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COMPS group flashcards > Aphasia > Flashcards

Aphasia Flashcards

0
Q

Constraint Induced Aphasia Therapy

A

PULVERMUELLER ET AL 2001

  • Sentence/discourse treatment
  • Improves comm by targeting challenging utterances
  • No gestures drawing etc
  • Good efficacy and generalization: shown to improve comm & AC in a short pd of time
  • also a good group tx
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1
Q

Ellis and Young

A

Psycholinguistic Model

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2
Q

Melodic intonation therapy

A

SCHLAUG MARCHINA NORTON 2010

  • Improves EL And fluency by utilizing melody and rhythm
    1. Begin c hum/hand tap. Fade hum, cont tap
    2. Add Lang: SLP models production of word c same inton & tapping, fades verbal participation
    3. Pt tries independently c SLP tap ( phon cues if needed)
    4. SLP models s tap. Pt imitates
  • *Sig improv In #CIUs in spont speech, pic desc, &naming
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3
Q

Oral Reading Language and Aphasia treatment

ORLA

A

CHERNEY 2004

  • For any type of dys
  • RC for phon&s reading
  • Improves RC && VE AC WE
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4
Q

Anagram and Copy (ACT) tx

A

BEESON 1999
1. Pt shown pic &writes word.
2. If incorrect SLP presents letters out of order-pt must put in correct order
>X=SLP arranges Letters. Pt spells 3x. Repeat #2
>=Pt spells 3x. Move to 3
3. Pt spells letters+2 foils
>X=SLP arranges Letters. Pt spells 3x. Repeat #2
>=Move to #4
4. Patient writes word from recall

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5
Q

Copy and Recall therapy (CART)

A

BEESON 1999

  1. Pt shown pic of target word & attempts to write name
  2. If wrong, SLP provides written model of word.
  3. Pt copies 3x
  4. SLP removes all copies & Pt writes word from recall
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6
Q

Semantic feature analysis

(SFA)

A

BOYLE & COELHO 1995

  • Pt names pic & id SF (character., function, category etc)
  • Strengthens semantic networks (single word)
  • 7/7 e/d, 1hr x 7; 3 sets 9/7 d/e, 1 hr x 9.
  • Pt Assisted. if needs more help, SLP writes the feature
  • Generalized to untrained words and connected speech tasks
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7
Q

Phonological components analysis (PCA)

A

LEONARD ET AL 2008

  • Strengthens associations bw semantic &phon reps
  • Pt names pic & 5 phono features (Rhymes with, 1st sound, last sound sound associate, syllables)
  • Couple with SFA to increase saliency
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8
Q

Group Treatment

A

WERTZ ET AL 1981

  • rct comparedIndiv tx to grp (Discuss current events no direct Lang tx)
  • Found Indiv TX more effective but group TX was valuable for social participation in a Relatively naturalistic environment
  • Cost-effective alternative
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9
Q

Script training

A

Holland

  • Train automatic lang production
  • Drill and repetition
  • pt selects personally relevant topic
  • pt/ SLP create brief script
  • SLP segments script into phrases
  • pt memorizes script c cues
  • After 1 phrase mastered move to the next
  • Later generalize to novel convos
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10
Q

Visual orthographic analysis tx

A

GREENWALD AND ROTHI 1998

Spoken naming of written letters

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11
Q

Multiple oral reading tx

A

BEESON 1998

  • facilitates whole word reading rather than letter by letter reading
  • Improve/reestablish access to orthographic input lexicon
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12
Q

Sub lexical spelling procedures

A

HILLIS 1986

  • Phonological dysgraphia tx
  • Strengthen GPC
  • Improves access to written words
  • Select grapheme targets & assign words for each letter
  • “Write the letter for /S/” (3-5 rep)
  • “Write the 1st letter in ‘snake’”
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13
Q

