Aphasia

Question 1

assessment of aphasia - aims to detemine…

Answer 1

To determine (1) presence of aphasia, and if so, (2) the type, (3) any coexisting disorders, and (4) how it affects daily living.

Question 2

SCREENINGS are completed at the…
examples are…

Answer 2

hospital bedside to get an initial impression.
e.g., Western Aphasia Battery (WAB) Bedside, Bedside Evaluation Screening Test (BEST).

Question 3

DIAGNOSTIC TESTS are used to evaluate …

Answer 3

all facets of communication: repetition; naming, sentence and discourse production; speech fluency; auditory comprehension of single words, sentences, paragraphs, and discourse; reading and writing; functional communication skills; gestures and pantomime.

Question 4

components of an assessment (tests)

Answer 4

1. screenings
2. diagnostic tests
3. specific skill tests
4. functional tests

Question 5

SPECIFIC SKILL TESTS are usedd 2

Answer 5

to evaluate further a specific facet of communication.

e.g., Reading Comprehension Battery for Adults (RCBA) to evaluate reading further.

Question 6

FUNCTIONAL TESTS are used to evaluate

Answer 6

daily communication in everyday settings.

e.g., Communicative Abilities in Daily Living (CADL), Communication Effectiveness Index (CETI), Functional Assessment of Communication Skills for Adults (FACS).

Question 7

Treatment may be administered individually or in-group (basic or advanced), with goals focused on:

Answer 7

COMPREHENSION
EXPRESSION
READING
WRITING

Question 8

COMPREHENSION

Answer 8

Beginning in single words (e.g., pointing to pictures).
Then gradually increasing to sentences and discourse with topics of relevance and interest.

Question 9

EXPRESSION targets

Answer 9

Beginning with single-word naming (typically with cueing) –> then gradually increasing to sentences (e.g., picture descriptions) and discourse (ie. oral story, descriptions of daily activities or special events) with topics of relevance and interest.

Question 10

READING

Answer 10

Must evaluate premorbid level and current need.
Beginning with printed words, then gradually increasing to sentences and paragraphs.
Goals include survival reading skills (e.g., medications, maps, menus, banking).

Question 11

WRITING

Answer 11

Must evaluate premorbid level and current need.
Beginning with printed words, then gradually increasing to sentences and paragraphs.
Goals include survival writing skills (e.g., name, lists, notes and reminders, forms, letters).

Question 12

Social approaches to aphasia emphasize

Answer 12

natural interaction, conversation, functional communication and enhancement for life participation (e.g., through compensatory strategies).

Question 13

New experimental approaches include

Answer 13

non-invasive brain stimulation, drug treatment, physical exercises, and iPad apps.

Question 14

Types of therapy

Answer 14

TYPE OF THERAPY
Phonological Component Analysis (PCA)
Semantic Feature Analysis (SFA)
Verb Network Strengthening Treatment (VNeST)
Treatment of Underlying Forms (TUF)
Melodic Intonation Therapy (MIT)
Anagram & Copy Treatment/Copy & Recall Treatment
Intensive Language Action Therapy (ILAT)/Constraint Induced Language Therapy (CILT)
Promoting Aphasics Communicative Effectiveness (PACE)
Partner training

Question 15

Phonological Component Analysis (PCA)

Answer 15

Picture in the centre with phonological cues to work up to word with (rhyme, first sound, first sound association, last sound, last sound association, syllables)

Question 16

Semantic Feature Analysis (SFA)

Answer 16

Picture in centre with semantic cues to work up to word with (category, use, action, description, location)

Question 17

Verb Network Strengthening Treatment (VNeST)

Answer 17

“Who” and “what” placed on either side of a verb. Pt generates examples and reads each aloud. Add-on of “why”.

Question 18

Treatment of Underlying Forms (TUF)

Answer 18

Putting sentence together with agent, verb, object, and reversing it by making passive or question.

Question 19

Melodic Intonation Therapy (MIT)

Answer 19

Tapping, humming intonation of target word together with fading cues.

Question 20

Anagram & Copy Treatment/Copy & Recall Treatment

Answer 20

ACT: Writing target words with tiles, fading cues
CART: Writing target words with written model

Question 21

Intensive Language Action Therapy (ILAT)/Constraint Induced Language Therapy (CILT)

Answer 21

Social communication therapy involving card game (with requesting, proposing, accepting and rejecting.

Question 22

Promoting Aphasics Communicative Effectiveness (PACE)

Answer 22

Card game where Pt is the sender or receiver of a message and can choose modality of message

Question 23

Partner training

Answer 23

Just what it sounds like

Question 24

Associated Disorder w aphasia

Answer 24

alexia, agraphia, agnosia
alexia - loss of reading skills
agraphia - loss of writing skills
agnosia - loss of recognition/understanding of meanings AND can be auditory, auditory-verbal, visual, tactile (can grasp meaning from in tact sensory modality)

Question 25

Bilingualism and aphasia

Answer 25

Different patterns of recovery (i.e. time that each language is recovered, strength of recovery) based on L1 vs. L2, stronger vs. weaker based on current use, etc.

Question 26

Bilingualism and aphasia assessments

Answer 26

Assessment of bilingual clients should include a detailed language history, an interpreter, non-standardized or tests for bilinguals (e.g., Bilingual Aphasia Test).

Question 27

does treating the weaker language have beneficial, transferable effects on the stronger language?

Answer 27

yes? lol. There is some evidence that treating the weaker language has beneficial, transferable effects on the stronger language.