Interventions for Aphasia

Aim
To design interventions for Broca’s and Wernicke’s aphasia.

Basic Concepts

The brain is the most vital and intricately designed organ in the human body. It controls our ability
to think, move, utilize language, sense the world, and other bodily functions. Along with the
meninges, the skull, cerebrospinal fluid (CSF), and blood-brain barrier protect the brain.
Additionally, it has ventricles that are CSF-filled. The brainstem, cerebrum, and cerebellum are
the three separate regions that make up the brain. The corpus callosum can be used to separate the
brain into its two hemispheres. The cerebral cortex is the outermost layer of the brain.

The brain can be divided into three main divisions which are the forebrain, the midbrain,
and the hindbrain. The forebrain includes the cortex, the basal ganglia, and the limbic system. The
midbrain is important for both sensory and motor functions. The hindbrain includes the medulla,
pons, and cerebellum. The medulla is responsible for heartbeat, breathing, swallowing, etc. the
pons plays a part in sleep, dreaming, arousal, and left-right body coordination. The limbic system
is a group of several brain structures located under the cortex and involved in learning, emotion,
memory, and motivation. It includes the thalamus, which relays sensory information;
hypothalamus, which regulates body temperature, thirst, hunger, sexual activity; hippocampus,
responsible for the formation of long-term declarative memories; amygdala, responsible for fear
responses and memory of fear; and the cingulate cortex, responsible for both emotional and
cognitive processing.

The cortex of each hemisphere forms four lobes, each named after the skull bones beneath
which they lie. The frontal lobe is at the front of the brain responsible for higher mental processes
and functions. The temporal lobe, located along the side of the brain, is responsible for the sense
of hearing and meaningful speech. The occipital lobe, located at the rear and bottom of each
cerebral hemisphere, contains the primary visual centers of the brain. The parietal lobe, located at
the top and back of each hemisphere, contains the centers for touch, temperature, and body
position.

Lobes and their functions

Occipital Lobe
The occipital lobe, located at the posterior (caudal) end of the cortex, is the main target for visual
information. The posterior pole of the occipital lobe is known as the primary visual cortex, or
striate cortex, because of its striped appearance in cross-section. Destruction of any part of the
striate cortex causes cortical blindness in the related part of the visual field.

Parietal lobe
The parietal lobe lies between the occipital lobe and the central sulcus, which is one of the deepest
grooves in the surface of the cortex. The area just posterior to the central sulcus, the postcentral
gyrus, or primary somatosensory cortex, is the main target for touch sensations and information
from muscle-stretch receptors and joint receptors.

Temporal Lobe
The temporal lobe is the lateral portion of each hemisphere, near the temples. It is the primary
cortical target for auditory information. The human temporal lobe in most cases, the left temporal
lobe is essential for understanding spoken language. The temporal lobe also contributes to complex
aspects of vision, including perception of movement and recognition of faces.

Frontal Lobe
The frontal lobe, which contains the primary motor cortex and the prefrontal cortex, extends from
the central sulcus to the anterior limit of the brain. The posterior portion of the frontal lobe just
anterior to the central sulcus, the precentral gyrus, is specialized for the control of fine movements,
such as moving one finger at a time. The most anterior portion of the frontal lobe is the prefrontal
cortex.
Table 1: Cerebrum Lobes their positions and responsibilities.

CEREBRUM POSITION IN RESPONSIBILITY

LOBES THE BRAIN

Frontal lobe Forehead area Associated with planning, problem solving, short-term
memory, creative thought and judgement, voluntary
muscle movement, concentration, behavior, emotions,
reflection, sense of smell, thinking, personality.

Occipital lobe Back of the brain Associated with visual processing, it is associated with
visuospatial processing, distance and depth perception,
color determination, object and face recognition, and
memory formation.

Temporal lobe Near the ears, Associated with; Assigning the emotional value to
extending frontally stimuli such as music, fear, situations, associative and
towards the eyes. declarative learning and language. Controlling long-
term visual and auditory memories face recognition, and
behavioral elements, Object processing and recognition.