Verb network strengthening treatment

VNest

A

EDMONDS 2005
-verb production & sent comp strongly correlated… May generalize to production
-found changes in sent production for trained and untrained semantically related verbs (improved connected speech)
-PT produces 3 agent verb pairs (write= author/story)
-Choose 1 pair & answer WH?
(Does a journalist write?)
-SLP reads 12 sent c target verb. PT decides if its semantically correct (The infant writes a poem)

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14
Q

Sentence ordering approach

A

BYNG 1998
-Verb centered mapping therapy
(Canonical & noncan; written sent)
**Generalization to production
-Assign agent & thematic roles
-Present content words in anagrams c syntactic frame
-pt puts content words in frame to match pic
-asked q: “Which one is doing the chasing?” “Who is she chasing”

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15
Q

Phonological dyslexia

A
  • Cannot use GPC (Only semantics and whole word)
  • Poor nonwords
  • CAN read irregular words (depending on word freq)
  • Often has problem with function words and bound morphemes
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16
Q

Phonological Dysgraphia

A
  • Can’t use PGC route
  • Can’t spell nonwords
  • Can’t produce letter association with sound
  • Must generate spelling from semantics
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17
Q

Surface dysgraphia

A

Can’t use direct lexical route
Can use PCG route-Can spell nonwords
-Errors on irregular spellings (Frequency effect)
-Regularization errors
-may be some access to the system(Not an all or nothing type thing)

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18
Q

Surface dyslexia

A
  • lesion on direct lexical route
  • GPC INTACT. Can read nonwords
  • CANNOT read irreg words
  • may be able to understand reg words
  • visual errors suggests lesion is higher on model (eg OIL)
  • understanding words (s)
  • output prob (POL)
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19
Q

Deep dyslexia

A
  • lesion to direct and GPC route
  • worse wih function words, abstract words
  • visual, semantic errors
  • better w high freq concrete words
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20
Q

BDAE HOMOPHONE MATCHING TASK

A
  • Assesses direct route, no semantics needed
  • requires intact OIL (to rec string of letters as familiar word) and POL (to determine which words sound the same)
  • uses OIL instead of GPC bc uses irreg words
  • good score on this task means intact VOA, OIL, POL.
  • poor score doesn’t tell you as much… Lesion could be anywhere on the route
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21
Q

Which aphasia syndrome may have a relative strength in written Lang

A

Transcortical sensory / Motor

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22
Q

Nature of semantic errors

A
  • More distant semantic errors implies more severe deficit
  • Even spread of errors implies inattention or severe semantic impairment
  • Visually similar errors may imply a visual perceptual element
  • Consider imageability and category of sex
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23
Q

An impaired semantic system means…

A
  • IMPAIRED spoken naming and comprehension

- INTACT Oral reading and repetition (don’t require semantic system)

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24
Q

RCBA

A

Criterion referenced test

  • Adults with college education would answer all q correctly
  • passages written at 8th grd reading level
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25
Q

Phoneme discrimination

A

Morris et al 1996

26
Q

Phonological output lexicon treatment

A

HOWARD AND HARDING 1998
-Alphabet board to help retrieve spoken word form

LEONARD ET AL 2008-PCA

WHITWORTH WEBSTER HOWARD 2005 -phonemic cues

27
Q

Phonological output buffer

A

FRANKLIN ET AL 2002

  • inc self monitoring
  • Judge productions, identify location of error in work
  • pt identifies SLP’s errors
  • Record Pts productions patient assesses them
  • Name pic immediately judge production
28
Q

ORLA protocol

A 
1. SLP reads aloud, points to wrds
2 SlP reads aloud, pt/slp point
3 Slp/pt read aloud&point inunison
4 for each sentence, Slp says word, pt points 
5 SLP points to word,pt reads it 
6 Pt reads whole thing in unison
29
Q

ORLA reading levels

A

LEVEL 1: 3-5 word sentence, 1st grd
LEVEL 2: 8-12 wrds in 1-2 short sent, 3rd grd
LEVEL 3: 15-30 wrds in 2-3 sent, 6th grd
LEVEL 4: 50-100 wrds in 4-6 sent/Simple paragraph, 6th grd

