Aphasia

Physical Communication Cognitive Behavioural / Emotional

Aphasia results from damage to the parts of the brain that contain language (typically in the left half of the brain). Individuals who experience damage to the right side of the brain may have additional difficulties beyond speech and language issues. Aphasia may causes difficulties in speaking, listening, reading, and writing, but does not affect intelligence. Individuals with aphasia may also have other problems, such as dysarthria, apraxia, or swallowing problems.

People with aphasia may:

  • Experience difficulty coming up with the words they want to say
  • Substitute the intended word with another word
  • Switch sounds within words
  • Use made-up words
  • Have difficulty putting words together to form sentences
  • String together made-up words and real words fluently but without making sense
  • Misunderstand what others say, especially when they speak fast (e.g., radio or television news) or in long sentences
  • Find it hard to understand speech in background noise or in group situations
  • Misinterpret jokes and take the literal meaning of figurative speech (e.g., “it’s raining cats and dogs”)
  • Have difficulty reading forms, pamphlets, books, and other written material
  • Have problems spelling and putting words together to write sentences
  • Have difficulty understanding number concepts (e.g., telling time, counting money, adding/subtracting)

There are many types of treatment available for individuals with aphasia. The type of treatment depends on the needs and goals of the person with aphasia. Treatment may be provided in individual or group sessions.


"Brain development is complex and prolonged. Brain plasticity is influenced by a range of factors. Plasticity provides a base for neuro-rehab therapies and treatment"
Professor Bryan Kolb; Canada
"Intensive and individualized approaches work. A one-size-fits-all approach doesn't. You have to make it relevant to the child."
Recolo; United Kingdom
"When different organisations assess different aspects of a child's neuro-rehabilitation needs, everyone looks at things from a different perspective and have conflicting priorities"
Cathy Jonson; Rehab without Walls; United Kingdom.
"More play increases brain plasticity and makes for better recovery post brain injury"
Professor Bryan Kolb; Canada
"With support parents cope better so the child has a better recovery"
Andrea Palacio-Navarro; Spain
"Parent-supported interventions after paediatric ABI bring reductions to the cost to society"
Eric Hermans; Netherlands
"Children and young people have poor social competence post brain injury due to reduced cognition, executive functions, and emotional control. As a result they are twice as likely to have mental health issues in the future"
James Tonks; University of London
Child 1 - Aged 14 and 3 years after a traumatic brain injury
2019 2020 Change
REASONING 301/800 426/800   +  125
MEMORY 181/800 304/800   +  123
ATTENTION 463/800 573/800   +  110
COORDINATION 47/800 309/800   +  262
PERCEPTION 158/800 374/800   +  216
"We would like to see earlier identification and support for children with brain injuries to help them succeed in school."
Dalton Leong; Chief Executive of the Children's Trust
"Pediatric neuro-rehabilitation cannot be delivered in isolation. The needs of the child have to be looked at both holistically and within the context of the family unit. Parents need to be empowered to be parents in post-acute pediatric neuro-rehabilitation following brain injury"
The Children's Trust; United Kingdom

OUR MISSION: To work to remove inequalities for children & young people affected by acquired brain injury; and provide effective support to their families that makes a real difference to their lives.

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