Abstract:

This article deals with the development of communication skills at people after a stroke in a chronic stage using special pedagogical approaches. The stroke is the second most common cardiovascular disease in The Czech Republic. It is a clinical syndrome that is characterized by rapidly evolving clinical signs, either in the form of a bearing disorder or a global disorder. Except the classical symptoms as paralysis of one half of the body and than its neglect, we also meet with the cognitive deficit and with the disruption of communication skills which does not allow proper education intervention at these patients. Because of that we can talk about the creation and the development of aphasia and its forms – motoric or sensory. Over 15 380 men and 15 613 women were affected by this disease in 2010 on territory of the Czech Republic. The aim of our research was to find out if semiannual educational intervention will lead to the improvement of a communication skills at chosen probands with the help of diagnostic tool - Addenbrook Cognitive Test, which rates word production and individual components of cognitive functions. In our article we focused on 6 chosen probands that were diagnosed with aphasia within the chronic stage. We have increased the number of interventions by our procedures at these patients whereas probands from the control group have had a classical procedures within hospitalization. We choose comparison of the results of input and output testing as a methodology using nonparametric statistical analysis which does not require so-called Gaussian data layout. The evaluation of the results was made using Mann-Whitney Test at the level of significance α = 0, 05. The research itself lasted for half a year (one hour of intervention three times a week) and during this time we focused on the development of individual components of cognitive functions as well as on the support and development of communication skills that are very important for patients because if they are disrupted, the patient becomes more dependent on his/hers surroundings and it may also grow an aggressive behaviour. This would result of misunderstanding of transmitted information between the patient and the therapist. In conclusion we point out to the fact that a regular activation of probands using predetermined educational procedures has led to the improvement in tested areas and in the development of their communicative skills.

Keywords:

development of communication skills, educational intervention, special pedagogical approach, stroke