30
Q

Phonological dyslexia tx

A

BEESON ANS HENRY 2008

  • Reestablish PGC thru rehearsal & word association
  • start c most freq consonants
  • 5 c’s per session
  • associated word must be in pts repertoire
  • progress measured at the beginning of each session –80% accuracy=next 5 c’s
31
Q

Surface dyslexia treatment

A

WHITWORTH WEBSTER HOWARD 2005

  • focus on OIL and S
  • pic word matching
  • SFA

-do cherney 2004 ORLA

32
Q

Deep dysgraphia treatment

A 
BEESON----ACT/CART
-Strengthens:
   >>>ortho reps of specific words 
   >>PGC route
-Uses multiple input modalities
-Increases word level writing abilities despite length post-onset, and severity
33
Q

Agrammaticism

A
  • Omission of grammat. elements
  • Non fluent aphasia
  • Long believed to be an expressive impairment but research shows that agrams also failed to understand many sent
  • They appear to interpret sentences based on semantic cues & word order rather than sentence structure
  • Often assume that the first noun mentioned is the agent of the action
34
Q

Paragrammaricism

A

Common in Wernickes aphasia

Miss use of grammatical elements

“The Cinderella was his his father and his father but he’s passed away so she’s his his mother in law was the really little bit angry and everything”

35
Q

Garrett 1988

A
  1. Message level
    -Lexical selection: select wrds/ meanings (“girl boy kick ignore angry”)
    -Lexical assignment: assigns function of words/thematic roles (v=ignore, s=girl boy, v=kick)
  2. Functional level
    -word form retrieval: phonology (/k I k/)
    -planning frames (act=N-AUX V-N; pas=N-V-N)
  3. Positional level: establishes structural order–phonetic encoding & artic
    “The girl is kicking the boy”
36
Q

Mapping deficit hypothesis

A

Aphasics are unable to relate sentence form to meaning

37
Q

Wepman 1972

A

Perseveration Tx

  • Persev <–not taking enough time to consolidate/integrate responses
  • SLP: give enough time for consol/ int responses:
  • X= “tell me ab work” “I work in a flower shop.” “Do u have a fam?” “yes I work in the flower shop.”
  • *= “tell me ab work” “I work in a flower shop.” “how’s the business “/”what’s the busy time of year”
38
Q

Francis, Clark, Humphreys 2002

A

Circumlocution induced naming

  • Talk around the topic..if pt continues to have difficulty, SLP can jump in & reinforce info.. but DO NOT provide the name
  • improve naming
39
Q

Freed Celery Marshall 2004

A

Personalized cues

make personally relevant cues to recall the word (
which is how I study, KFJ associate Campbell’s soup)

40
Q

Wernickes aphasia tx

A
  • Benefit from comp in a convo context
  • manipulate linguistic & Temporal variables
  • reduce: Defective speech Output , perseverations, word finding difficulties, lack of/excessive self corrections
41
Q

How to control linguistic and temporal complexity in wenickes

A
  • slow rate
  • Visual/ gestural cues
  • redundancy
  • redirect to topic
  • humor
  • syntactic simplification
  • reinforce when pt asks for repet
  • give false info for pt to correct
  • give 1 salient wrd
  • Emotion and facial expressions
42
Q

Wernickes aphasia tx

Reduce defective speech output

A
  • When defective utterances are produced, it is fed back into an impaired auditory system
  • STOP: SLPs pt “what u need to do now?” goal: to id & correct errors
  • Encourage shorter applies stop the patient from talking so much and frame questions
  • when STOP doesn’t work, Paraphrase:model defective utterance into a correct form for positive feedback
43
Q

How do you distinguish bw fluent and nonfluent

A
  • fluent = Longest 3 utterances of 5 words or more

* fluent tends to use more verbs

44
Q

Distinguishing between the OOL in that 00B lesion:

