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aphasia Flashcards

1
Q

a. broca’s
b. transcortical motor aphasia
c. global
d. wernicke’s

  • nonfluent
  • sparse verbal output with short phrase length
  • effortful speech
  • agrammatism
  • relatively preserved auditory comprehension
  • aware of errors
  • poor repetition
  • lesion in frontal lobe
  • often right hemiparesis, apraxia of speech, dysarthria
A

a. brocas (pg.267)

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2
Q

a. broca’s
b. transcortical motor aphasia
c. global
d. wernicke’s

  • nonfluent
  • sparse output
  • difficulty initiating and organizing verbal response
  • relatively perceived auditory comprehension
  • preserved repetition
  • frontal lobe lesion
  • sometimes in the territory of MCA and ACA
  • motot inertia for non speech activities
A

b. transcortical motor aphasia (pg.267)

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3
Q

a. broca’s
b. transcortical motor aphasia
c. global
d. wernicke’s

  • nonfluent
  • severely restricted output, one word phrases
  • may use swear words
  • preservations of vocal intonation for affective expression
  • poor auditory comprehension
  • all language modalities impaired
  • large lesion affecting frontal, parental, and temporal lobes
A

c. global aphasia (pg.267)

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4
Q

a. broca’s
b. transcortical motor aphasia
c. global
d. wernicke’s

  • fluent
  • paraphasic
  • cimcumlocutory
  • amonic verbal output
  • empty speech
  • poor auditory comprehension
  • poor repetition
  • lesion in the temporal lobe
A

d. wernicke’s (pg.267)

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5
Q

a. conduction aphasia
b. transcorital sensory aphasia
c. anomic aphasia

  • fluent, paraphasic output
  • string of successive attempts to self-correct
  • may seem hesitant
  • good auditory comprehension
  • poor repetition
  • lesion in the supramarginal gyrus region of the parietal/temporal lobe
A

a. conduction aphasia (pg.267)

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6
Q

a. conduction aphasia
b. transcorital sensory aphasia
c. anomic aphasia

  • verbal output similar to wernicke’s except repetition is preserved
  • fluent
  • poor auditory comprehension
  • strikingly preserved repetition
  • legion border zone regions of the middle cerebral artery-territories sparing wernicke’s
A

b. transcortical sensory aphasia (pg. 267)

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7
Q

a. conduction aphasia
b. transcorital sensory aphasia
c. anomic aphasia

  • fluent
  • well-articualted, but anomic output
  • empty speech
  • relatively preserved auditory comprehension
  • preserved repetition
  • a variety of lesion locations
  • often in posterior language regions
A

c. anomic aphasia (pg.267)

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8
Q

true/false: it is a language impairment and not speech impairment that is the critical feature of aphasia

A

true (pg.256)

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9
Q

what are the 5 components of aphasia?

A
  1. lexical retrieval deficits
  2. agrammatism
  3. impaired auditory comprehension
  4. verbal repetition
  5. reading and writing deficits
    (pg. 256)
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10
Q

______ is difficulty finding words and is the core feature of every aphasia syndrome

A

anomia (pg. 256)

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11
Q

______ is difficulty with the expression and/or comprehension of the grammatical units of language

A

agrammatism (pg.256)

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12
Q

a. deep dyslexia
b. surface dyslexia
c. pure alexia
d. letter-by- letter reading
e. agraphia

  • cannot access grapheme-to-phoneme conversion
  • use whole-word reading route
  • produce semantic paralexic errors in oral reading (e.g reading doctor as nurse)
  • cannot read nonwords or semanticlly empty words (e.g for, by to)
A

a. deep dyslexia (pg.256)

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13
Q

a. deep dyslexia
b. surface dyslexia
c. pure alexia
d. letter-by- letter reading
e. agraphia

  • limited access to meaning on a whole-word basis
  • can only use grapheme to phoneme conversion
  • good with regular spelling, but not irregular spelling
A

b. surface dyslexia (pg.256)

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14
Q

a. deep dyslexia
b. surface dyslexia
c. pure alexia
d. letter-by- letter reading
e. agraphia

  • complete inability to read aloud
  • cannot recognize letters or words
  • can write normally, but cannot read what they write
  • understand tactile writing on their skin
  • caused by a loss of specifically visual input into the language areas
A

c. pure alexia without agraphia (pg.257)

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15
Q

a. deep dyslexia
b. surface dyslexia
c. pure alexia
d. letter-by- letter reading
e. agraphia

  • less severe form of a visual input based reading disorder
  • there is preservation of individual letter reading but readers cannot read words a a whole word
  • tend to read each letter aloud and then construct internally what the word is by using their comprehension of oral spelling
A

d. letter by letter reading (pg.257

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16
Q

a. deep dyslexia
b. surface dyslexia
c. pure alexia
d. letter-by- letter reading
e. agraphia

  • difficulty retrieving words for writing
  • various spelling errors
  • caused by the linguistic disorder, not by the fact that the PWA may be using their non dominant hand
  • inability to write but no other language problems (this is the pure form)
A

e. agraphia (pg.257)

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17
Q

what are the 4 other disorders that commonly accompany aphasia?

A
  1. perseveration
  2. apraxia
  3. agnosia
  4. nonverbal cognitive impairment
    (pg. 257)
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18
Q

_____-is the inappropriate repetition of a response or continuation of a behavior when it is no longer required or appropriate

A

perseveration (pg.257)

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19
Q

a. recurrent perseveration
b. continuous perseveration

-production of a previously made response after a filled delay

A

a. recurrent (pg.257)

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20
Q

a. recurrent perseveration
b. continuous perseveration

-this immediate repetition of the same response that was just made; the person cannot stop making the same response

A

b. continuous perseveration (pg.257)

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21
Q

_____is the disorder of the execution of learned movement that is not caused by motor weakness, incoordianiton, or sensory loss and is not due to failure to understand the command

A

apraxia (pg.257)

-they know the idea of the movement they want to perform but cannot get the body to perform them correctly due to a disconnection in neuroanatomical pathways

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22
Q

______is a sensorimotor speech disorder with symptoms of impaired volitional production of articulation and prosody that does not result from abnormal muscle strength, tone or timing; nor does it arise from aphasia, confusion, generalized intellectual impairment or hearing loss

A

apraxia of speech (pg.257)

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23
Q

___ are disorders of recognition of objects, people, sounds, colors, etc that are not a result of primary sensory deficits

A

agnosia (pg.257)

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24
Q

true/false: agnosia are generally associated with cortical brain damage in regions of the parietal, temporal, and occipital lobes

A

true (pg.257)

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25
Q

a. visual agnosia
b. prosopagnosia
c. anosognosia

  • this inability to recognize what visual objects or pictures of objects are
  • it is not simply a failure to name them but rather to understand the meanings of them
A

a. visual angoisa (pg.258)

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26
Q

a. visual agnosia
b. prosopagnosia
c. anosognosia

-the inability to recognize faces

A

b. prosopagnosia (pg.258)

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27
Q

a. visual agnosia
b. prosopagnosia
c. anosognosia

-the inability to recognize one’s own illness,

A

c. anosognosia (pg.258)

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28
Q

true/false: parental lobe lesions are likely to result in some degree of executive system impairment, causing problems in numerous cognitive functions

A

true: frontal lobe lesions (pg.258)

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29
Q

the region of the language zone is fed almost entirely by the _______ artery; therefore aphasia is typically caused by a stroke within the territory of this artery

A

left middle cerebral artery (pg.258)

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30
Q

what zone is important for verbal expression of language and for grammatical competence?

