3.2 Compare strategies to support an individual with dysphasia and dysarthria

This guide will help you answer 3.2 Compare strategies to support an individual with dysphasia and dysarthria.

Before looking at strategies, it helps to understand what dysphasia and dysarthria are. Dysphasia is a language disorder caused by damage to parts of the brain responsible for language. This often affects speaking, understanding speech, reading, and writing. It can happen after a stroke, brain injury, or certain illnesses.

Dysarthria is a speech disorder. It happens when the muscles used for speaking are weak or difficult to control. People with dysarthria can have slurred, slow, or quiet speech. They might struggle to control their mouth, tongue, or voice. Dysarthria often links to conditions like cerebral palsy, Parkinson’s disease, stroke, or multiple sclerosis.

Both disorders affect communication. But the root causes are different—one is language-based, the other speech muscle-based. Because of these differences, support strategies for each need to be considered carefully.

Core Strategies for Supporting Dysphasia

Supporting someone with dysphasia centres around adapting how you communicate so they can join in, understand, and express themselves. Here are some key strategies:

• Give extra time for the person to understand and respond. Do not hurry them or finish their sentences for them.
• Use simple, short sentences. Avoid complex words or jargon.
• Speak slowly and clearly, using normal tone and volume.
• Confirm understanding by repeating back or rephrasing to check you both mean the same thing.
• Repeat key points to reinforce understanding.
• Ask one question at a time rather than multiple questions in one sentence.
• Break information into small, manageable chunks.
• Support speech with gestures, facial expressions, and body language to add meaning.
• Write down keywords, draw pictures, or use objects to help get the message across.
• Use visual aids like signs, communication boards, or software apps.
• Reduce distractions in the environment as much as possible.
• Stay patient and calm; people with dysphasia can get frustrated when they cannot find words.
• Help with reading or writing tasks, as these can be challenging.

These strategies make communication less stressful and more effective for people with dysphasia, who might struggle to find the right words or follow complex explanations.

Core Strategies for Supporting Dysarthria

Support for dysarthria has a different focus. It is more about helping the person’s speech be as clear as possible and finding ways around the physical difficulties. Strategies include:

• Encourage the person to take their time when speaking to avoid the pressure of rushing.
• Ask the person to speak slowly and pause between phrases.
• Remind them to take deep breaths before starting to speak.
• Focus on using strong voice and exaggerated, clear enunciation.
• Use ‘over-articulation’ techniques—making mouth movements bigger to help speech be clearer.
• If speech is very quiet, ask the person to tap on a table or use another cue to signal when they are about to talk.
• Encourage regular practice of breathing and speech exercises set by a speech and language therapist.
• Ask one or two people to listen at a time to reduce anxiety and help with clarity.
• If speech breaks down, encourage other methods—writing, texting, drawing, or pointing.
• Use communication aids, such as alphabet boards, picture boards, or speech-generating devices.
• Remove background noise and sit face-to-face to support lip-reading and facial cues.
• Check if equipment like dentures or hearing aids are comfortable and working correctly, as these can affect speech.
• Remain patient. Allow pauses for the person to get their message across and give reassurance that it is okay to repeat.

These strategies support the individual by helping their words be heard and understood, taking away embarrassment, and building confidence.

Comparing Strategies for Dysphasia and Dysarthria Support

There are overlaps between the strategies for dysphasia and dysarthria, but there are also clear differences. Comparing these strategies helps uncover why each is suited to the particular challenges of the condition.

Communication Focus

For dysphasia, strategies focus on language—helping with understanding, finding words, and expressing thoughts. The approach adapts to cognitive difficulties. Visual aids and clear, simple language are central. Support links to restoring and using language skills.

For dysarthria, strategies focus on the muscles used for speech. The support is practical. It helps make speech clearer or finds alternative ways of getting messages across. Exercises, over-articulation, and technology like communication devices play a larger part.

Use of Communication Aids

Both groups can benefit from communication aids. For dysphasia, tools like communication books and picture boards help express needs or feelings. They make up for gaps in word-finding or comprehension.

For dysarthria, aids help when speech is not clear. Speech-generating devices can be vital. They let the person enter words and have the device speak for them. Literacy is very important here; those who cannot read or write might use symbol-based systems.

Support from Others

Both individuals need patience and reassurance from those around them. Yet, approaches can differ. People with dysphasia benefit from partners who give them time to find words and do not interrupt. They may need more support with reading or writing tasks—a helper might read letters or forms aloud.