Parietal lobe The top-back part Associated with tactile sensation, stereognosis, spatial
of the brain, behind memory, attention, body awareness and self-awareness.
the frontal lobe and
above the occipital
lobe
Famous Case Studies

Phineas Gage Case Study – (Broca’s Aphasia)

On September 13, 1848, 25-year-old Gage was working as the foreman of a crew preparing a
railroad bed near Cavendish, Vermont. He was using an iron tamping rod to pack explosive powder
into a hole. Unfortunately, the powder detonated, sending the 43-inch-long, 1.25-inch-diameter
rod hurling upward, destroying much of his brain's left frontal lobe. The rod penetrated Gage's left
cheek, tore through his brain, and exited his skull before landing 80 feet away. Gage not only
survived the initial injury but was able to speak and walk to a nearby cart so he could be taken into
town to be seen by a doctor. He was still conscious later that evening and was able to recount the
names of his co-workers. Descriptions of Gage's injury and mental changes were made by Dr. John
Martyn Harlow. Harlow noted that Gage knew how much time had passed since the accident and
remembered clearly how the accident occurred, but had difficulty estimating size and amounts of
money. Within a month, Gage was well enough to leave the house. In the months that followed,
Gage returned to his parents' home in New Hampshire to recuperate. When Harlow saw Gage
again the following year, the doctor noted that while Gage had lost vision in his eye and was left
with obvious scars from the accident, he was in good physical health and appeared recovered.

Mr. X Case Study – (Wernicke’s Aphasia)

Mr. X is a 72 years old man who was feeling alright before 5 pm when he started feeling unwell
and laid on bed, moments later he displayed a sudden onset of restless repetitive speech as he spoke
“kids, kids, kids” with good fluency, when family members tried to speak to him they realized her
was not in a communicative state. Upon being brought to the hospital he was immediately sent for
an MRI scan. He had no nausea, migraine, limb weakness, vision disturbance and slight deviation
of mouth. He was not exposed to any toxins ever. His speech patterns contained repetitive words
and neologism but with fluency. Probable diagnosis was Wernicke’s aphasia. When asked to read
and write he was not cooperative, naming and comprehension was impaired. The MRI scans
reported that the patient suffered from acute ischemic infarct in the MCA (Middle Cerebral
Artery) territory of the brain which resulted in the development of Wernicke’s Aphasia
Aphasia

The term ‘aphasia’, although literally meaning ‘complete loss of language’, may be more
accurately labelled dysphasia (meaning a ‘partial lack of language’), because patients with aphasia-
producing brain damage generally retain some degree of linguistic ability. There are two broad
categories of aphasia: fluent and non-fluent, and there are several types within these groups.

Table 2: Description of Wernicke’s Aphasia and Broca’s Aphasia

WERNICKE’S APHASIA BROCA’S APHASIA

Damage to the temporal lobe of the brain may The most common type of non-fluent aphasia is
result in Wernicke’s aphasia, the most Broca’s aphasia. People with Broca’s aphasia
common type of fluent aphasia. People with have damage that primarily affects the frontal
Wernicke’s aphasia may speak in long, lobe of the brain. They often have right-sided
complete sentences that have no meaning, weakness or paralysis of the arm and leg because
adding unnecessary words and even creating the frontal lobe is also important for motor
made-up words. movements. People with Broca’s aphasia may
understand speech and know what they want to
say, but they frequently speak in short phrases
that are produced with great effort. They often
omit small words, such as “is,” “and” and “the.”

Fig 1: Areas of brain affected by Broca’s and Wernicke’s Aphasia adapted from National Institute on
Deafness and Other Communication Disorders
Broca’s Aphasia: Overview

Broca’s aphasia results from damage to a part of the brain called Broca’s area, which is located in
the frontal lobe, usually on the left side. It’s one of the parts of the brain responsible for speech
and motor movement. It’s named after Pierre Paul Broca, a French physician who discovered the
area in 1861. Broca’s aphasia is also referred to as expressive aphasia. People with Broca's aphasia
have damage that primarily affects the frontal lobe of the brain. They often have right-sided
weakness or paralysis of the arm and leg because the frontal lobe is also important for motor
movements. People with Broca's aphasia may understand speech and know what they want to say,
but they frequently speak in short phrases that are produced with great effort. They often omit
small words, such as "is," "and" and "the."

