Select a type of aphasia (or pure alexia, dyslexia, dysgraphia) and describe the underlying functional neuroanatomy and possible causes of damage to that anatomy that would result in the dysfunction.

Select a type of aphasia (or pure alexia, dyslexia, dysgraphia) and describe the underlying functional neuroanatomy and possible causes of damage to that anatomy that would result in the dysfunction. What deficits would be expected, and what functions would remain intact? How would the aphasia affect a child functionally at different levels of development? What interventions might be used with a child affected by your selected aphasia?

 

 

 

Format: The short paper should be 2–4 pages, double-spaced, with 12-point Times New Roman font and 1-inch margins, and include citations in APA format. 

 

 

 

Instructor Feedback: Students can find their feedback in the Grade Center.

 

 

 

Critical Elements

Exemplary

Proficient

Needs Improvement

Not Evident

Value

Damage to Anatomy

Meets “Proficient” criteria and analysis is substantiated through scholarly research

 

 

(18-20)

Analyzes causes of damage to the neuroanatomy resulting in the dysfunction

 

 

(16-17)

Possible causes of damage to the neuroanatomy do not match with the resulting dysfunction or are lacking in detail

(14-15)

Does not analyze causes of damage to the neuroanatomy resulting in the dysfunction

 

 

(0-13)

20

Impact of Damage

Meets “Proficient” criteria and supports evaluation through scholarly research

(18-20)

Evaluates expected deficits and intact functions from the selected aphasia

(16-17)

Minimally evaluates expected deficits and intact functions from the selected aphasia

(14-15)

Does not evaluate expected deficits and intact functions from the selected aphasia

(0-13)

20

Analysis of functionality

Meets “Proficient” criteria and evaluation includes insightful examples validated by research

(18-20)

Evaluates the effects of aphasia at different levels of development

(16-17)

Evaluation lacks breadth and depth of aphasia at different levels of development

(14-15)

Does not evaluate the effects of aphasia at different levels of development

(0-13)

20

Interventions

Meets “Proficient” criteria and strategies are substantiated by scholarly research

 

(18-20)

Provides possible intervention strategies for a child affected by the selected aphasia

 

(16-17)

Possible intervention strategies for the selected aphasia are incorrectly identified

 

(14-15)

Does not provide possible intervention strategies for a child affected by the selected aphasia

(0-13)

20

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

(18-20)

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

 

 

 

(16-17)

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

(14-15)

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

 

(0-13

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