Sandra Bond Chapman is a cognitive neuroscientist, founder and chief director of the Center for Brain Health, Dee Wyly Distinguished Professor in Brain Health, [1] and a professor in the School of Behavioral and Brain Sciences at The University of Texas at Dallas. [2]
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Chapman received her B.A. (in Speech Pathology) and M.A. (in Communication Disorders) from the University of North Texas. Her Ph.D. in Communication Disorders is from University of Texas at Dallas.
Chapman began her career in the 1970s as a speech pathologist, where she often worked with autistic children with high support needs. During this time, Chapman noticed that several of the children with high support needs were able to solve complex puzzles despite their perceived deficits. This contradiction sparked Chapman's interest in the brain’s potential and modifiability. [3] Chapman founded the Center for Brain Health, a multidisciplinary center housing brain researchers and therapists working collectively to prevent, arrest, and reverse brain traumas. [4] Chapman continues to serve as the chief director. [5]
Chapman’s cognitive research has laid the theoretical framework and empirical foundation for the development of measurements of higher order reasoning [Test of Strategic Learning] and the development of brain training programs for children and adults. [6] Her research elucidates novel approaches to maximize cognitive function in people with healthy brains [7] as well as those with brain injury, [8] stroke, ADHD, [9] autism, [10] schizophrenia, substance abuse, and progressive brain diseases like Alzheimer's disease. [11]
Chapman's research has resulted in more than 120 publications, [12] [13] [14] nearly 60 funded research grants, and has served as a national public health road for maintaining cognitive fitness and building critical thinking and reasoning skills in adolescents. [3] Chapman was the principal member writing the first state plan for Brain Health fitness for adults. [15] She is a core member for NIH's selection process of central data elements for nationwide clinical trials on acquired brain injury. [16] Throughout her career, Chapman has received major federal, state, and private research support to advance the treatment of veterans, sports-related brain injuries, concussions, autism, schizophrenia, adolescent reasoning, and brain development, among others.
Chapman is a member of the following organizations: [17]
Wernicke's aphasia, also known as receptive aphasia, sensory aphasia, fluent aphasia, or posterior aphasia, is a type of aphasia in which individuals have difficulty understanding written and spoken language. Patients with Wernicke's aphasia demonstrate fluent speech, which is characterized by typical speech rate, intact syntactic abilities and effortless speech output. Writing often reflects speech in that it tends to lack content or meaning. In most cases, motor deficits do not occur in individuals with Wernicke's aphasia. Therefore, they may produce a large amount of speech without much meaning. Individuals with Wernicke's aphasia are typically unaware of their errors in speech and do not realize their speech may lack meaning. They typically remain unaware of even their most profound language deficits.
Dementia is a syndrome associated with many neurodegenerative diseases, which is characterized by a general decline in cognitive abilities that impacts a person's ability to perform everyday activities. This typically involves problems with memory, thinking, behavior, and motor control. Aside from memory impairment and a disruption in thought patterns, the most common symptoms include emotional problems, difficulties with language, and decreased motivation. The symptoms may be described as occurring in a continuum over several stages. Dementia ultimately has a significant effect on the individual, caregivers, and on social relationships in general. A diagnosis of dementia requires the observation of a change from a person's usual mental functioning and a greater cognitive decline than what is caused by normal aging.
A communication disorder is any disorder that affects an individual's ability to comprehend, detect, or apply language and speech to engage in dialogue effectively with others. This also encompasses deficiencies in verbal and non-verbal communication styles. The delays and disorders can range from simple sound substitution to the inability to understand or use one's native language. This article covers subjects such as diagnosis, the DSM-IV, the DSM-V, and examples like sensory impairments, aphasia, learning disabilities, and speech disorders.
Neurotrauma, brain damage or brain injury (BI) is the destruction or degeneration of brain cells. Brain injuries occur due to a wide range of internal and external factors. In general, brain damage refers to significant, undiscriminating trauma-induced damage.
Anomic aphasia is a mild, fluent type of aphasia where individuals have word retrieval failures and cannot express the words they want to say. By contrast, anomia is a deficit of expressive language, and a symptom of all forms of aphasia, but patients whose primary deficit is word retrieval are diagnosed with anomic aphasia. Individuals with aphasia who display anomia can often describe an object in detail and maybe even use hand gestures to demonstrate how the object is used, but cannot find the appropriate word to name the object. Patients with anomic aphasia have relatively preserved speech fluency, repetition, comprehension, and grammatical speech.
Anosognosia is a condition in which a person with a disability is cognitively unaware of having it due to an underlying physical condition. Anosognosia results from physiological damage to brain structures, typically to the parietal lobe or a diffuse lesion on the fronto-temporal-parietal area in the right hemisphere, and is thus a neuropsychiatric disorder. A deficit of self-awareness, the term was first coined by the neurologist Joseph Babinski in 1914, in order to describe the unawareness of hemiplegia.
Cognitive disorders (CDs), also known as neurocognitive disorders (NCDs), are a category of mental health disorders that primarily affect cognitive abilities including learning, memory, perception, and problem-solving. Neurocognitive disorders include delirium, mild neurocognitive disorders, and major neurocognitive disorder. They are defined by deficits in cognitive ability that are acquired, typically represent decline, and may have an underlying brain pathology. The DSM-5 defines six key domains of cognitive function: executive function, learning and memory, perceptual-motor function, language, complex attention, and social cognition.