For example, a person with Broca's aphasia may say, "Walk dog," meaning, "I will take the
dog for a walk," or "book book two table," for "There are two books on the table." People with
Broca's aphasia typically understand the speech of others fairly well. Because of this, they are
often aware of their difficulties and can become easily frustrated. Causes include:

o stroke
o brain tumor
o injury to the brain, such as from a severe blow to the head or gunshot wound
o infection in the brain
o progressive neurological conditions, such as Alzheimer’s disease

Symptoms of Broca's aphasia include: poor or absent grammar. difficulty forming complete
sentences. omitting certain words, such as “the,” “an,” “and,” and “is” (a person with Broca's
aphasia may say something like “Cup, me” instead of “I want the cup”). Symptoms of Broca’s
aphasia also include:

o Poor or absent grammar

o Difficulty forming complete sentences
o Omitting certain words, such as “the,” “an,” “and,” and “is” (a person with broca’s aphasia
may say something like “cup, me” instead of “i want the cup”)
Wernicke’s Aphasia: Overview

In 1874, Carl Wernicke 26-year-old junior assistant in a German hospital, discovered that damage
in part of the left temporal cortex produced a different kind of language impairment. Although
patients could speak and write, their language com- prehension was poor. Damage in and around
Wernicke’s area located near the auditory cortex, produces Wernicke’s aphasia, characterized by
poor language comprehension and impaired ability to remember the names of objects. It is also
known as fluent aphasia because the person can still speak smoothly. As with Broca’s aphasia, the
symptoms and brain damage vary. We use the term Wernicke’s aphasia, or fluent aphasia, to
describe a certain pattern of behavior, in- dependent of the location of damage. Sensory or
Wernicke’s aphasia is a general inability to comprehend speech produced by other people or
oneself. While language production is generally fluent, with no articulatory problems, the words
produced are occasionally jargon-like.

The failure of patients with Wernicke’s aphasia to comprehend their own speech typically
renders them unaware of their language-processing problems, and they will continue to participate
in conversations, nodding in the appropriate places and taking turns to speak, blissfully unaware
of their disorder. While the problems experienced by patients with Wernicke’s aphasia are
essentially sensory, involving ‘semantic-lexical’ aspects of linguistic processing, problems at the
more elemental ‘syntactic-articulatory’ (Bradshaw and Mattingly 1995) level of linguistic
processing are characteristic of patients with Broca’s aphasia. Wernicke’s aphasia is caused by
damage to your brain. It is usually on the left side. This aphasia results from loss of blood flow to
your brain or other damage caused by:

o Stroke
o Encephalitis, or brain inflammation
o Head injury
o Brain infection

Symptoms of Wernicke’s aphasia include:

o Saying many words that don’t make sense

 o Unable to understand the meaning of words
o Able to speak well in long sentences but they don’t make sense
o Using the wrong words or nonsense words

Others might have trouble understanding you if you have Wernicke’s aphasia because of
paraphrastic errors. These errors are when you replace a word or sound with another word or sound.
People with Wernicke’s aphasia typically don’t realize they’re not making sense. This can lead to
frustration as they are continually misunderstood.

Intervention 1: Broca’s Babble

Rationale – The Broca's region of the frontal lobe is responsible for language production, and
damage in this area is typically accompanied with difficulties of motor activity. As also suggested
in a recent study of Broca's Aphasia following Ischemic Stroke by Dragoş Cătălin Jianu and
Tihomir V. Ilic in December 2021, which stated that Bucco-facial apraxia and/or dysarthria are
frequently seen in aphasics. Bucco-facial apraxia refers to difficulties in planning and performing
facial and mouth movements, such as opening the mouth, blowing air Therefore, those who have
broca's aphasia also have motor functioning issues. Therefore, we felt the necessity to improve
mouth movements in order to facilitate communication.

Task description – The group came up with a possible intervention for Broca’s Aphasia. Broca’s
aphasia results from damage to a part of the brain called Broca’s area, which is located in the
frontal lobe, usually on the left side. It’s one of the parts of the brain responsible for speech and
motor movement. People with Broca's aphasia may understand speech and know what they want
to say, but they frequently speak in short phrases that are produced with great effort. For this
reason, the intervention was designed to help the person be able to better produce words starting
from the most basic unit. By letting the person know, in detail, how to produce the sound of
alphabets can further help them combine the sound of those letters into bigger words. Using this
intervention, with elaborate rehearsal and repetition could be a useful tool for people with broca’s
aphasia to overcome the problem of production of words to some extent.
Time required – 15 days

Material required – Pen / Pencil, Chart

S.No Letters Description Image

1 A The sound “a” does not require any friction and does not
touch any part of the mouth. Allow air to enter the mouth by
just opening it a little with some pressure by the tongue.

