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SLP 2a > Aphasia > Flashcards

Aphasia Flashcards

1
Q

What does PALPA stand for?

A

Psycholinguistic assessment of language processing in aphasia

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2
Q

What are the three parts of the triangle model

A

Semantics, orthography, phonology

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3
Q

Word Factors that might affect performance on assessment

A 
Length of word
Imageablility 
Frequency 
Regularity (eg Yacht is irregular)
Grammatical class
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4
Q

What is a superordinate semantic error

A

The semantic group above the target eg saying ‘tool’ instead of ‘hammer’

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5
Q

What is a subordinate semantic error

A

‘Hammer’ instead of ‘tool’

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6
Q

What is a coordinate semantic error

A

Same semantic level error eg ‘screwdriver’ instead of ‘hammer’

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7
Q

What is an association semantic error

A

Eg nail instead of hammer, so the words are associated with each other

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8
Q

What’s a morphological error

A

Eg wrong suffix -‘hammered’ instead of ‘hammer’

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9
Q

Name an O-S-P task

A

Reading aloud words

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10
Q

Name an O-P task

A

Reading aloud non words

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11
Q

Name a P-S task

A

Spoken word to picture matching

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12
Q

Name a S-P task

A

Picture naming

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13
Q

Formal assessment for single word processing

A

Boston Naming

CAT

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14
Q

Name some activities that target orthographic

A

Spelling- rearranging letters, copying, filling in blank

Anagrams

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15
Q

What is semantic feature analysis

A

Used with nouns and verbs

Asking questions such as who? What? Where? Purpose? Visual features?

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16
Q

Name some semantic activities in single word processing

A

SWPM
Categorisation
Identify picture from description
Synonyms

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17
Q

Name some single word processing phonology activities

A

Discrimination
Repetition
Rhyme
Segmentation

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18
Q

What is the difference between impairment based approach and participation based approach

A

Impairment- pinpoint and treat impairment

Participation- impact of impairment

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19
Q

Who came up with the social model

A

Sarno (1977)

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20
Q

What does the social model believe

A

Aphasia is a social problem

Disability stems from inaccessible social and physical environment

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21
Q

What is the social models view in terms of assessment

A 
Natural observations 
Conversation 
Semi structured interview 
Rating scales 
Quality of life measures
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22
Q

What might be used to get patients view on their aphasia

A

Communication disability profile (Swinburn and Byng 2006)
COAST
CAT- disability section

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23
Q

How can a conversation partner support an individual with aphasia

A 
Modify environment 
Alter rate 
Decrease complexity 
Modelling 
Forced alternatives 
Total communication 
Cueing
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24
Q

What factors can influence quality of life

A 
Premorbid state
Pain 
Finance 
Support system 
Personality 
Age
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25
Q

How can you measure QoL

A

Reflection- questions
Questionnaire- communication disability profile (swinburn and byng 2006)
Rating Scales- burden of stoke scale (Doyle 2002)

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26
Q

How do you measure emotional well being

A

Stroke aphasic depression questionnaire (Sutcliffe and Lincoln 1998) - observation

Visual analogue mood scale (1997) - self report

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27
Q

What QoL intervention can be offered

A

Therapeutic discussion- support conversation
Promote activity- set functional goals, improve opportunities for client
Support groups

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28
Q

Benefits of group therapy

A 
Meet others with aphasia 
Peer feedback 
Safe environment 
Decrease isolation 
Increase participation
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29
Q

What barriers could there be for communication

A

Environmental- unable to access physical environment
Structural- lack of accessible resources
Attitudinal- prejudice
Informational- not in accessible format

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30
Q

Name some features of fluent aphasia

A

Poor word retrieval
Empty speech
MLU exceeds 5/6 words

Jargon
Semantic / phonological errors

31
Q

Name some features of non fluent aphasia

A

Impaired expressive language
MLU 3/4 words

Poor morphology
Omissions
Telegraphic speech
Good use of content words

32
Q

What is agrammatism

A

Poor inflectional morphology
Omission of function words
Difficulty with ‘wh’ questions

33
Q

What are the stages of Garretts model (1975)

A 
Message level 
(Decide what to say)
Functional level 
(Activate semantic representation) 
Positional Level
(Structure, inflections applied, finalise word order)
Phonetic level 
(Decide on phonemes)
Articulatory 
(Articulated via motor programme)
34
Q

How can you assess sentence comprehension

A

SSPM/WSPM
CAT- subsections
PALPA- subsections
TROG

Informal- conversation
Sentence level questions/ instructions
Reading newspapers/ menus

35
Q

How can you assess sentence production

A 
Picture description- 
Cookie theft 
CAT
Narratives- Cinderella story 
Conversation 
Functional task- write a text
36
Q

Why assess discourse

A

Greater quantities of information
Can measure degree of perseveration.
Look at macro and micro structure

37
Q

What atypical features could present in conversation analysis

A

Difficulty starting / changing topic
Difficulty transitioning topic
Turn taking
Repair

38
Q

What is the benefits of conversation analysis for the PWA

A

Explore and target linguistic aspects of language

Explore patterns of behaviour (eg possible use of total communication, of avoidance of communication)

39
Q

What is the benefits of conversation analysis for the CP

A

Observe patterns of behaviour to identify beneficial practices (facilitation)
Or maladaptive behaviours (dominating conversation)