Cerebral atrophy is a common feature of many of the diseases that affect the brain. Atrophy of any tissue means a decrement in the size of the cell, which can be due to progressive loss of cytoplasmic proteins. In brain tissue, atrophy describes a loss of neurons and the connections between them. Brain atrophy can be classified into two main categories: generalized and focal atrophy. Generalized atrophy occurs across the entire brain whereas focal atrophy affects cells in a specific location. If the cerebral hemispheres are affected, conscious thought and voluntary processes may be impaired.
High-functioning autism (HFA) was historically an autism classification where a person exhibits no intellectual disability, but may experience difficulty in communication, emotion recognition, expression, and social interaction.
Primary progressive aphasia (PPA) is a type of neurological syndrome in which language capabilities slowly and progressively become impaired. As with other types of aphasia, the symptoms that accompany PPA depend on what parts of the left hemisphere are significantly damaged. However, unlike most other aphasias, PPA results from continuous deterioration in brain tissue, which leads to early symptoms being far less detrimental than later symptoms.
Memory disorders are the result of damage to neuroanatomical structures that hinders the storage, retention and recollection of memories. Memory disorders can be progressive, including Alzheimer's disease, or they can be immediate including disorders resulting from head injury.
Speech–language pathology (also known as speech and language pathology or logopedics) is a healthcare and academic discipline concerning the evaluation, treatment, and prevention of communication disorders, including expressive and mixed receptive-expressive language disorders, voice disorders, speech sound disorders, speech disfluency, pragmatic language impairments, and social communication difficulties, as well as swallowing disorders across the lifespan. It is an allied health profession regulated by professional bodies including the American Speech-Language-Hearing Association (ASHA) and Speech Pathology Australia. The field of speech-language pathology is practiced by a clinician known as a speech-language pathologist (SLP) or a speech and language therapist (SLT). SLPs also play an important role in the screening, diagnosis, and treatment of autism spectrum disorder (ASD), often in collaboration with pediatricians and psychologists.
Brain training is a program of regular activities purported to maintain or improve one's cognitive abilities. The phrase “cognitive ability” usually refers to components of fluid intelligence such as executive function and working memory. Cognitive training reflects a hypothesis that cognitive abilities can be maintained or improved by exercising the brain, analogous to the way physical fitness is improved by exercising the body. Cognitive training activities can take place in numerous modalities such as cardiovascular fitness training, playing online games or completing cognitive tasks in alignment with a training regimen, playing video games that require visuospatial reasoning, and engaging in novel activities such as dance, art, and music.
In human development, muteness or mutism is defined as an absence of speech, with or without an ability to hear the speech of others. Mutism is typically understood as a person's inability to speak, and commonly observed by their family members, caregivers, teachers, doctors or speech and language pathologists. It may not be a permanent condition, as muteness can be caused or manifest due to several different phenomena, such as physiological injury, illness, medical side effects, psychological trauma, developmental disorders, or neurological disorders. A specific physical disability or communication disorder can be more easily diagnosed. Loss of previously normal speech (aphasia) can be due to accidents, disease, or surgical complication; it is rarely for psychological reasons.
Steven T. DeKosky is the Aerts-Cosper Professor of Alzheimer's Research at the University of Florida (UF) College of Medicine, deputy director of UF’s Evelyn F. and William L. McKnight Brain Institute (MBI) and associate director of the 1Florida Alzheimer’s Disease Research Center.
Kenneth L. Davis is the executive vice chairperson of the board of trustees at the Mount Sinai Health System in New York City, and an American author and medical researcher who developed the Alzheimer's Disease Assessment Scale, the most widely used tool to test the efficacy of treatments for Alzheimer's disease designed specifically to evaluate the severity of cognitive and noncognitive behavioral dysfunctions characteristic to persons with Alzheimer's disease. His research led to four of the first five FDA-approved drugs for Alzheimer's.
The Kennedy Krieger Institute is a nonprofit, 501(c)(3) tax-exempt, Johns Hopkins affiliate located in Baltimore, Maryland, that provides in-patient and out-patient medical care, community services, and school-based programs for children and adolescents with learning disabilities, as well as disorders of the brain, spinal cord, and musculoskeletal system. The Institute provides services for children with developmental concerns mild to severe and is involved in research of various disorders, including new interventions and earlier diagnosis.
The Center for BrainHealth, part of The University of Texas at Dallas' school of Behavioral and Brain Sciences, is a research institute focused exclusively on brain health that combines brain research with clinical interventions. Founded by Dr. Sandra Bond Chapman in 1999, the Center for BrainHealth houses 125 researchers, postdoctoral research fellows, doctoral students, master's students, and research clinicians who work on 60 privately and federally funded research projects. The Center provides academic training and houses specialists in, among many others, Alzheimer's disease, traumatic brain injury (TBI), healthy brain aging, multiple sclerosis, autism, attention deficit hyperactivity disorder (ADHD), stroke, and posttraumatic stress disorder (PTSD). To help raise awareness of and funding for research underway at the Center for BrainHealth, a number of proponent groups have formed. These include the Think Ahead Group (TAG) of young professionals and Friends of BrainHealth.
Center for Vital Longevity (CVL) is a research center of the University of Texas at Dallas. CVL houses scientists studying the cognitive neuroscience of aging and ways to maintain cognitive health for life. Researchers at the CVL also investigate how to slow cognitive aging and methods for the early detection of age-related neurodegenerative disorders, such as Alzheimer's disease. Other research includes studies investigating the cognitive neuroscience of memory, and other fundamental cognitive processes.
Steven L. Small is the Aage and Margareta Møller Distinguished Professor in Behavioral and Brain Sciences at the University of Texas at Dallas, and dean of its School of Behavioral and Brain Sciences. Small is a specialist in the neurobiology of language.
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