2 B To produce the letter “B” Press lips lightly together and then
release the sound. It is made using the vocal cords (voiced)
unlike its voiceless twin [p] that uses just the breath. To
create the /b/, air is briefly prevented from leaving the vocal
tract by closing the lips. The sound is aspirated when the air
is released

3 C To produce the sound put your tongue low and at the back
of your mouth and lightly push your lips together while
making a long-voiced sound.

4 D To produce the sound, block the airflow by placing your

tongue behind the top teeth, then release the pressure by
pulling the tongue back into your mouth, while voicing out.

5 E The understanding of how to produce the letter "E" is

demonstrated by keeping the tongue forward and slightly
higher than halfway up. Lips are wide. Muscles around the
mouth seem quite tense.
6 F The correct way to understand how to produce the letter “f”
is demonstrated by closing the jaw. The upper backside of
the bottom lip is pressed lightly into the bottom of the top
teeth. Air is pushed out the mouth between the top teeth and
the upper backside of the bottom lip.

7 G The ‘G’ sound is a voiced sound, it is produced when one

position the back of tongue at the near the back of the roof
of your mouth, on the soft palate. Allow voiced air to come
through, it is stopped by tongue and then released when one
lower the tongue from the top of mouth.

8 H The sound ‘h’ is a voiceless, glottal, fricative consonant. To

produce it, tongue doesn't need to touch any part of one’s
mouth. Breathe out sharply. A short burst of air should come
out of mouth, leading into the next sound. Vocal cords
should not vibrate.

9 I The pronunciation of letter I can be made by keeping the jaw

almost closed , the lips in a broad smile position and the front
of the tongue high in the mouth.

10 J To make the sound of J, put your teeth together and pull the
corners of your lips to the middle to form a pucker. The tip
of your tongue should rise to touch the top of your mouth
just behind your front teeth as air passes through your
mouth.
11 K Raise the back of your tongue to touch the roof of your
mouth and then release. The sound [k] is made with the
breath.

12 L The understanding of how to produce the letter "L" is

demonstrated by keeping the tongue tip just behind the top
teeth and dropping the sides of the tongue so that they don't
touch the teeth. The breath escapes out of the sides of mouth
as the sound made by vocal cords.

13 M To create the 'm sound', the lips are pressed together, causing
the air to be blocked from leaving the mouth. The soft palate
drops, allowing air to pass out through the nose. The sound
is voiced, so the vocal cords vibrate while producing it.

14 N To create the 'n sound', the air is blocked from leaving the
mouth by pressing the tip against the tooth ridge and the
sides of the front of the tongue against the side teeth. The
soft palate drops, allowing air to pass out through the nose.

15 O The understanding of how to produce the letter O is

demonstrated by opening slightly opening your mouth, the
back of your tongue is up towards the roof of your mouth
near your throat, and the sound is short.

16 P The understanding of how to produce letter P is

demonstrated by bringing both of your lips together and
build up some air pressure in your mouth by stopping air
flow, then releasing it.
17 Q The understanding of how to produce the letter "Q" is
demonstrated by keeping the Back of the tongue humped in
the back of the mouth while the lips make a circle.

18 R The way to produce the R sound is to pull your tongue up

and flat at the top of your mouth. Your tongue should fill
the space between your teeth and touch your teeth on either
side. Focus on touching the sides of your tongue to the area
where the teeth and gums meet. There should be a gap
above the tongue to allow the air to move through. The letter
R is not a nasal sound like the /ng/ sound in English, so don’t
stop the air from flowing through the mouth.

19 S The understanding of how to produce letter S is

demonstrated by placing the tip of the tongue lightly against
the ridge behind the upper teeth. As air is pushed out of the
mouth, squeeze the air between the tip of the tongue and the
top of the mouth.

20 T The understanding of how to produce letter T is

demonstrated by stretching the lips flat and just touching the
upper part of the mouth with your tongue. A medium air
flow is also required for the same.

21 U To make it, your tongue should be lifted high in the mouth

(slightly lower than /u/), and shifted toward the back. Keep
your lips relaxed and slightly open. Then, vibrate your vocal
cords as you push air out of your mouth.
22 V To create the /v/, the jaw is held nearly closed. The upper
backside of the bottom lip is pressed very lightly into the
bottom of the top teeth. Air is pushed out the mouth between
the top teeth and the upper backside of the bottom lip. This
sound is a continuous consonant, meaning that it should be
capable of being produced for a few seconds with even and
smooth pronunciation for the entire duration.