A

Broca’s (pg.258)

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31
Q

what zone is import for auditory comprehension of language?

A

wernicke’s (pg.259)

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32
Q

a. anterior lesions
b. posterior lesions

  • lead to nonfluent aphasia
  • if involves left precental sulcus (aka motor strip) , there will be some right heisparesis
A

a. anterior lesions (pg.259)

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33
Q

a. anterior lesions
b. posterior lesions

  • leads to fluent aphasia
  • there will not be any concomitant motor impairment
  • if damage affects the postcentral sulcus (aka the sensory strip) there will likely be some sensory impairment on the right side of the body
A

b. posterior lesions (pg.259)

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34
Q

what hemisphere is dominant for language processing?

A

left hemisphere (pg.259)

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35
Q

only about 1% of right-handers and 30% of left-handers do not show the typical patterns of dominance; this is referred to as ________ dominance

A

anomalous (pg.259)

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36
Q

what are the 4 common etiologies of aphasia?

A
  1. cerebrovascular disease
  2. traumatic brain injury
  3. brain tumors
  4. neurodegenerative disease
    (pg. 259)
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37
Q

what is the leading cause of aphasia?

A

cerebrovascular disease (pg.259)

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38
Q

risk factors for cerebrovascular disease include what 5 things?

A
  1. high cholesterol
  2. diabetes
  3. smoking
  4. hypertension
  5. heart disease
    (pg. 260)
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39
Q

______ is a temporary loss of neurological function caused by an interruption of blood flow to a brain region.

  • it is seen as a working sign for a stroke
  • include difficulty speaking, clumsiness, numbness and visual disturbance
A

transient ischemic attack (pg.260)

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40
Q

what does FAST stand for?

A 
F=face (facial droop) 
A=arm (motor difficulties) 
S= speech (speech abnormalities) 
T=time (emergency attention should be obtained immediately) 
(pg.260)
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41
Q

a. embolus
b. thrombosis
c. thrombosis-embolic

____ is a clot formed in another body area that can travel up to the brain and then interrupt blood flow

A

a. embolus (pg.260)

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42
Q

a. embolus
b. thrombosis
c. thrombosis-embolic

____ is a clot that can form in the blood vessels of the brain and results in a blockage but has not travelled from another region

A

b. thrombosis (pg.260)

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43
Q

a. embolus
b. thrombosis
c. thrombosis-embolic

___ is a combination of an embolus and a throbs or a storke that could possibly be caused by either

A

c. thrombosis-embolic stroke (pg.260)

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44
Q

a. occlusive stroke
b. hemorrhagic stroke

-may be caused by an embolus or a thrombosis or a combination of the 2

A

a. occlusive stroke (pg.260)

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45
Q

a. occlusive stroke
b. hemorrhagic stroke

-results when there is a rupture of the vessels in the brain rather than a blockage of blood flow

A

b. hemorrhagic (pg.260)

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46
Q

a. ruptured aneurysm
b. arteriovenous malformation
c. an intracerebral hemorrhage
d. subdural or subarachnoid
e. brain hemorrhages

-is a balloted-out area of a blood vessel wall that becomes very thin and subsequently breaks

A

a. ruptured aneurysm

pg. 260

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47
Q

a. ruptured aneurysm
b. arteriovenous malformation
c. an intracerebral hemorrhage
d. subdural or subarachnoid
e. brain hemorrhages

-is a tangled mass of brain blood vessels that is often congenital and the subsequently ruptures or leaks

A

b. arteriovenous malformation (pg.260)

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48
Q

a. ruptured aneurysm
b. arteriovenous malformation
c. an intracerebral hemorrhage
d. subdural or subarachnoid
e. brain hemorrhages

-is caused by a rupture of a vessel within the neural tissue of the brain

A

c. an intercerebral hemorrhage (pg. 260)

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49
Q

a. ruptured aneurysm
b. arteriovenous malformation
c. an intracerebral hemorrhage
d. subdural or subarachnoid
e. brain hemorrhages

-is coursed by a rupture of vessels in the meningeal covering of the brain that might affect brain tissues beneath the meninges

A

d. subdural or subarachnoid (pg.260)

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50
Q

a. ruptured aneurysm
b. arteriovenous malformation
c. an intracerebral hemorrhage
d. subdural or subarachnoid
e. brain hemorrhages

-requires emergency intervention to prevent an increase of pressure and to drain excess blood resulting from the hemorrhage

A

e. brain hemorrhage (pg.260)

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51
Q

TBI

a. focal injuries
b. diffuse damage

-sometime have both coup (sire of impact) and countercoup (opposite side of impact), caused by the brain impacting different areas of the skull depending on how the TBI occurs

A

a. focal injuries (pg.260)

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52
Q

TBI

a. focal injuries
b. diffuse damage

  • axonal injury often occurring in high-speech motor accidents
  • many long branches of axons within the brain become damaged, often resulting in significant motor and cognitive difficulties
A

b. diffuse damage (pg.260)

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53
Q

what is a common site of damage in TBI?

A

unilateral or bilateral prefrontal damage resulting in significant problems with emotional and behavioral regulation and executive functioning impairments
(pg. 260)

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54
Q

what are causes of TBI?

A
  1. car accidents
  2. falls
  3. blows to the head
  4. chronic traumatic encephalopathy (multiple concussions)
  5. blast injuries
  6. gunshot words
  7. closed heard injuries
    (pg. 260-261)
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55
Q

____ is a progressive neurodegenerative brain disorder affecting multiple domains of cognition, memory, language, visuospatial skills and behavior

A

dementia (pg.260)

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56
Q

what are the 4 different dementia syndromes

A
  1. alzheimers disease
  2. frontotemporal dementia
  3. vascular dementia
  4. dementia with levy bodies
    (pg. 261)
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57
Q

a. boston diagnostic aphasia examination
b. boston naming test
c. western aphasia battery -revised
d. aphasia diagnostic profiles

  • provides an aphasia profile on the rating scale profile of speech characteristics that can be compared to profiles consistent with one of the seven aphasia syndromes
  • the examiner also assigns a subjective severity rating
  • may take 2-6 hours to administer
  • comprehensive assessment that include both standard and extended test subtests
A

a. boston diagnostic aphasia examination (pg.261)

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58
Q

a. boston diagnostic aphasia examination
b. boston naming test
c. western aphasia battery -revised
d. aphasia diagnostic profiles

