech impediments or disorders are caused, treatments, and testing. For elaboration, speech impediments or disorders can be caused by genetics or somehow acquired, such as trauma to the nervous system region. It can also be caused by a genetic mutation in a gene. In further detail, there are CNS caused speech disorders where there is trauma, and those have lesser known speech disorders within them. Briefly I found research suggesting gene therapy on the egg and sperm, but it is considered highly unethical and the after effects are unknown, and then there is gene therapy for the person going through it. The most common treatment is speech therapy, though the effects of treatment depend on when it begins and how much support the person receives. Speech therapy is always suggested. Testing of a speech disorder can be done by a couple of different people, and it is also a reason parents take children to the pediatrics. Testing may involve muscles around the face and neck and different tests during talking. Earlier in the research, I was trying to concentrate on one speech impediment, but with the information I’m finding, I’ve been led to wider spectrum. I’m now researching types, causes for types, and treatments.

Study of Linkage between Children with Speech Disorders and the Depression and Anxiety of Mothers

In general, mothers have been widely known to hold a significant role on the way children are brought up. If a mother has depression or is emotionally unstable, she will most likely speak less to her child compared to other emotionally stable mothers. This can connect to a theoretical connection that an emotional negative mother has a significant impact on their child’s speech development. In addition to the theory, there is a speculation that a mother’s well being and quality of life can have an influence over her child, especially if the child has any type of impairment or developmental disturbance. There is not much research on the topic, which leads to the study as a way to estimate the Health Related Quality of Life (HRQOL) and distinct emotional reactions, also seen as the depression and anxiety in mothers with children with a speech developmental disorder.

There is a considerable amount of consideration toward hereditary and acquired ways of getting a speech developmental disorder, but not much research has been done toward other outside acquired ways. One theory is by family, or in this case, the mother’s well emotional being may be a factor in developmental disorders. This may be true if there is a lack of talking, therefore affecting the child. In addition,  a mother’s life may be influenced by the well being of her child with a disorder, but there is still uncertainty on which theory is more accurate. Will a mother’s emotional state affect the development of her child or does the child’s developmental state affect the mother?

The study was done with one hundred mothers and one hundred preschool children that had speech impairments. Mothers of children with hearing loss, syndromes, or other developmental disorders were excluded from the study. The purpose of the research was to estimate the prevalence of anxiety disorders and depression in the mothers. The S-36 (a set of generic, coherent, and easily administered quality-of-life questions) questionnaire was also used during the study. The hypothesis was that if a mother had anxiety or a type of emotional distortion such as depression, then the child would have a speech disorder. The theory contemplated was that if a mother has depression or anxiety, it would reflect on the child by giving a speech disorder if the child had not had one from birth, bringing up nature versus nurture in raising kids.

The results concluded by the Hospital Anxiety and Depression Scale (HADS), indicated that the depression subscale said that eleven percent of mothers of speech impaired children met the criteria for depression compared to the two point five percent in the control group. The results of both tests signify a correlation on a statistically significant level. The research concluded that “mothers of speech impaired children for a ‘soft’ parameter like HRQOL (which is a multidimensional concept that includes domains related to physical, mental, emotional, and social functions [www.healthypeople.go]) and for epidemiologically relevant emotional disorders like depression and anxiety is of significant clinical interest” (pudmed.gov) but there is not enough conclusive evidence to make a large suggestion that the two factors are constant.

It is mentioned that there is a genetic attribution with speech language disorders that has previously been mentioned on a vague spectrum depending on what disorder or impediment it is. Although unclear, there may be outside forces contributing to speech language disorders. There has been proven pedigrees through families but nurture has been a large considering factor. Nature seems to be a contribution, and the article refers to possible nurture aspects. Still unknown is how both nature and nurture affects the  development of speech language disorders. It is unclear how much nurture plays a part despite being statistically proven to affect it. A question could be how to balance the aspects of nature and nurture to avoid greater chances of speech disorders as well as how future hereditary manipulation can affect the chances. If the acquired aspect was removed from the process, how high would the chances of a child gaining a speech impairment as well as the other way around, does not having an impairment lessen the chance of risks such as Central-Nervous Spine damage to acquire impairments? In addition, it may have a chance of increasing, in theory with the study, that if a child shows sign of lack of speech development, that a mother could be triggered into stress and anxiety and increase the current dormant chances of speech disorders. It may also lead to a mother’s depression, also causing speech disorders previously mentioned. According to the study, it seems the best course of action is to remain calm and supportive toward the child in any circumstance.

