The impact of visual and motor skills on ideational apraxia and transcortical sensory aphasia

Abstract

Background

Patients with extensive left hemisphere damage frequently have ideational apraxia (IA) and transcortical sensory aphasia (TSA). Difficulty with action coordination, phonological processing, and complex motor planning may not be indicative of higher-order motor programming or higher-order complex formation. We report on the effects of IA and TSA on the visual and motor skill of stroke patients.

Purpose

The study aims to address the question of whether IA and TSA in bilingual individuals are the results of an error of motor function alone or due to a combined motor plus and cognitive dysfunction effect.

Method

Twelve bilingual patients (seven males, and five females) were diagnosed with IA and TSA, and are divided into two groups of six patients. Then, 12 healthy bilingual controls were evaluated for comparing with both groups. Bilingual aphasia testing (BAT) and appropriate behavioral evaluation were used to assess motor skills, including coordination, visual-motor testing, and phonological processing.

Results

Findings (pointing skills) show that the performance of the L1 and L2 languages are consistently significant (p < 0.001) in healthy individuals compared to the IA and TSA groups. Command skills for L1 and L2 languages were significantly higher in healthy individuals compared to IA and TSA controls (p < 0.001). Further, the orthographic skills of IA and TSA vs controls in both groups were significantly reduced (p < 0.01). Visual skills in the L1 language were significantly improved (p < 0.05) in IA and TSA patients compared to healthy controls after 2 months. Unlike orthographic skills which were improved in IA and TSA patients, languages in bilingual patients did not simultaneously improve.

Conclusion

Dyspraxia is a condition that affects both motor and visual cognitive functions, and patients who have it often have less referred motor skills. The current dataset shows that accurate visual cognition requires both cognitive-linguistic and sensory-motor processes. Motor issues should be highlighted, and skills and functionality should be reinforced along with the significance of treatment between IA and TSA corresponding to age and education. This can be a good indicator for treating semantic disorders.

Keywords:

• Bilingual aphasia test
• ideational apraxia
• rapid syllable transition treatment (ReST)
• sound patterns
• transcortical sensory aphasia

Acknowledgements

The first author began this international endeavor between the years 2014 and 2020. We have gathered data on 100 patients without CDs and 340 individuals with CD and MRI. I paid for everything along with my family. No colleges assisted this study. However, I am grateful for their support in recruiting study participants. An ethical code in the department of neurology and neuroscience under multicenter supervision authorized the preparation of this project (Shiraz University of Medical sciences). The Department of Speech Therapy and Rehabilitation at the Universities of Medical Sciences in Zahedan, Tabriz, Tehran, Yasuj, Guilan, Mazandaran, and Ahvaz are additional centers involved in this initiative. If editors request it, we can deliver letters of support. Various brain damage discipline teams have collaborated in this study.

Ethical approval

An ethical code approved the preparation of this paper and project (IR.SUMS.REC.1395.S878) Shiraz University of Medical of sciences.

Disclosure statement

A version of this work (Abstract) was presented at the 14th World Stroke Congress, October 25–26, 2022 in Singapore (International Journal of Stroke – Sage journals).

No potential conflict of interest was reported by the author(s).

Table 1. Demographic characteristics.

Table 3. Pointing skills correspond to the first language and second language (L1 and L2).

Table 4. Commands skills correspond to the first language and second language (L1 and L2).

Table 5. Orthographic skills correspond to the first language and second language (L1 and L2).

Table 2. Visual skills correspond to the first language and second language (L1 and L2).

Data availability statement

The data that supports the findings of this study are available in the article and given as a supplement.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.