-published as part of the BDAE, is a 60 item test of picture confrontation naming ability

A

b. boston naming test (pg.261)

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59
Q

a. boston diagnostic aphasia examination
b. boston naming test
c. western aphasia battery -revised
d. aphasia diagnostic profiles

  • assess similar language abilities as the BDAE but it somewhat quicker to administer
  • scores result in an aphasia quotient, a cortical quotient, an auditory comprehension quotient, a verbal expression quotient, a reading quotient, and a writing quotient
A

c. westen aphasia battery-revised (pg.261)

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60
Q

a. boston diagnostic aphasia examination
b. boston naming test
c. wester-n aphasia battery -revised
d. aphasia diagnostic profiles

  • profiles that can be analyzed from results include the aphasia classification profile, the aphasia severity profile, the alternative communication profile, error profiles, and the behavioral profile
  • gives profiles similar to the BDAE and the WAB
A

d. aphasia diagnostic profiles (pg.261)

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61
Q

a. cognitive linguistic quick test
b. porch index of communicative abilities revised
c. minnesota test for the differential diagnosis of aphasia

-provides assessment of language ability as well as assessments of nonverbal cognitive abilities in attention, memory, executive function and visuospatial skills

A

a. cognitive linguistic quick test (pg.262)

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62
Q

a. cognitive linguistic quick test
b. porch index of communicative abilities revised
c. minnesota test for the differential diagnosis of aphasia

  • 18 subtests samples gestural, verbal and graphic abilities ar different levels of difficulty
  • known for its multidimensional scoring system that describes accuracy, responsiveness, completeness, promptness and efficacy of response
A

b. porch index of communicative abilities revised (pg.262)

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63
Q

a. cognitive linguistic quick test
b. porch index of communicative abilities revised
c. minnesota test for the differential diagnosis of aphasia

  • one of the first comprehensive assessments for aphasia
  • is no longer in print
A

c. minnesota test for the differential diagnosis of aphasia (pg.262)

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64
Q

non standardized assessment tools for aphasia

a. communication actives of daily living
b. functional assessment of communication skills
c. communicative effectiveness index
d. boston assessment of severe aphasia

-assesses communication activities in seven areas: reading, writing, and using numbers, social interaction, divergent communication, nonverbal communication, sequential relationships, and humor/metaphor

A

a.communication activities of daily living (pg.262(

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65
Q

non standardized assessment tools for aphasia

a. communication actives of daily living
b. functional assessment of communication skills
c. communicative effectiveness index
d. boston assessment of severe aphasia

-43 item test competed by interviewing the PWA and family members to determine functional communication in several domains

A

b. functional assessment of communication skills (pg.262)

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66
Q

non standardized assessment tools for aphasia

a. communication actives of daily living
b. functional assessment of communication skills
c. communicative effectiveness index
d. boston assessment of severe aphasia

  • 60 item assessment tool that is specifically for people with severe aphasia, that is designed to capture islands of preserved ability
  • scoring system captures both verbal and nonverbal responses to a variety of stimuli
A

d. boston assessment of severe aphasia (pg.262)

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67
Q

non standardized assessment tools for aphasia

a. communication actives of daily living
b. functional assessment of communication skills
c. communicative effectiveness index
d. boston assessment of severe aphasia

-a checklist filled out by caregivers that asks questions referring to 16 different communication situations

A

c. communicative effectiveness index (pg.262)

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68
Q

who developed the the process approach to assess aphasia?

A

edith kaplan (pg.262)

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69
Q

what are the 6 steps of the process approach?

A
  1. record exact error responses and behaviors made during the assessment
  2. record all off-task behaviors produced
  3. note any self-cueing attempts as well as responses to cues provided by the examiner
  4. conduct a qualitative analysis of error responses after the completion of the test
  5. analyze data to form a hypotheses about the PWA
  6. use hypotheses to determine the best approaches to remediation
    (pg. 262)
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70
Q

what kind of tasks can evaluate the strengths and weaknesses of verbal expression in PWA (11 areas)

A
  1. spontaneous narrative expression in response to open ended questions
  2. complex picture description taks
  3. retelling a story such as a fable
  4. response to social greetings
  5. naming of items
  6. responsive naming (e.g. what do we tell time with
  7. word list generation
  8. repetition of single word, phrases and sentences
  9. oral reading
  10. production of overleanred sequences such as the alphabet
  11. sing a familiar song
    (pg. 262-263)
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71
Q

what should the clinician be looking for when evaluating verbal expression in PWA (10 areas)

A
  1. is the output fluent or confluent
  2. is there evidence of agrammatism
  3. is there evidence of a word-finding problem
  4. are there any obvious category-speficif deficits
  5. how intelligible is the verbal output
  6. what is the prosodic contour
  7. are there paraphasic errors
    8.is there preserved repetition
  8. is there preservation
  9. do they use other communication modalities
    (263)
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72
Q

a. fluent
b. nonfluent

____ is verbal expression in which the amount of words produced per utterance is similar to or greater than a nonaphaic individual regardless of whether the words make sense of not
-generally 7 words are produced

A

a. fluent (pg.263)

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73
Q

a. fluent
b. nonfluent

____ is verbal expression in which the amount of words produced per utterance is less than a typical non aphasic individual
-3-5 word per phrase

A

b. nonfluent (pg.263)

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74
Q

____ are word substitution error

A

paraphasia (pg. 263)

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75
Q

a. semantic paraphasia
b. phonemic paraphasia
c. verbal paraphasia
d. neoglism

-share elements of meaning with the target word, such as saying “lion” for the target word “tiger”

A

a. semantic paraphasia (pg.263)

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76
Q

a. semantic paraphasia
b. phonemic paraphasia
c. verbal paraphasia
d. neoglism

-share elements of phonology with the target, such as saying “piger” for the word “tiger”

A

b. phonemic paraphasia (pg.263)

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77
Q

a. semantic paraphasia
b. phonemic paraphasia
c. verbal paraphasia
d. neoglism

-another real word substitution that is not semantically or phonemically related, such as saying “auto” for “tiger”

A

c. verbal paraphasia (pg.263)

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78
Q

a. semantic paraphasia
b. phonemic paraphasia
c. verbal paraphasia
d. neoglism

-a nonword with no apparent relation to the target word, such as “palipon” for “tiger”

A

d. neoglism (pg.263)

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79
Q

how to assess auditory comprehension in PWA? (6 areas)

A
  1. word discrimination (pointing to pictures)
  2. following commands
  3. answering yes/no questions
  4. comprehension of grammatical forms and complex syntactic construction
  5. comprehension of geographical place names by pointing to locations named by the examiner on a map
  6. comprehension of typical conversational discourse
    (pg. 263-264)
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80
Q

how to assess reading comprehension in PWA? (5 areas)

A
  1. word-picture matching
  2. sentence-picture matching
  3. lexical decision (point to real words from a group of words and nonwords)
  4. sentence and paragraph comprehension
  5. functional reading of newspapers, etc
    (pg. 264)
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81
Q

how to assess writing in PWA (6 areas)

A
  1. check for spelling errors
  2. signature
  3. writing over learned sequences
  4. write numbers to dictation
  5. written confrontation naming
  6. functional writing tasks
    (pg. 264)
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82
Q

True/false: a right-handed PWA who has a hemiparetic right arm and hand should be tested with there non dominant left hand for writing

A

true (pg.264)

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83
Q

True/false: an SLP should conduct a cognitive exam when assessing PWA

A

False: the assessment should be done by a psychologist or neuropsychologist (pg.264)

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84
Q

what nonlinguistic cognitive functions interact with language skills?