23 W To pronounce the letter W one needs to make the lips narrow

and close to each other without the lips touching. Also make
the inside of the mouth closer, then move the lips and mouth
further apart as you make this sound.

24 X Begins with back of tongue humped in back of your mouth.

Then hiss.

25 Y The understanding of how to produce the letter Y is

demonstrated by elevating the middle portion of your tongue
without touching the roof of the mouth. Basically, making
the shape of the tongue into a small rainbow shape. As the
sound is made, move the tongue away from the roof of the
mouth.

26 Z the top of the tongue nearly touches the roof of the mouth,
the little bumpy bit behind the top teeth. The lateral (side)
edges of the tongue lightly touch the upper back teeth. The
vocal folds vibrate which can be felt if you place a finger on
your larynx during ‘z’ production.
Evaluation of intervention - At the end of Broca’s Babble intervention a follow up exercise can
be conducted to understand the effectiveness of it. It can be conducted by asking the subject to
mimic the letter’s formation using his lips and tongue. Furthermore, after the subject is well versed
with single letters, amalgamations of multiple small letters can be shown together and asked to
replicate.

Intervention 2: Sensory Comprehension

Rationale – Wernicke's aphasia patients have trouble understanding language. It is characterized

by a lack of language comprehension, whether spoken or written. Fluent speech is produced by
affected patients, but the words have no significance. The benefits of including auditory-visual
stimuli as a part of computerized aphasia treatment were highlighted in a 2011 study by Yu Kyong
Choe and Kristine Stanton titled "The Effect of Visual Cues Provided by Computerized Aphasia
Treatment." The auditory-visual condition produced more rapid and consistent improvements than
the auditory-only condition. Aphasia therapy, according to the National Institute on Deafness and
Other Communication Disorders (2015), aims to improve a person's ability to communicate by
assisting him or her to use remaining language abilities, restore language abilities to the greatest
extent possible, and learn alternative ways of communicating through gestures and pictures. For a
more complete development and improved outcomes, we therefore felt the need to add visual cues
(images), auditory cues (audio recordings), and tactile clues (letter forms).

Task description – Damage in and around Wernicke’s area located near the auditory cortex,
produces Wernicke’s aphasia, characterized by poor language comprehension and impaired ability
to remember the names of objects. It is also known as fluent aphasia because the person can still
speak smoothly. The group suggested an intervention for Wernicke’s aphasia which provides three
different cues i.e., visual, audio and tactile, in order to help the individual better comprehend a
particular word, for instance, ‘dog’, ‘drum’, ‘sneeze’ etc.

Visual aids can be one of the most effective tools to help people with aphasia communicate.
People with aphasia often have difficulty with reading and writing in addition to speaking. Because
of this, written text does not always help people with aphasia. However, most people with aphasia
are able to recognize and use pictures and other visual aids. For people who are able to speak and
understand spoken language, visual aids can still be a helpful tool to reinforce a message. Providing
a visual can establish a context. When the communication partner is speaking, a picture or other
visual aid can improve understanding. It also helps the brain to associate the picture with the
spoken words.

Auditory cues can also be a lot of help. By pairing visual cues with their respective auditory
cues, a person suffering from Aphasia can better understand the word being taught. To make the
clients understand the meaning behind the word, audios related to the picture can be played so that
the client can associate the word with the sound.

Tactile cueing is a way to show the correct placement of the articulators, (mainly the
tongue, teeth and lips) using touch, to teach a person to say the correct pronunciation of sounds.
This touch could be on the outside of the mouth using a finger, or on the inside of the mouth using
a tongue depressor. With tactile cueing, the person can associate the word pronunciation with the
auditory cue as well as the visual cue in order to strengthen the ability to understand and
comprehend the meaning of the word accurately.

Time required – 15 days were required for the participant to successfully complete the following
chart.

Material required – Pen/ Pencil, Chart

S.No. Words Visual Cue Audio Cue Tactile Cue

1 DOG The client can listen to the D - O - G

sound of a dog barking and
an audio aid can be used to
support it.

2 BEAR The client can be made to B-E-A-R

hear the sound of the bear
which goes like jaw-
popping, woofing, low
grumbles and moans.

3 CAT The client can be made to C-A-T

hear a cat's meow and an
audio clip can be played
for it.

4 CRY The client can be made to C-R-Y

hear the sound of a crying
baby and even an audio
accompanying the same
can be played.

