Katie Moss 2005 Speech
On September 18, 2017, Katie Moss, M.S., CCC-SLP, a speech-language pathologist from the Transitional Learning Center(TLC), spoke to the class about adults who have been in traumatic accidents. Ms. Moss presented short video segments of her patients she has worked with at the TLC. The patients in the video segments Ms. Moss presented had different speech disorders as a result of brain injury because of a traumatic accident.
The first video Ms. Moss presented involved a patient named JR. JR has aphasia as a result from a car accident. Aphasia affects a person’s ability to understand and express written and spoken language. At the beginning of the video we see Ms. Moss show JR a photo of a shirt and she asks him to name the picture.
JR correctly responds and states the picture is of a shirt. Next, Ms. Moss asks JR to write the word “shirt” on the whiteboard. JR becomes hesitant and we can see him begin to struggle as he attempts to write the word correctly. On his first attempt JR writes the word, “shits.” JR shows Ms. Moss the whiteboard and does not see his mistake. This can be common in patients with aphasia, they are often unaware of their spelling errors because they can say and identify the picture or item correctly. Ms. Moss responded and informed JR he was missing a letter from his answer. JR was not able to identify the missing letter and finally Ms. Moss told him the missing letter. After Ms. Moss informed him the “r” was missing he immediately became upset with himself that he was not able to write “shirt” correctly without help.
The second Video Ms. Moss presented to the class involved a patient named James. James’ language skills are good but he takes a long time to process because he has no reasoning skills. At the beginning of this video segment Ms. Moss starts by asking James simple questions about his day. James begins responding to her questions by repeating what she asked multiple times and also repeating himself. James repeats what is asked because he is still processing the information. The next part of the video Ms. Moss asks James to recite the steps of how he would make spaghetti. James begins explaining and he repeatedly forgets what he previously said resulting in his being very repetitive. He needs guidance from Ms. Moss multiple times to keep him on topic because forgets the initial task multiple times. James has a very short attention span and it makes it difficult for him to process multiple step questions without getting distracted.
The first video Ms. Moss presented involved a patient named JR. JR has aphasia as a result from a car accident. Aphasia affects a person’s ability to understand and express written and spoken language. At the beginning of the video we see Ms. Moss show JR a photo of a shirt and she asks him to name the picture.
JR correctly responds and states the picture is of a shirt. Next, Ms. Moss asks JR to write the word “shirt” on the whiteboard. JR becomes hesitant and we can see him begin to struggle as he attempts to write the word correctly. On his first attempt JR writes the word, “shits.” JR shows Ms. Moss the whiteboard and does not see his mistake. This can be common in patients with aphasia, they are often unaware of their spelling errors because they can say and identify the picture or item correctly. Ms. Moss responded and informed JR he was missing a letter from his answer. JR was not able to identify the missing letter and finally Ms. Moss told him the missing letter. After Ms. Moss informed him the “r” was missing he immediately became upset with himself that he was not able to write “shirt” correctly without help.
The second Video Ms. Moss presented to the class involved a patient named James. James’ language skills are good but he takes a long time to process because he has no reasoning skills. At the beginning of this video segment Ms. Moss starts by asking James simple questions about his day. James begins responding to her questions by repeating what she asked multiple times and also repeating himself. James repeats what is asked because he is still processing the information. The next part of the video Ms. Moss asks James to recite the steps of how he would make spaghetti. James begins explaining and he repeatedly forgets what he previously said resulting in his being very repetitive. He needs guidance from Ms. Moss multiple times to keep him on topic because forgets the initial task multiple times. James has a very short attention span and it makes it difficult for him to process multiple step questions without getting distracted.