Aphasia is an acquired central language disorder, which from the point of view of linguistics is described as damage to various components of the language system (phonology, vocabulary, syntax and semantics). It covers all expressive and receptive language modalities: speaking, comprehension, reading and writing. It always appears multimodal. Various techniques and methods are used in speech therapy1 for people with aphasia. In the master's thesis, the therapeutic concept MODAK - Modalitätenaktivierung in der Aphasietherapie is presented. It is a program of modality activation in the therapy of aphasia by dr. Luise Lutz, clinical linguists from a German- speaking environment. The basic goal of MODAK therapy is to develop the patient's2 communication skills and to automate individual language reactions through the activation of four language modalities - speech, comprehension, reading and writing. The concept has been modified several times; in its basic implementation, it was intended for patients with severe forms of aphasia and with the aim of achieving minimal language and communication skills. It later proved to be an extremely useful material for adapting and disseminating to all levels of difficulty of aphasia. The basic program of the concept presented in the master's thesis is implemented with the help of four situational images; with seven steps of launching to dialogue (exercises of showing a picture, assigning a sentence, returning a sentence, returning a picture, laying letters, transcribing without accented vocals and independent writing) and dialogue. The main goal of the master 's thesis was to test the MODAK concept in clinical practice in a Slovenian speaking patient with aphasia after a stroke. In the empirical part, a case study presents the use of the concept in a patient in the chronic phase of motor aphasia. Therapy was administered for three weeks after five days, and one treatment lasted approximately 60 min. The success of the therapy was checked with two instruments, namely the FAST (Frenchay Aphasia Screening Test) and The communicative Activity Log, which we used before the beginning and after the end of the speech therapy. According to FAST, comprehension improved by 28.6 percent from initial to final measurement; reading improved by 66.6 percent; speech, on the other hand, improved by 33.3 percent from the initial to the final measurement. The communicative Activity Log showed that, according to the patient's responses, the condition improved after treatment in nine areas, while the condition did not change in the other six assumptions. The mentioned questionnaire was also filled in by the patient's daughter and according to her answers, the condition after the therapy in the patient improved in six areas and remained the same in nine areas. The results thus showed that the implementation of speech therapy according to the MODAK concept in a Slovenian speaking patient is successful.
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