Rudolph, M, et al. “[Speech impaired children. Anxiety, depression and quality of life of the mothers].” HNO., U.S. National Library of Medicine, June 2004, http://www.ncbi.nlm.nih.gov/pubmed/15241513.

Children with damage to the central nervous system (CNS) show a large amount of language disorders that have been mentioned by people of different disciplines, journals, and in describing different descriptors and taxonomies (classification). It is an overview of language deficits in children with CNS injury, whether congenital (hereditary) or acquired after a period of normal development. There are reviews of the principal CNS conditions associated with language disorders in childhood. There is a description of a functional classification of language, including examples of phenomenology and neurobiology of clinical deficits in children with CNS insults. There is also attempts to situate language in the broader realm of cognition and in current theoretical accounts of embodied cognition.

 

The main idea is important because it analyzes how damage to the CNS can affect language disorders. The analyzation includes different sources as well as which role classification plays, whether hereditary or acquired.

 

There was no experiment or study done. It is a collection of information for childhood language disorders including congenital conditions and what is included in the spectrum, or any disorder involved with compromised brain mechanisms that is needed for general language. There are also childhood-acquired conditions which can be caused by CNS damage after normal development. It may also be called Childhood-Acquired Aphasia. In addition, it is a category with many types within it. Language disorders refers to linguistic representatives being distorted, as one definition. In addition, pragmatics refers to concerns with how speakers use language effect successful functional communication. Pragmatics work with the coding of linguistic language, and kids may struggle with it emotionally with not being able to use that part of pragmatics. Syntax creates sentence meaning, and people with hard time with syntax have syntax-comprehension disorder. Disorders of phonological processing adults and children after brain injury is called segmatals. Motor speech is under “Congenital malformations of the cerebellum are associated with a form of ataxic dysarthria, which is a motor speech deficit involving dysfluency, ataxic dysarthria (articulatory inaccuracy, prosodic excess, and phonatory–prosodic insufficiency), and slowed speech rate” (NCBI.gov). Motor is needed for both cognitive and language motor systems. Language breakdown includes levels “of pragmatics, syntax, semantics, phonology, morphology, or speech production. While earlier views of language considered it in relative isolation, current views highlight how language is grounded in motor functions, is part of general-purpose cognitive systems, and relies on domain-general resources.” There is previous knowledge that brain injuries may cause speech disorders.

There are many causes for speech disorders, which include but are not limited to hereditary, acquired, connection with other developmental issues, and damage, such as to the spinal cord. Speech disorders are also within a wide range when the CNS is included, putting other disorders caused by injuries into consideration such as word processing and deciphering. Since there are so many different ways to get a speech disorder, if a person had no signs of hereditary or other developmental issues, what is the possibility of getting a speech disorder form a CNS injury? In response, there are many categories, with even more options within each.

There are known cases of an injury leading to a speech disorder or impediment, a famous case being the comedian from America’s Got Talent, Drew Lynch. He got hit by a softball during a baseball game in the throat, and has had a permanent stutter since. There is nerve damage to his vocal cords, which relates to injuries causing speech disorders along the CNS. It is also knowledgeable that there are the speech disorders people are aware of: lisp, stutter, et cetera, but the lesser known ones such as dyspraxia and the type caused by CNS are also known but more vague. It is so far unclear if CNS has treatment besides therapy and how reversible it is. In Drew Lynch’s specific case, his never went away despite being told it would be gone in two weeks (www.firsthistorians.com). There are also connections with predisposed developmental disorders, which can feature autism as an example. If a person already had a learning disability of any kind, how could CNS damage affect them as well as the self-esteem? Unless proper treatment and therapy are done, a person with any type of CNS injury or speech disorders that were not hereditary may face self-esteem issues, meaning any treatment is highly recommended. While all situations are different for an individual, CNS injuries correlated to speech disorders with predisposing hereditary may have a theoretically higher chance of appearing is a theory worth considering.

Dennis, Maureen. Journal of clinical and experimental neuropsychology, U.S. National Library of Medicine, Apr. 2010, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3057107/.

“7 Questions with Drew Lynch.” News, Movies, Music, Tv, Sports – Top News, 29 Nov. -1, http://www.firstorderhistorians.com/2014/03/24/7-questions-with-drew-lynch/.

https://docs.google.com/presentation/d/1K3zlM8jJKDjMu8j7HBZ00rr_XopImNpj46Xqa09mCy4/edit#slide=id.p

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