contralateral face and body; type 4: ipsilateral face and contralateral trunk and leg; type 5: contralateral face, arm and upper trunk.the swallowing pattern generator is located in the dorsolateral medulla oblongata and it consists primarily of the nucleus tractus solitaries, nucleus ambiguous and the reticular formation. 3 for this reason, occurrences of dysphagia symptoms are frequent from 51% to 94% and severity is documented to range from mild to severe in lMs patients. 4 here, we report a case of Ws-type 1-associated with l ateral medullary syndrome (lMs) is also known as posterior inferior cerebellar artery syndrome or Wallenberg's syndrome (Ws). it results from an occlusion of posterior inferior cerebellar artery or the vertebral artery. 1 the symptoms of lMs are recognised to be several and vary from patients to patients. 1, 2 Zhang et al. 2008 classified LMS in five type on the basis of sensory involvement pattern, anatomical localization and radiological pattern of involvement. 2 type 1: ipsilateral face and contralateral trunk and limbs; type 2: ipsilateral face and contralateral face, trunk and limbs; type 3: C
Purpose: Acquired central dysgraphia is a heterogeneous neurological disorder that usually co-occurs with other language disorders. Written language training is relevant to improve everyday skills and as a compensatory strategy to support limited oral communication. A systematic evaluation of existing writing treatments is thus needed. Method: We performed a systematic review of speech and language therapies for acquired dysgraphia in studies of neurological diseases (PROSPERO: CRD42018084221), following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) checklist with a search on several databases for articles written in English and published until August 31, 2021. Only methodological well-designed studies were included. Further assessment of methodological quality was conducted by means of a modified version of the Downs and Black checklist. Results: Eleven studies of 43 patients in total were included. For each study, we collected data on type of population, type of impairment, experimental design, type of treatment, and measured outcomes. The studies had a medium level of assessed methodological quality. An informative description of treatments and linkages to deficits is reported. Conclusions: Although there is a need for further experimental evidence, most treatments showed good applicability and improvement of written skills in patients with dysgraphia. Lexical treatments appear to be more frequently adopted and more flexible in improving dysgraphia and communication, especially when a multimodal approach is used. Finally, the reported description of treatment modalities for dysgraphia in relation to patients' deficits may be important for providing tailored therapies in clinical management.
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