People with dysarthria often know exactly what they want to say but their speech might not be understood. Helpers must listen carefully, look for physical signs, and patiently support different forms of expression. Sometimes, they need to act as a ‘communication partner’, interpreting for the individual.

Environmental Adjustments

For both disorders, it helps to reduce noise and distractions. Good lighting and face-to-face seating help with visual cues. But for dysarthria, seeing the mouth and lips move is even more important, especially for those who use lip-reading. For dysphasia, seeing supported gestures and visuals may be more critical.

Repetition and Clarification

In dysphasia, you may need to repeat and paraphrase for understanding. In dysarthria, you may need to ask the person to repeat themselves or use an alternative method if speech is unclear.

Written Communication

People with dysphasia may need help with reading and writing as their language skills can be impaired in all forms. Visual aids, reading out loud, or one-to-one support can bridge the gap.

With dysarthria, comprehension and literacy are often fully intact (though not always). Written methods are a useful ‘back-up’ if speech is hard to understand.

Professional Input

Speech and language therapists (SLTs) are involved with both groups. For dysphasia, SLTs work on recovering language and using aids, as well as training carers. For dysarthria, SLTs offer exercises to improve strength and clarity, and train on using assistive devices.

Occupational therapists may also help, especially where hand movements or using technology is involved.

Practical Examples to Make Support Real

Here are some real-world examples to help you see how strategies work day by day:

Supporting Someone with Dysphasia

Mary had a stroke and struggles to find words. At meals, staff use picture menus and point at options so Mary can nod or shake her head. When there is a problem, staff offer a pen and paper so Mary can try to write or draw what she means. They speak in short sentences, avoid open questions, and give plenty of time for Mary to respond. When reading letters, staff read them out loud and discuss the meaning together, checking Mary’s understanding.

Supporting Someone with Dysarthria

John has Parkinson’s and his speech is quiet and slurred. Staff sit near him and turn off the TV so they can hear him speak. They ask him to take a deep breath and speak one phrase at a time. When it is difficult to understand, John points to words on a communication board. Staff never rush him, and they check back what they think he has said. John practises speech exercises every day and uses a tablet with a speech app if his voice is too quiet.

Joint Example

Anna has both mild dysphasia and dysarthria after a brain injury. Support for Anna uses short sentences, gestures, and a symbol chart. Staff check understanding often, give Anna extra time, and stay positive. Anna uses a tablet to write single words, and staff use lots of praise and encouragement.

Strengths and Weaknesses of Strategies

It is good practice to look at each strategy’s strengths and possible drawbacks.

Dysphasia Support

Strengths:

• Helps maintain involvement and reduces frustration
• Visuals and repetition increase understanding
• Builds confidence

Weaknesses:

• Can take a lot of time
• Person may feel ‘talked down to’ if language is overly simple
• Visual aids do not suit everyone

Dysarthria Support

Strengths:

• Encourages independence
• Reduces isolation by opening different communication methods
• Technology bridges gaps in speech

Weaknesses:

• Speech equipment can be expensive or break down
• Over-articulation might seem strange at first
• Fatigue may limit success with physical exercises

For Both

• Good support builds self-esteem and keeps the person in control
• Choice is vital: one strategy will not work for everyone

Training and Ongoing Support

Workers need strong training to spot signs of dysphasia and dysarthria. They need to learn to use tools such as communication boards or apps. They need to practise patience and active listening.

Regular contact with professionals like SLTs helps update strategies based on progress or other needs. Carers should meet and share learning, especially in complex or changing cases.

Support should always be person-centred. This means listening to the person’s wishes and adapting plans to their goals. Peoples’ abilities can change, so reviews are needed often.

Legal and Ethical Considerations

All support should respect the person’s dignity, privacy, and right to be involved in decisions. The Mental Capacity Act 2005 guides workers on involving people in choices, even when communication is slow or difficult.

Confidentiality remains vital. Staff must not share what people communicate unless there is a safeguarding concern.

Final Thoughts

Working with people who have dysphasia or dysarthria can be both rewarding and challenging. Success comes from patience, careful listening, and respect. The right strategies can open pathways for people to express who they are and make choices in their lives, no matter how complex their communication needs.

Always remember, the best way to support someone is to involve them as much as possible in shaping their own support. Stay open to new ideas, be flexible in your approach, and value every step forward, however small it may be. Good support helps people stay connected, independent, and valued in their community.