دیسفازی عبارتست ازاختلال دردرک ،ارتباط ویافرمول بندی زبان.
دیسفازی معمولا" به علت آسیب مغزی بوجود می آید .دواختلال مرتبط بادیسفازی عبارتست ازپارافازیا وآفازی جارگون.(ادامه دارد)
What is Dysphasia
People who have trouble attaching meaning to language. Children and adults who have difficulty with understanding the meaning of language may have a problem with that meaning because of inefficiency with the intent conveyed in grammatic structure (syntax) and/or word subtleties (semantics). They may or may not perceive the sounds in the words (and therefore the words themselves) properly, but that is separate from issues of meaning.
Often the individual with problems like dysphasia has several other information processing dysfunctions. Separating out exactly which ones a particular student has may be very challenging.
Inefficient syntax and/or inefficient understanding of lexical classes of language (semantics) will cause stress when one listens and when one reads. It causes stress in school and at home. These problems persist and worsen as one advances through the grades.
Reading comprehension difficulties are often the first problems to become apparent for a student with language comprehension inefficiency. The reading comprehension problems that are the result of being asked to read material that's just too hard are different. They are addressed in the section on Dyslexia. This section is about those reading comprehension problems that are due to failure to understand the meaning of language, all language, and it is evident in the student's understanding of what is said as well as read. In the beginning of this student's school experience, the student may be seen as not paying attention.
Students with this pattern of confusion with the meaning of the words they hear and see are sometimes called dysphasic. Their difficulties are sometimes referred to as a dysphasic-like pattern. They miss things at the dinner table, are confused in the movies, and often seem to miss the point. This occurs in school and out of school.
A dysphasic-like pattern will impact on the individual's spoken or written language. People with problems related to word subtleties (semantics or lexical classification of language) or complex grammatic structure (syntax) have great difficulty understanding the language they hear and read. They also have great difficulty expressing themselves with finesse.
If this problem co-exists with significant skills in the non-language areas, the student seems to have special problems. Few teachers are taught to recognize or teach students with visual-spatial strengths who have language deficits. Auditory reception problems often coexist with this difficulty. Be sure to see the section about auditory reception. People with a dysphasic-like pattern are often described as being nonfluent or as having limited vocabulary. People feel dysphasics say one thing when they mean another. Their language is often less mature than other aspects of their development. Sometimes they have trouble understanding people who use complex language. They often verbalize that they like people who are direct and get to the point. They might well have had an history of developing language late. When assessing the language of a child or adult for a dysphasic-like pattern, it would be important to assess demand language (language the person must put forth under pressure of limited time or for a judgmental audience). Individuals with language meaning problems (a dysphasic-like pattern) are often able to put forth adequate language when they have a great deal of time to think about it and are deficit or distressed only with demand language. This is another pattern that can be very destructive, even if mild.
Dysphasics are sometimes able to put forth a great deal of language (but at a very simple level). They may even do this to keep you from overloading them with your language.
People with language meaning difficulty are seen as reasoning in an unusual manner, making inappropriate conclusions and being illogical. Their thinking skills are sometimes considered undeveloped or underdeveloped. They are often quite literal. Magical thinking (the belief that, "thoughts, words or actions might, or will in some manner, cause or prevent a specific outcome in some way that defies the normal laws of cause and effect." ) is not unusual for people with this difficulty.
They have difficulty with social relationships, often, but this can be offset if they are very good at reading nonverbal messages (receptive prosody) and expressing themselves nonverbally (expressive prosody). Children with this difficulty sometimes play with much younger children. There seems to be less stress for them with younger children.
Individuals with this difficulty are sometimes seen as having no sense of humor, but they might understand, appreciate and enjoy visual humor; it's verbal humor that escapes them. The social implications of missing the point are considerable at every age.
Sometimes a child or an adult who is experiencing problems with language meaning is bright enough to cope and the only clue to their stress is temper. Rage and outbursts that seem far more severe than the specifics of a situation warrant are often the symptoms that cause a subtle language evaluation to be undertaken to determine if there is a dysphasia problem.