A
  • memory
  • attention
  • executive functioning
  • visuospatial functioning
    (pg. 264)
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85
Q

why is it important to assess limb and oral-facial apraxia during assessment of PWA?

A

because presence of limb and or oral apraxia may affect performance on a number of tasks especially is the PWA is asked to follow commands (pg.265)

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86
Q

when working with multilingual PWA, SLP’s need to determine what language was their dominate language ______

A

pre-aphasia (pg.265)

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87
Q

true/false: treatment should be provided in the language requested by PWA and their family

A

true (pg.266)

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88
Q

true/false: simply translating a standardized test from one language to another will provide content that is culturally appropriate

A

false (pg.266)

89
Q

what are the 4 subcortical aphasias?

A
  1. anterior capsular-putaminal aphasia
  2. posterior capsular putaminal aphasia
  3. global capsular-putaminal aphasia
  4. thalamic aphasia
    (pg. 268)
90
Q

a. anterior capsular-putaminal aphasia
b. posterior capsular putaminal aphasia
c. global capsular-putaminal aphasia
d. thalamic aphasia

  • features of both brocas and Transcortical motor aphasia
  • lesion is in the anterior part of the internal capsule and putamen
A

a. anterior capsular- putaminal aphasia (pg.268)

91
Q

a. anterior capsular-putaminal aphasia
b. posterior capsular putaminal aphasia
c. global capsular-putaminal aphasia
d. thalamic aphasia

  • features of both anterior and posterior aphasia peace some pathways from cortex of wenicke’s area and motor pathways from motor cortex are interrupted
  • if PWA comes with a fluent type aphasia and yet they are hemiplegic and in a wheelchair you can suspect this type of aphasia
  • lesion in the posterior part of the internal capsule and the putamen
A

b. posterior capuslar putaminal aphasia (pg.268)

92
Q

a. anterior capsular-putaminal aphasia
b. posterior capsular putaminal aphasia
c. global capsular-putaminal aphasia
d. thalamic aphasia

  • global type of aphasia with severe impairment in all language modalities
  • lesions in both anterior and posterior portions of the internal capsule and the putamen
A

c. global capsular putaminal aphasia (pg.268)

93
Q

a. anterior capsular-putaminal aphasia
b. posterior capsular putaminal aphasia
c. global capsular-putaminal aphasia
d. thalamic aphasia

  • features of transcortical sensory of wernickes aphasia; generally fluent
  • may look like wernicke’s or TCS but with better A/C
  • lesion in the thalamus
A

d. thalamic aphasia (pg.268)

94
Q

a. left-frontal
b. left-posterior

_________ lesions are associated with depression, catastrophic reactions and some-times indifference/apathy

A

left-frontal (pg.269)

95
Q

a. left-frontal
b. left-posterior

_______ lesions are associated with unawareness, agitation, occasionally paranoia and very rarely euphoria

A

b. left- posterior (pg.269)

96
Q

left-hemisphere lesions are associated with catastrophic reactions which is when

A
  1. the PWA switches suddenly and often violently into a state of intense negativity
    - not under voluntary control
    -last for a few days
    -
97
Q

True/false: it is often difficult to assess psychiatric and emotional disturbances in people with significant communication disorders because talking and answering questions is often integral to psychological assessment

A

true (pg.270)

98
Q

what are used to accommodate for some of the difficulties with assessment of psychological state in PWA

A

visual analog mood scales (pg.270)

99
Q

true/false: reactions to a major change such as a stroke and aphasia may be understood as a period of mourning the loss of one’s former life

A

true (pg.270)

100
Q

true/false: stages of mourning suggested by E.Kubler-Ross in mourning the death of a loved one may also apply to PWA as they adjust to new life

A

true (pg.270)

101
Q

what are the stages of mourning? (5 stages)

A
  1. denial: The PWA and family members are in shock and often feel numb
  2. anger: the PWA feels anger about the events and questions “why me”
  3. bargaining: the PWA attempts to bargain “if i do this i will recover”
  4. depression: denial and anger have subsided and the reality of the situation sets in
  5. acceptance: the PWA is able to acknowledge the reality of the situation and can go on with life
    (pg. 270)
102
Q

a. impairment-based treatment
b. non-impairment based treatment

  • those that create a specific impairment of language and attempt to improve the language skill, thereby lessening the impairment
  • examples= melodic intonation therapy
A

a. impairment-based treatment (pg.270)

103
Q

a. impairment-based treatment
b. non-impairment based treatment

-seek to improve the communication environment of PWA and their quality of life without directly addressing the language deficits leading to the impairments

A

b. non-impairment based treatment (pg.271)

104
Q

what are the general goals for treatment of aphasia? (3 things)

A
  1. improve communication skills wither by fixing the deficits, compensating for it or both
  2. maintain achievements once improvements have been achieved
  3. facilitate the PWA’s psychocosial and emotional adjustment to the new ones of aphasia
    (pg. 271)
105
Q

when should therapy begin?

A
  1. for PWA who have just developed aphasia and are in the acute stage, therapy can begin as soon as they are medically stable
    (pg. 271)
106
Q

_______ is a temporary loss of function and electrical activity in brain regions remote from the lesion but connected via neural networks

A

diachisis (pg.271)

107
Q

when does spontaneous recovery begin?

A

in the first 6 months after diaschisis fades (pg.271)

108
Q

different types of impairment-based treatment approaches

A
  1. multi-modal stimulation and response approaches
  2. intersystemic reorganization
  3. divergent therapies
  4. pragmatic approaches
    (pg. 271)
109
Q

different multi-modarlite approaches

A
  1. multi-modality input= pairing 2 modalities followed by fading out one
  2. multi-modality output= requiring multiple function per word
  3. deblocking= an unblocked modality is used to deblock a blocked modality
    (pg. 271)
110
Q

different intersystemic approaches

A
  1. using a written scaffold of 3 columns on a piece of paper to help a PWA create sentences with a subject, plus a verb, and an object
  2. melodic intoation therapy= it uses intoning and hand tapping to assist verbal expression
    (pg. 271)
111
Q

what is the divergent therapy?

