Page "Expressive aphasia" Paragraph 33

Described as the linguistic approach to the treatment of expressive aphasia, treatment begins by emphasizing and educating patients on the thematic roles of words within sentences .< ref name =" TUF "> Thompson CK, Shapiro LP.

Treating agrammatic aphasia within a linguistic framework: treatment of underlying forms.

Aphasiology.

2005 ; 19: 1021 – 1036.

Web.

12 Dec. 2011.

< http :// www. ncbi. nlm. nih. gov / pmc / articles / PMC1847567 />.</ ref > Sentences that are usually problematic will be reworded into active-voiced, declarative phrasings of their non-canonical counterparts.

The simpler sentence phrasings are then transformed into variations that are more difficult to interpret.

For example, many sufferers of expressive aphasia struggle with Wh-sentences.

“ What ” and “ who ” questions are problematic sentences that this treatment method attempts to improve, and they are also two interrogative particles that are strongly related to each other because they reorder arguments from the declarative counterparts.

For instance, therapists have used sentences like, “ Who is the boy helping ?” and “ What is the boy fixing ?” because both verbs are transitive-they require two arguments in the form of a subject and a direct object, but not necessarily an indirect object.

In addition, certain question particles are linked together based on how the reworded sentence is formed.

Training “ who ” sentences increased the generalizations of non-trained “ who ” sentences as well as untrained “ what ” sentences, and vice versa.

Likewise, “ where ” and “ when ” question types are very closely linked.

“ What ” and “ who ” questions alter placement of arguments, and “ where ” and “ when ” sentences move adjunct phrases.

Training is in the style of: “ The man parked the car in the driveway.

What did the man park in the driveway ?” Sentence training goes on in this manner for more domains, such as clefts and sentence voice.