A
  • There’s no test to distinguish you have to look at the types and nature of errors
  • if lesion at OOB You tend to make milder letter transposition and sequencing errors
45
Q

Bhogal et al 2003

A

-Intense tx (~ 8.8 hrs/wk) for shorter period of time had in stronger improvements than less intense tx over a longer period of time

46
Q

Global aphasia

A
  • NAME: -
  • FLU: -
  • AC: -
  • REP: -
  • All aspects of lang severely impaired
  • Stereotyped utterances
  • Personal info may be good compared to formal testing
47
Q

Brocas aphasia

A
  • NAME: -
  • FLU: -
  • AC: +
  • REP: -
  • RC mildly impaired
  • writing usually parallels expressive speech
  • Articulatory groping
48
Q

Transcortical motor aphasia

A
  • NAME: -
  • FLU: -
  • AC: +/-
  • REP: +
  • Rep& AC relatively intact
  • perseveration of memorized material
49
Q

Wernicke’s aphasia

A
  • NAME: -
  • FLU: +
  • AC: -
  • REP: -
  • paragrammaticism
  • all paraphasias
  • writing parallel speech impairment
  • impaired RC
50
Q

Conduction aphasia

A
  • NAME: -
  • FLU: + (mildly impaired)
  • AC: (+) (mildly impaired but rel strength)
  • REP: -
  • Many phonemic paraphasias
  • Speech may contain conduit D’approche -French “ moving closer to target” (farple, fable, table)
51
Q

Anomic aphasia

A
  • NAME: -
  • FLU: +
  • AC: +
  • REP: +
  • may have circumlocutions
  • reading and writing impairments
52
Q

Transcortical sensory

A
  • NAME: -
  • FLU: +
  • AC: - (even at the single word level)
  • REP: +

*repetition
otherwise similar to Wernecke

53
Q

How was the BDAE and PAL normed?

A

BDAE: On people with aphasia
So a 50% Is average for someone with a brain injury not for someone who’s normal

PAL: L/R CVAs TBI and normal controls were used for the norms

54
Q

Semantic system PAL dx tests

A
  1. Aud word pic match
  2. Forced choice attributes verification (strength of SS: reads wrds aloud, pt asked y/n q- “is a kettle made out of wood?”
  3. Relatedness judgment (“Does the word ‘break’ mean ‘destroy’ or ‘touch’”)
55
Q

Plaut 1995

A

Connectionist model of language

-Subsystems used in naming are connected
O p s

56
Q

Thalamic Cortical aphasias

A
  • Anomia in spont soeech, some impair conf name **normal grammar **, normal artic, flawless rep
  • Aph=indirect conseq of sub cortical lesions (the impact of thalamic dysf on cerebral cort function)
  • deficits in lexical-s access (declaraive mem) not in phon proc & grammar (procedural mem) **but theres always exceptions- eg phonemic and neologistic errors do occur sometimes-ESP c thalam hemorrhages
57
Q

Nonthalamic subcortical aphasia

A

Not fundamentally different from cortical aphasias
-Like the cortical aphasias, both declarative and procedural memory can be affected = can have impairments in lexical semantic access. phonology, and grammar

58
Q

Wenickes tx sourc

A

Marshall 2008

59
Q

Modified PACE

A

Davis and Wilcox

Communicate by any modality/means

  • turn taking/equal participation
  • PACE pictures
  • more complex pics are verb pics
  • correct if they get their point across
60
Q

Deblocking

A

Prime AC for sentences
By showing a written word/pic/object to get them in set for the convo

For wernickes but DON’T USE IF SEVERE AC (then focus on word level tasks)

61
Q

% CIU NON BRAIN INJURED

A

86% +-6 SD

Nicholas and brookshire 1093

62
Q

Life participation approach

A

BYNG DUCHAN-client centered

  1. Enhanced natural communication
  2. Increase successful communication participation and authentic event
  3. Provide support systems w/in pts community
  4. Increase communicative competence and strong sense of self
  5. Promote advocacy and social action

COMPS group flashcards (6 decks)

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