A
  1. SLP accepts a wider rage of response form the PWA’s own verbal repertoire
  2. response elaboration therapy= targets for verbal expression with the goal of increasing phase lengths and lexical retrieval
    - clinician shows a picture and asks for any related response from the PWA
    - follow-up with a series of wh-questions to probe for longer and longer changing of phrases
    (pg. 271-272)
112
Q

what is the pragmatic approach

A
  1. communication is the goal
  2. change the environment to make communication more successful
  3. concern for transfer outside the clinic is built into treatment
  4. set up tasks so that they adhere to four PACE principles
113
Q

what does PACE stand for?

A

P=promoting
A=aphasics
C=Communication
E= Effectivness

  • the clinician and PWA participate equally as sender and receivers of messages
  • there is an exchange of new perviously unknown information by both parties
  • the PWA has a free choice of communication modalities to use for expression
  • clinician provides feedback as a receiver that lest the PWA know whether the message was adequately conveyed
    (pg. 272)
114
Q

True/false: generally, treatment should be provided in the language desired by the PWA and their families, not simply the SLP’s most proficient language

A

true (pg.272)

115
Q

a. parallel recovery
b. differential recovery
c. antagonistic recovery
d. bleding recovery
e. selective aphasia

-refers to the pattern seen in approximately 40% of bilingual aphasia cases in which the extent to which languages recover is consistent with their premorbid patterns patterns: if one language was stronger premorbidly, it would recover to being stronger

A

a. parallel recovery (pg.272)

116
Q

a. parallel recovery
b. differential recovery
c. antagonistic recovery
d. bleding recovery
e. selective aphasia

-refers to the pattern in which one language recovers to a much greater extent than the other compared to premorbid abilities with the languages

A

b. differential recovery (pg.272)

117
Q

a. parallel recovery
b. differential recovery
c. antagonistic recovery
d. bleding recovery
e. selective aphasia

-refers to a pattern in which one language is initially available, yet as the other language recovers, the initially available language becomes less accessible

A

c. antagonistic (pg.272)

118
Q

a. parallel recovery
b. differential recovery
c. antagonistic recovery
d. bleding recovery
e. selective aphasia

-refers to a pattern in which there is uncontrolled mixing of words and grammatical constructions of 2 or more languages when attempting to speak in only one language

A

d. blending recovery (pg.272)

119
Q

a. parallel recovery
b. differential recovery
c. antagonistic recovery
d. bleding recovery
e. selective aphasia

-refers to the rare pattern in which there is language loss in one language with no measurable deficits in the other

A

e. selective aphasia (pg.272)

120
Q

True/false: when using an interpreter, the SLP should talk directly to the interpreter and not the PWA

A

False: they should talk directly to the PWA (pg.273)

121
Q

a. voluntary control of involuntary utterance
b. MIT
c. treatment of underlying forms
d. complexity account of treatment effectiveness

a method that uses oral reading to improve production of single words to communicate ideas in people with severe aphasia

A

a. voluntary control of involuntary utterances (pg.273)

122
Q

what is candidacy for voluntary control of involuntary utterance

A
  1. severe nonfluent aphasia who have a few real words
  2. PWA can read at least one or two words aloud during the assessment and have some limited preservation of reading comprehension as seen in their ability to match written words to pictures
123
Q

what procedures are used for voluntary control of involuntary utterances?

A
  1. use word the PWA has been heard to utter as the starting set of stimuli
  2. present written stimulus word on a card and ask the PWA to try to read it
  3. if the response is an error but it is a real word, write it down and use that as the next stimuli
  4. continue to expand the list by repeated trials of new words
  5. after a set of words has been mastered, change the task to a confrontation naming task
  6. build up to a vocal of 100 to 200 words
  7. proceed to more conversational tasks with the words on the list
    (pg. 273)
124
Q

a. voluntary control of involuntary utterance
b. MIT
c. treatment of underlying forms
d. complexity account of treatment effectiveness

a method that uses a combination of intoning of phrases, hand tapping, and verbal repetition to improve verbal output

A

b. MIT (pg.273)

125
Q

what is candidacy for MIT?

A
  1. etiology of stroke and nonfluent aphasia or severely restricted verbal output such as a verbal stereotypy only
  2. relatively good auditory comprehension, poor verbal repetition and poor articulatory agility
  3. no lesion in the right hemisphere
    (pg. 274)
126
Q

a. voluntary control of involuntary utterance
b. MIT
c. treatment of underlying forms
d. complexity account of treatment effectiveness

based on the idea that treatment of grammatical deficits should focus on remediation of the underlying linguistic deficit

A

c. treatment of underlying forms (pg.274)

127
Q

a. voluntary control of involuntary utterance
b. MIT
c. treatment of underlying forms
d. complexity account of treatment effectiveness

if more complex forms are treated first, generalization to simpler forms will be achieved without having to directly treat them

A

d. complexity account of treatment effectiveness (pg.274)

128
Q

a. sentence production program for aphasia
b. constraint-induced language therapy
c. oral reading for language in aphasia
d. aphasiaScripts

  • is for nonfluent PWA who also present with a prominent agrammatism
  • easier sentence types are treated first, before more difficult types
  • structured treatment method to simulate production of sentence-level verbal output and to increase use of selected syntactic constructions
  • there are 15 target stimulus items for each of 8 different sentence types
A

a. sentence production program for aphasia (pg.276)

129
Q

a. sentence production program for aphasia
b. constraint-induced language therapy
c. oral reading for language in aphasia
d. aphasiaScripts

  • the constraint imposed is that the PWA must communicate via verbal expression
  • they are not allowed to use any compensatory means of expression such as gesturing or drawing
  • administered on an intense treatment schedule known as masses practice
A

b. constraint-induced language therapy (pg.276)

130
Q

a. sentence production program for aphasia
b. constraint-induced language therapy
c. oral reading for language in aphasia
d. aphasiaScripts

  • uses the task of reading aloud to stimulate improvements in language in PWA
  • uses short phases and sentence stimuli depending on the needs of the PWA
  • structured step-by-step series of tasks presented in the following procedures
A

c. oral reading for language in aphasia (pg.277)

131
Q

a. sentence production program for aphasia
b. constraint-induced language therapy
c. oral reading for language in aphasia
d. aphasiaScripts

  • a computer program with an avatar clinician who assists the PWA to practice verbal conversational scripts
  • 20 conversational turns long and are audio recorded on a laptop by the SLP
A

d. aphasiaScripts (pg.277)

132
Q

what are the 2 main approaches to anomia treatment?

A
  1. facilitation of naming
  2. compensating for anomia
    (pg. 277)
133
Q

a. facilitation of naming
b. compensation for anomia

-use external cues from the clinician or, ideally, internal cues generated by PWA themselves

A

a. facilitation of naming (pg.277)

134
Q

what are the types of cues?