5 BIRD The client can be made to B-I-R-D

hear a bird’s chirping and
an audio clip can be played
for it.

6 SNAP The client can be made to S-N-A-P

hear the sound of snapping
the fingers and an audio of
the same can be presented
7 GOAT The client can be made to G-O-A-T
listen to the 'meh' sound
made by the goat through
an audio clip.

8 DRUM The client can be made to D-R-U-M

hear the sound of a drum
using an audio clip.

9 LION The client can be made to L-I-O-N

hear a lion’s roar and an
audio clip can be played
for it.

10 SLAP The client can be made to S-L-A-P

hear the sound of a slap
and an audio of the same
can be played for it.

11 RAT The client can be made to R-A-T

hear the sound of a rat
churning and an audio of
the same can be played for
it.

12 SNEEZE The client can be made to S-N-E-E-Z-E

hear the sound of a sneeze
and an audio of the same
can be played for it.
13 COIN The client can be made to C-O-I-N
hear the clinking of coins
and an audio can be played
for it.

14 PIG The client can be made to P-I-G

hear a pig’s sound (oink )
and an audio clip can be
played for it.

15 BABY The client can be made to B-A-B-Y

hear the baby's sound
(crying or laughing) and an
audio clip can be played
for it.

16 CROW The client can be made to C-R-O-W

hear the crow’s loud caws
and an audio clip can be
played for it.

17 COW The client can be made to C-O-W

hear the sound of a cow
(‘moooooo’) with the help
of an audio clip.

18 PEN The client can be made to P-E-N

hear the click click sound
of a pen using an audio
clip.
19 LOCK The client can be made to L-O-C-K
hear the metallic ‘click’
sound of a lock using an
audio clip.

20 CLAP The client can be made to C-L-A-P

clap their hands together to
make the sound

21 GUN The client can be made to G-U-N

hear the sound of gunshot
using an audio clip

22 DUCK The client can be made to D-U-C-K

hear a duck’s sound
(quack) and an audio clip
can be played for it.

23 BURP The client can be made to B-U-R-P

hear the sound of burp
using an audio clip

24 BELL The bell can be rung before B-E-L-L

the client to hear the and
recognise the item.
25 BIKE Clients can be made to B-I-K-E
listen to audio clips of the
various sounds associated
with the bike such as horn,
acceleration, running tires,
working engine and
brakes.

26 TOY Clients can be made to T-O-Y

listen to audio clips of the
sound associated with the
toy shown in the picture.

27 YAWN Clients can be made to Y-A-W-N

listen to audio clips of
people yawning.

28 TAP The client can be made to T-A-P

hear an audio of water
dripping or running from a
tap.

29 PIN The client can be made to P-I-N

hear the sounds of a
dropping pin.

30 SHOUT Client can be made to hear S-H-O-U-T

an audio clip of a man
shouting.
 31 PHONE Client can be made to hear P-H-O-N-E
a notification sound on the
phone.

32 CLOCK Client can be made to hear C-L-O-C-K

the ticking sound of the
clock.

Evaluation of intervention - At the end of the Sensory comprehension intervention a follow up

exercise can be conducted to understand the effectiveness of it and whether the intervention can
be considered a successful one. Follow up can be conducted in different forms. For example, for
visual intervention the identification can be taken into account and the subject can be asked to
identify the images, for audio cues the subject can be asked to either produce a particular voice/
mimic the given item to get an understanding of whether the subject is able to comprehend what
is being asked, for the tangible cues removing a letter from the word or asking them to write the
alphabets on a sheet of paper can be asked to consider the intervention successful.

Conclusion
The aim of this practical was to design interventions for Broca’s and Wernicke’s aphasia. Broca’s
aphasia results from damage to a part of the brain called Broca’s area, which is located in the
frontal lobe, usually on the left side. It’s one of the parts of the brain responsible for speech and
motor movement. Wernicke’s area located near the auditory cortex, produces Wernicke’s aphasia,
characterized by poor language comprehension and impaired ability to remember the names of
objects. It was a group practical to make two interventions, one each for Broca’s and Wernicke’s
aphasia. Our group came up with Broca’s babble for Broca’s Aphasia which focused its attention
upon word formation and mouth movements, and Sensory comprehension for Wernicke’s Aphasia
where in we developed three levels of interventions, Tangible, Auditory, Verbal cues. At the end
of the two interventions evaluation program is also mentioned which helps in follow up and
understanding effectiveness.
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