My Beautiful Broken Brain Analysis

The movie that we viewed in class was My Beautiful Broken Brain. This film was mainly about Lotje Sodderland, and how she had experienced an intracerebral brain hemorrhage or a stroke. The film allows us to see what it was like along the road of recovery with her and all the struggles she underwent. A stroke, also known as cerebrovascular accident, is one of the most frequent cause of brain damage (Gilliam & Marquardt, 2016). There are multiple types of strokes (Gilliam & Marquardt, 2016). The type of stoke we see in the film is a hemorrhage, and it is bleeding in the brain (Gilliam & Marquardt, 2016). Hemorrhages are usually due to a ruptured aneurysm (Gilliam & Marquardt, 2016). Aphasia is classified as an acquired neurogenic language disorder …show more content…
In the film, she was listening to a record, when asked what she was listening to she was unable to answer because she could not put a word to it. She said she knew what it was she just could not recall its name. When given the name she had a “oh yeah” moment. Fluency did not seem to be a huge problem for Lotje. In the film, she spoke effortlessly for the most part and it was somewhat rapid. The only thing that affected her fluency was when she would try to recall something, or she would encounter a small stutter/stammer. It appeared as a pause, but that is something you see in a typical person. Lotje auditory comprehension seemed to be alright when spoke to in simple terms, but struggled when the language was more complex. In the film, she was able to understand most information presented to her except when she was talking with her doctor. The reason behind this is that the language the doctor was using was more complex, and it consisted of a lot of information. Repetition did not seem to be a problem for Lotje. She would be able to words back with no problem. In the film, when she was undergoing the experimental therapy she would repeat worlds that appeared on the computer. This could have been seen when she was asked about the record, she was able to listen to it and repeat aloud. The only struggle seen in sentence planning would be in the process of selecting words to use. This could be seen as a naming problem. …show more content…
They usually take part in the screening, assessment, diagnosis, as well as the treatment (“Aphasia: Roles & Responsibilities”, 2017). They educate others who may interact with the individual with aphasia as well as what they do to help (“Aphasia: Roles & Responsibilities”, 2017). They are the ones that diagnose whether the individual has or does not have aphasia (“Aphasia: Roles & Responsibilities”, 2017). They create treatment plans that will benefit the patient in the best possible way (“Aphasia: Roles & Responsibilities”, 2017). They help the families understand, and communicate better with the individual affected (“Aphasia: Roles & Responsibilities”, 2017). They serve as a member on a collaborative team to help the individual with aphasia (“Aphasia: Roles & Responsibilities”, 2017). Two examples of evidence-based intervention an SLP might conduct for an individual with aphasia would be constraint-induced therapy and supported communication for aphasia (Gilliam & Marquardt, 2016). Constraint-induced therapy encourages the use of impaired language skills instead of using the language skills and compensatory behaviors that the individual still has with aphasia (Gilliam & Marquardt, 2016). This would allow for the individual to work at what they are struggling with in hopes to increase the recovery time. Supported communication for aphasia has the SLP work with the people that the