A
  • phonemic cues
  • verbal descriptions
  • first letter
  • automatic completions
  • repetitions
    (pg. 277)
135
Q

a. facilitation of naming
b. compensation for anomia

focusing on getting the idea across rather than finding a specific

A

b. compensation for anomia (pg.278)

136
Q

a. treatment for aphasic perseveration
b. verb netwrok strengthening treatment

is an anomia treatment for people with significant verbal preservation that focuses on increasing conscious awareness of perseveration behaviors so that PWA learn to inhibit preservations

A

a. treatment for aphasia perseveration (pg. 278)

137
Q

a. treatment for aphasic perseveration
b. verb network strengthening treatment

is an anomia treatment for people with significant verbal preservation that focuses on increasing conscious awareness of perseveration behaviors so that PWA learn to inhibit preservations

A

a. treatment for aphasia perseveration (pg. 278)

138
Q

a. treatment for aphasic perseveration
b. verb netwrok strengthening treatment

a treatment to improve lexical retrieval of content words in sentences, recognizing the key role of verbs and the fact that PWA often have trouble with verb retrieval

A

b. verb network strengthening treatment (pg.278)

139
Q

strategies for helping the PWA inhibit perseverations are the important feature of the TAP procedure

A
  1. explain what perseveration is
  2. make a point of changing categories and switching sets of items overlay
  3. use visual representations of persecutive errors
  4. implement silent intervals of at least 5 seconds between items
  5. ‘use short-filled intervals of unrelated activity between items
    (pg. 278)
140
Q

__________ is a method designed for LBL readers who have impaired access to words in the graphemic input lexicon

  • read aloud a short text passage many times
  • practice the same passage as homework
  • the multiple trials of reading the same passage aloud facilitate a shift away from LBL reading to a whole-word reading by taking advantage of sentence context and familiarity text
A

multiple oral re-reading (pg.280)

141
Q

True/false: for people with deep dyslexia, strategies involve using their partially preserved access to semantic knowledge to help further refine their ability to comprehend written language

A

true (pg.280)

142
Q

______ involves matching single words or phrases to pictures

A

drills (pg.280)

143
Q

what are 3 compensatory approaches for aphasic alexia

A
  1. using text-to-speech software that will read aloud highlighted text on a computer screen
  2. using books on tape and other resources available for those with visually based reading impairments
  3. reading “pens” that will read aloud text that the pen has scanned
144
Q

what are the 4 principle of treatment of aphasic agraphias

A
  1. the primary reason writing is difficult is due to the language disorder and not to the motor impediment of having to use the non dominant hand
  2. 1st step in developing a treatment plan for aphasic writing disorders is to conduct through assessment
  3. may not have access to phoneme-grapheme conversion rules and therefore may not be able to respond to drills requiring them to “write the letter that goes with the sound /b/” for example
  4. whole-word visually based approaches, learning to re-create the “configuration” of the word may, therefore, be more useful
    (pg. 280)
145
Q

__________ is a method for agraphia that aims to strengthen words in the graphemic output lexicon so that they can be used for functional writing

A

anagram copy and recall treatment (pg.280)

146
Q

what are 3 compensatory approaches for aphasic agraphia

A
  1. speech-to-text software
  2. assisted-writing software programs that will predict words based on the initial letter that a PWA has typed
  3. software programs that will write words associated with precuts that are selected
    (pg. 280-281)
147
Q

a. visual action therapy
b. amer-ind gestural training
c. computer-assisted communication
d. communicative drawing approaches

A

a. visual actin therapy (pg.281)

148
Q

a. visual action therapy
b. amer-ind gestural training
c. computer-assisted communication
d. communicative drawing approaches

-based on a system of manual gestures to communicate information from Universal American Indian Hand Talk

A

b. amir-ing gestural training (pg. 281)

149
Q

a. visual action therapy
b. amer-ind gestural training
c. computer-assisted communication
d. communicative drawing approaches

-includes and devices and software programs that are examples of augmentative and alternative communication approaches

A

c. computer-assisted communication (pg.281)

150
Q

a. visual action therapy
b. amer-ind gestural training
c. computer-assisted communication
d. communicative drawing approaches

-appropriate for individuals with severe aphasia who show some ability to produce representational drawings to communicate information

A

d. communicative drawing approaches (pg. 281)

151
Q

what are the 10 steps of the communicative drawing program

A
  1. basic semantic-conceptual knowledge: circle the objects that go together
  2. knowledge of object color properties: color in items wit correct colored markers
  3. outlining pictures of objects wit distinct shape properties
  4. copy geometric shapes
  5. completing drawings with missing external and internal features
  6. drawing objects with characteristic shapes from memory
  7. wearing objects to command from stored representations
  8. drawing objects within superordinate categories
  9. generative drawing: animals and modes of transportation
  10. drawing cartooned scenes
    (pg. 282)
152
Q

____________ approaches for PWA have been gaining in popularity in recent years and represent a shift away from impairment-based treatment approaches towards the life participation approach to aphasia model

A

community-based treatment (pg.282)

153
Q

________ is a training program for clinicians and community volunteers based on the idea that communication with PWA could be greatly enhanced by educating their communication partners instead of focusing on fixing the communication impairment of the PWA

A

supported conversation for adults with aphasia (pg.283)

154
Q

True/false: treatment must be provided at least twice per week (1 hour sessions) in order to be effective less than half that is not better than no treatment at all

A

true (pg.284)

155
Q

true/false: effect size are usually greatest in the acute post-stroke period but PWA also make significant changes with treatment in the chronic period

A

true (pg.284)

156
Q

true/false: treatment should be tailored to the specific profile of strengths and weaknesses in each individual in order to maximize effectiveness

A

true (pg.284)

157
Q

true/false: therefore, recent research on aphasia has seen increase use of multiple-subject research designs

A

false: single-subject research designs (pg. 284)

158
Q

what is the period of the first 6 months post-onset of a stroke where recovery is taking place even without intervention

A

spontaneous recovery (pg.284)

159
Q

true/false: the widespread notion of a plateau in recovery after 6 months to 1 year post onset is probably true.

A

False: it is probably false (pg. 284)

160
Q

what are 10 factors that affect recovery patterns in aphasia

A
  1. lesion location
  2. etiology
  3. aphasia type and severity
  4. age
  5. gender
  6. handedness
  7. education level
  8. presence and severity of other cognitive deficits
  9. presence of significant nonlinguistic deficits in the domains of executive functions, memory, and visuospatial functions
  10. premorbid personality and other psychosocial factors
    (pg. 284-285)
161
Q

true/false: lesion size is more important to recovery patterns than lesion location

A

false: lesion size is much less important to recovery pattern than lesion location (pg. 284)

162
Q

true/false: people with traumatic aphasia sometimes how more recovery of the aphasia than those with aphasia caused by strokes

A

true (pg.284)

163
Q

true/false: aphasia from primary progressive aphasia or any neurodegenerative condition will not recover but will deteriorate over time

A

true (pg.284)

164
Q

common changes in aphasia syndromes over the course of recovery
wernicke’s->

A

conduction-> mild anomic (pg.285)

165
Q

common changes in aphasia syndromes over the course of recovery
global->

A

mixed nonfluent-> severe’s Broca’s (pg.285)

166
Q

common changes in aphasia syndromes over the course of recovery
Broca’s ->

A

milder Broca’s (pg.285)

167
Q

True/false: age itself is an insignificant factor in recover, but increased age is associated with other health conditions that may affect recovery from aphasia

A

true (pg.285)

168
Q

true/false: some studies have suggested that men may show slightly better recovery from aphasia

A

false: women, but most do not support this notion and show no gender differences in recovery patterns
(pg. 285)

169
Q

a. right handers
b. left handers

may show better recovery if they are in the minority who have right-hemisphere dominance or mixed dominance for language

A

b. left-handers (pg.285)

170
Q

true/false: family and friend’s support is likely to be a significant factor in recovery

A

true (pg.285)

171
Q

aphasia that results from right-hemisphere damage is referred to as….

