9.1 - Differential Diagnosis

Question 1

“Disturbances in a system at one level have implications for other levels in the _______.”

Answer 1

Hierarchy

Question 2

“A person is part of a hierarchy of systems that ranges from the __________ to the __________ and can be profoundly affected by changes in any of these systems.”

Answer 2

Smallest organelle

Largest community and culture

Question 3

What happens when we reduce barriers to communication with our patients?

Answer 3

We close the power gap between clinician and patient

Question 4

What are the 4 steps to Evidence-Based Interviewing?

Answer 4

Set the stage for the interview

Elicit chief concern and set agenda

Begin the interview with nonfocusing skills that help the patient expressive her/himself

Use focusing skills to elicit: symptom story, personal context and emotional context

Question 5

How do we set the stage for the interview?

5

Answer 5

Welcome

Introduce self/purpose

Ensure privacy and readiness

Remove
barriers of communication

Ensure comfort and ease

Question 6

How do we elicit chief concern and set agenda?

4

Answer 6

Indicate time availability

Forecast what you would like to see happen

Obtain list of all symptoms

Summarize/finalize agenda

Question 7

How do we begin the interview with nonfocusing skills that help the patient expressive her/himself?

(3)

Answer 7

Assure them that they will receive help

Start with open-ended question

Obtain non-verbal info, physical characteristics, etc

Question 8

How do we use focusing skills to elicit: symptom story, personal context and emotional context?

(3)

Answer 8

Elicit symptom story

Obtain beliefs/attributions

Feelings and emotions

Question 9

What 5 pieces of information do we need to obtain during Evidence-Based Interviewing?

Answer 9

Chronological history of issue

Past Medical History

Social History

Review of systems

End of interview

Question 10

What is Differential Diagnosis?

Answer 10

The process of narrowing possibilities and reaching conclusions about the nature of a deficit

Question 11

Should speech examination always lead to an attempt at diagnosis?

Answer 11

Yes

Question 12

What should we do when the results of the examination cannot go beyond description?

Answer 12

The reasons should be stated explicitly

Question 13

Should we make a diagnosis if one cannot be determined?

Answer 13

No

Question 14

What should the speech diagnosis be related to?

Answer 14

The suspected or known

neurologic diagnosis or lesion localization

Question 15

Can different speech disturbances co-occur?

Answer 15

Yes

Question 16

Can examination sometimes lead to a conclusion that speech is normal?

Answer 16

Yes

Question 17

What is the purpose of a diagnostic label?

Answer 17

It is convenient shorthand for communicating information

Question 18

Does normal speech require an explanaton?

Answer 18

Yes

Question 19

Can speech change but remain in the normal range?

Answer 19

Yes

Question 20

Can speech be normal while psychological factors trigger a perception of
abnormality by the patient?

Answer 20

Yes

Question 21

Can speech be normal, but a complaint be generated due to a physically (or psychologically) traumatic event?

Answer 21

Yes

Question 22

Can an adult have a long-standing “developmental” speech abnormality (e.g., distortion of /r/ or /l/) that may be perceived as a sign of new neurologic disease?

Answer 22

Yes