40
Q

Name 3 aphasia batteries and their publishing date

A 
PALPA (1992)
-very large 
-select relevant subsections 
CAT (comprehensive aphasia test) (2004)
- can plot results to show clients 
- highlights strengths and weaknesses 
WAB (western aphasia battery) (2006)
- determine type/ severity of aphasia
- gives you an aphasia quotient and a cortical quotient
41
Q

How do you assess Auditory phonological analysis

A

Minimal pairs

Identifies if they can discriminate between speech sounds

42
Q

How do you assess phonological input lexicon

A

Minimal pairs, repetition, word to picture matching

Identifies if they recognise the form of words

43
Q

How do you assess semantic input

A

Spoken word picture matching
Pyramid and palm trees
Synonyms
Identifies if person understands meaning of word

44
Q

How do you assess semantic output

A

Boston naming
PALPA 53&54

Shows if they have the ability to name pictures and which word classes they struggle with

45
Q

How do you assess phonological output lexicon

A

Boston naming, PALPA, repetition of real word

Assesses word retrieval and looks for semantic errors

46
Q

How to assess phonological assembly

A

BNT, naming with length effects, repetition
Identifies phonological errors , conduite d’approche
Length effects

47
Q

Name therapy ideas for improving comprehension

A

Minimal pairs
Phoneme discrimination
SWPM
Semantic tasks eg odd one out

48
Q

Name some therapy ideas for expression

A

Naming
Cueing
Circumlocution
Self monitoring of spoken output

49
Q

Name some semantic activity idea s

A 
SWPM
Categorising 
Identify item from description 
Synonyms/ antonyms 
Semantic feature analysis 
VNeST - semantic Verb Therapy
50
Q

Name some phonological task ideas

A

Segmentation
Repetition
Manipulation (what does the word sound like without the first syllable)
Rhyme

51
Q

What factors affect spelling and reading difficulty

A

Irregular words
Imageability
Frequency
Length effect

52
Q

What are the three types of dyslexia/ dysgraphia

A

Surface
Phonological
Deep

53
Q

What is surface dyslexia / dysgraphia

A
  • difficultly with irregular words
  • reliable on regular words / non words
  • regularise errors eg yacht =yot
54
Q

What is phonological dyslexia / dysgraphia

A

Better performance on familiar regular/ irregular than unfamiliar or non word
If given non word will relate it to orthographically similar real word

55
Q

What is deep dyslexia / dysgraphia

A

Some features of phonological eg impaired non word / imagability effects
Make semantic errors eg banana for apple
Visual error
- damage to lexical and sublexical route

56
Q

What is graphemic buffer disorder

A

Impairment in short term holding mechanism while writing is being planned
Symptoms:
- length effect
- omissions
- transposition (letters wrong way round)
- words and non words equally effected

57
Q

What writing assessments tasks are there?

A

Within PALPA, WAB, CAT

  • writing to dictation
  • written naming
  • copying
  • written picture description
58
Q

What reading assessment tasks are there

A

Within PALPA, WAB, CAT
Reading aloud
Comprehension of written word/ sentence
Comprehension of paragraph- asked via Q&A

59
Q

What are lexical therapies

A

Repeat exposure to target words
Eg naming, copying, read aloud
Eg CART (copy and recall)
Improvement usually item specific

60
Q

What are phonological therapies

A

Strength sound to letter correspondence
Usually used with phonological / deep dyslexia
Only works with regular words

61
Q

Name some aphasia therapy apps

A

React2
Cuespeak
Tactus

62
Q

Name features of wernickes aphasia

A 
Comprehension impaired 
Fluent
Neologisms
Empty speech 
Lack of awareness 
Repetition impaired
63
Q

Features of transcortical sensory aphasia

A

Resembles wernickes but repetition intact

Echolalia

64
Q

Features of anomic aphasia

A

Good comprehension
Good repetition
Word finding difficulties
Circumlocution

65
Q

Features of conduction aphasia

A

Repetition severe (worsens with length)
Comprehension good
Phonemic and verbal paraphasia
Conduite d’approche

66
Q

Features of jargon aphasia

A 
Fluent but unintelligible 
Perseveration 
Meaningless speech 
(Real words but not combined to make meaningful sentence)
Unable to monitor output
67
Q

Features of brocas aphasia

A 
Comprehension intact 
Slow production 
Limited word output 
4 words or less per utterance 
Perseveration 
Agrammatic 
Repetition poor
68
Q

Features of transcortical motor aphasia

A

Repetition preserved

Reduced speech output

69
Q

Features of global aphasia

A 
Effects comprehension and expression 
Poor recovery rate
Automatic speech may be preserved 
Functional communication Ax needed 
(Work on gesture and training communication partner)
70
Q

Features of primary progressive aphasia

A

A dementia
Deterioration of language function
Leads to total loss of language
( can be semantic, non fluent or logopenic)

71
Q

What different types of impairment can there be with bilingual clients

A

Parallel impairment- equal difficulties in both
Differential impairment- one language more severe
Blended- mix up languages
Selective- only one affected other language normal
Successive recovery- one starts to recover when other is fully recovered

72
Q

What assessments are there for bilingual clients

A

Bilingual aphasia test

73
Q

What is impacted in a right hemisphere disorder

A 
Visuospatial processing 
Extralinguistic skill eg body language 
Pragmatic 
Processing emotional content 
Non verbal memory
74
Q

Assessment for right hemisphere disorders

A

The right hemisphere battery (1989)

SLP 2a (2 decks)

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