A

crossed aphasia (pg.285)

172
Q

what are cognitive and communication symptoms seen with damage to the right hemisphere? (11 symptoms)

A
  1. understanding nonliteral or figurative language
  2. poor “theory of mind”
  3. poor ability to carry a tune
  4. difficulty expressing emotions
  5. difficulty recognizing emotional states
  6. flat affect
  7. left neglect
  8. impaired visuoconstructive abilities
  9. general inattention
  10. personality change
  11. anosognosia
    (pg. 285-286)
173
Q

________ implies that the intact right hemisphere is perhaps more important to self-awareness than is the left hemisphere

A

anosognosia (pg.286)

174
Q

True/false: awareness of the language and cognition changes seen in normal aging is important to the SLP as a basis for comparison when evaluating those who may have the beginnings of a dementia syndrome

A

true (pg. 286)

175
Q

what are language and cognitive changes observed in normal aging? (6 things )

A
  1. lexical retrieval ability on tests of naming and conversation declines
  2. discourse production generally shows no impairment
  3. auditory comprehension of language shows some clear pattern of mild deficit
  4. a discrepancy is seen in the performance IQ vs. the verbal IQ
  5. memory functions shows decline in working memory and free recall of word list (long term memory is intact)
  6. executive functioning remains unimpaired (but impairment on tasks including divided attention)
    (pg. 287)
176
Q

True/false: hearing and vision changes are not common in normal aging and need to be considered when evaluating language and cognition performance of people who are elderly

A

False: hearing and vision changes ARE common (pg.287)

177
Q

_________ is a term most commonly used to describe a subtle but measurable memory disorder

A

mild cognitive impairment (pg. 287)

178
Q

True/false: a person with mild cognitive impairment has memory problems greater than normal for his age but does not show other symptoms of dementia, such as impaired judgement or reasoning

A

true (pg.287)

179
Q

______ is a progressive neurological disorder affecting multiple cognitive domains including memory, language, visuospatial skills, executive functioning and behavior

A

dementia (pg.287)

180
Q

what are the 4 diagnostic elements for Alzheimer’s dementia?

A
  1. memory must be impaired
  2. at least one of the other cognitive domains must also be impaired
  3. the disorder must impair work or social functioning
  4. the disorder must be progressive, showing a worsening of symptoms over time
    (pg. 287)
181
Q

treatment provided by an SLP to a person with dementia often involves treating ______ and _____ in early and muffle stages and ______ in later stages

A
  • cognition
  • language
  • swallowing
    (pg. 287)
182
Q

On the mini-mental state exam a score between…

  • 24 and 30 =
  • 18 and 23=
  • 0 and 17=
A
  • uncertain cognitive impairment
  • mild to moderate
  • severe cognitive impairment
    (pg. 287)
183
Q

true/false: care should be taken when evaluating performance not to use the forms that are available for PWA when suing standardized aphasia test with people who have dementia

A

true (pg.288)

184
Q

a. boston diagnostic aphasia examination
b. western aphasia battery
c. cognitive linguistic quick test

______ has both verbal and nonverbal subtests so it s an appropriate measure for people with suspected linguistic and nonlinguistic impairments

A

c. cognitive linguistic quick test (pg.288)

185
Q

when is the onset of alzheimer’s dementia?

A
  • 60s and 70s (pg.288)
186
Q

what are the 10 warning signs of AD?

A
  1. memory loss that disrupts daily life
  2. challenges in planning or solving problems
  3. difficulty completing familiar tasks at home, work, or leisure
  4. confusion with time of place
  5. trouble understanding visual images or spatial relationships
  6. new problems with words in speaking or writing
  7. misplacing things and losing the ability to retrace steps
  8. decreased or poor judgement
  9. withdraws from work or social activity
  10. changes in mood or personality
    (pg. 289)
187
Q

a. mild or early AD
b. moderate or mid-stage AD
c. severe or late-stage AD

  • verbal output is fluent but shows mild word-finding problems
  • auditory comprehension problems may be seen in formal testing
  • reading comprehension deficits
  • awareness of disorder may be present
A

a. mild or early AD (pg.289)

188
Q

a. mild or early AD
b. moderate or mid-stage AD
c. severe or late-stage AD

  • language changes are more obviously different from normal aging
  • paraphasia of many types
  • auditory comprehension deficits more obvious in conversation
  • there is marked preservation of individual phrases as well as of ideas
  • memory impairment interacts with the linguistic disorder so that the individual frequently repeats questions and is unable to retain information in answers that were given
A

b. moderate or mid-stage AD (pg.289)

189
Q

a. mild or early AD
b. moderate or mid-stage AD
c. severe or late-stage AD

  • all language abilities show severe impairment and it is nearly impossible to conduct neuropsychological assessment
  • eventually the person with dementia stops talking or becomes mute
  • there may be some preservation of receptions skills seen in echolalia
A

d. severe or late-stage AD (pg.289)

190
Q

______ refers to a dementia syndrome in which the cause ins cerebrovascular disease of sufficient severity that multiple cognitive domains become impaired

A

vascular dementia (pg.289)

191
Q

is vascular dementia progressive?

A

not necessarily progressive (pg.289)

192
Q

true/false: life expectancy after diagnosis of vascular dementia is not long due to vascular disease and its association with other medical conditions

A

true (pg.289)

193
Q

what are some expected symptoms to see with vascular dementia? (7 things )

A
  1. confusion
  2. problems with recent meaty
  3. wandering or getting lost
  4. loss of continence
  5. pseudobulbar affect
  6. difficulty following instruction
  7. problems with money
    (pg. 290)
194
Q

how to differentiate between vascular dementia and alzheimer’s dementia? (2 things)

A
  1. memory is always impaired in AD; only sometimes in VaD
  2. the course of the disorder always hows an insidious progression in AD; only sometimes is it progressive in VaD
    (pg. 290)
195
Q

a. frontotemporal dementia
b. primary progressive aphasia
c. parkinson’s disease and dementia with Lewy bodies

a group of neurodegenerative disorders that includes the primary progressive aphasia and a non aphasic “frontal” dementia syndrome

A

a. frontotemporal dementia

pg. 290

196
Q

what are the general symptoms of frontotemporal dementia that differentiate it from AD? (6 things )

A
  1. decrease in spontaneous output and mutism earlier than in AD
  2. communiction deficits more pronounced than memory deficits
  3. parietal lobe functions often preserved
  4. more common in men than in women
  5. approximately one-third of cases have a positive family history
  6. a subset of individuals develops motor neuron disease (ALS) with weakness and muscle wasting
    (pg. 290-291)
197
Q

_____ is also known as the behavioral variant of FTD and does not include aphasia. it is characterized by disinhibition, poor implies control, apathy, and antisocial behavior

A

frontal variant FTD (pg.291)

198
Q

elements of _________ syndrome late in house of FTD include:

  1. increased sexual activity
  2. hyperorality (oral exploration of objects)
  3. apathy and placidity
A

Kluver-Bucy syndrome (pg.291)

199
Q

a. frontotemporal dementia
b. primary progressive aphasia
c. parkinson’s disease and dementia with Lewy bodies

  • progressive language disturbance is the main clinical finding in the absence of a more global dementia
  • included both semantic and progressive confluent aphasia
A

b. primary progressive aphasia (pg.291)

200
Q

to be diagnosed with PPA, only language must be impress and this must be the case for the past ___ years

A

2 (pg.291)

201
Q

eventually, the majority of people diagnosed with PPA will develop a more global dementia syndrome within about ___ years of onset

A

5 (pg.291)

202
Q

a. semantic dementia
b. nonfluent progressive aphasia
c. logopenic PPA

  • characterized by a loss of information in semantic memory that results in a variety of linguistic disturbance
  • it starts laterally in the temporal lobe and progresses to include medial temporal structures overtime
  • symptoms start with language and overtime progress to include memory
A

a. semantic dementia (pg.291)

203
Q

a. semantic dementia
b. nonfluent progressive aphasia
c. logopenic PPA

  • characterized by significant non fluency of verbal output as a presenting symptom
  • look similar to Broca’s aphasia
  • eventually leads to mutism
  • auditory comprehension is preserved
A

b. nonfluent progressive aphasia (pg.291)

204
Q

a. semantic dementia
b. nonfluent progressive aphasia
c. logopenic PPA

  • significant difficulty in word retrieval, but grammar and motor speech are relatively intact
  • obvious deficit in repetition, and phonemic paraphasic errors are interpreted as due to a deficit in the function of the phonological loop component of verbal working memory
  • shares features with conduction aphasia
A

c. logopenic PPA (pg.291)

205
Q

a. frontotemporal dementia
b. primary progressive aphasia
c. parkinson’s disease and dementia with Lewy bodies

-disorders caused by dysfunctions in brain regions that produce the neurotransmitter dopamine and the brain networks that rely on it

A

c. parkinson’s disease and dementia with Lewy bodies (pg.292)

206
Q

what are the cardinal motor signs of Parkinson’s disease?

A
  1. resting tremor
  2. cogwheel rigidity in motor tone
  3. bradykinesia and akinesia
  4. postural instability, shuffling, and freezing motor function, often learning to falls
    (pg. 292)
207
Q

_____ is a surgical approach that has had great success in treating the motor disorder associated with Parkinson’s diseases

A

Deep brain stimulation (pg.293)

208
Q

True/false: for people with dementia, the same array of treatment options as in stroke-causes aphasia may be tried in early stages, but expectations will differ because symptoms will worsen, not improve, over time

A

true (pg.293)

209
Q

clinicians will change their focus over time for people with dementia from maintaining optimal function to _________ for deficits

A

compensating (pg.293)

210
Q

what are some compensatory strategies used for individuals with dementia? (2 things )

A
  1. AAC

2. memory books

211
Q

a. group reminiscence therapy
b. spaced-retrival training
c. caregiver-administered active cognitive simulation for individuals with AD
d. educating caregivers on Alzheimer’s disease and training communication strategies
e. computer-assisted cognitive interventions
f. montessori-based interventions

-treatment in which groups of people with dementia are involved in discussions facilitated by professional clinical staff on topics from there past that they are still able to reminisce about

A

a. group reminiscence therapy (pg.294)

212
Q

a. group reminiscence therapy
b. spaced-retrival training
c. caregiver-administered active cognitive simulation for individuals with AD
d. educating caregivers on Alzheimer’s disease and training communication strategies
e. computer-assisted cognitive interventions
f. montessori-based interventions

-a treatment or those with memory dysfunction that attempts to introduce new memory associations via repeated stimulus-repose trials over increasingly longer intervals

A

b. spaced-retrical training (pg.294)

213
Q

a. group reminiscence therapy
b. spaced-retrival training
c. caregiver-administered active cognitive simulation for individuals with AD
d. educating caregivers on Alzheimer’s disease and training communication strategies
e. computer-assisted cognitive interventions
f. montessori-based interventions

-treatments designed to improve the communication environment by educating caregivers about what is expected in AD as it progresses and bout the types of communication strategies that are successful

A

d. educating caregivers an AD and training communication strategies (pg.294)

214
Q

a. group reminiscence therapy
b. spaced-retrival training
c. caregiver-administered active cognitive simulation for individuals with AD
d. educating caregivers on Alzheimer’s disease and training communication strategies
e. computer-assisted cognitive interventions
f. montessori-based interventions

-a series of treatments administered by the caregiver that are designed to engage the person with demeita in cognitively stimulating activities such as playing cards, completing puzzles, and discussing films or events

A

c. caregiver-administered active cognitive simulation for individuals with AD (pg. 295)

215
Q

a. group reminiscence therapy
b. spaced-retrival training
c. caregiver-administered active cognitive simulation for individuals with AD
d. educating caregivers on Alzheimer’s disease and training communication strategies
e. computer-assisted cognitive interventions
f. montessori-based interventions

-include treatments presented via computer that may assist people with dementia with their memory and problem-solving deficits

A

e. computer-assisted cognitive interventions (pg. 295)

216
Q

a. group reminiscence therapy
b. spaced-retrival training
c. caregiver-administered active cognitive simulation for individuals with AD
d. educating caregivers on Alzheimer’s disease and training communication strategies
e. computer-assisted cognitive interventions
f. montessori-based interventions

-treatments based on principles of education and are designed to result in improvements in behavior, cognitive function, and mood

A

f. montessori-based interventions (pg.295)

217
Q

true/false: some cultures do not view dementia as a disease but rather as a natural consequence of aging

A

true (pg.295)

218
Q

true/false: some cultures view those with dementia as being posses by demons or suffering from a mental illness rather than suffering from a neurological disorder

A

true (pg.295)

219
Q

therefore, SLPs should not assume that the person with dementia they may be treating or the persons family members possess the same _____ they have about the causes of dementia or how best to treat and care for the person with dementia

A

beliefs (pg.295 )

PRAXIS SLP (18 decks)

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