Aphasia Assessment Flashcards
You are working in an acute-hospital setting and your client has a moderate expressive and receptive aphasia. You client has no knowledge of the speech pathologist’s role in aphasia management. Provide a brief script documenting how you could appropriately
A. Describe your role as a speech pathologist
B. Explain Why you plan to administer a language assessment
A. Hello, my name is..I’m a speech therapist. Part of my job in the hospital is to help patients and staff communicate as best as possible
B. I want to go through an assessment with you so I can assess what level you’re at, to best facilitate communication - bad
List four general purposes of communication assessment, as outlined by Brookshire (2007)
A. To assist in diagnosing communication impairments
B. To arrive at a prognosis for recovery
C. To determine the nature and severity of impairment an and activity and participation restrictions
D. To make decisions about the appropriateness and potential Focus of treatment
List six different and distinct goals of aphasia assessment, as outlined by Chapey (2008)
A. Determine the presence or absence of aphasia -> lead to an attempt at diagnosis
B. Identify any conditions impacting on communication difficulty (eg. Auditory and visual impairments, motor impairments, medical conditions)
C. Analysis of cognitive ability
D. Analysis of ability to comprehend - language content and form
E. Analysis of ability to produce - language content and form
F. Analysis of ability to comprehend and produce pragmatic aspects of communication interactions
When completing an adult case history it is often relevant to obtain information about the communication activities of the person with aphasia. Provide 4 different and distinct examples of information that may be Relevant to obtain that specifically relate to communication activities, as discussed within SPCH7825
A. Names of key communication partners
B. Social contacts
C. Topics of conversation
D. Communication style prior to CVA
Name two resources/assessments that you could use to obtain information specifically about the communication activities of a client with aphasia. Write the name of the resources/assessments in full
A. Aphasia needs assessments
B. Communication History Checklist
Describe the Communication Effectiveness Index (CETI) (Lomas et al 1989) by listing... A. Who typically completes the CETI B. the response format C. Number of items D. Examples of two items
A. Significant other
B. Responder rates current performance on rating scale - on 100mm line from ‘not at all able’ to ‘as able for the stroke’
C. 16
D. Getting somebody’s attention; communicating their emotions
List one reason for completing a social network analysis with a client who has aphasia
Shows us impact on life and tells us who to train as communication partner
When informally assessing language, identify whether auditory comprehension skills or verbal expression skills are typically assessed first and why
Auditory comprehension is assessed first so we know whether they will understand the instructions we will give them
List four different components/aspects of language that speech pathologists typically assess in an informal language screening assessment, as discussed within SPCH7825
Spoken discourse
Auditory comprehension
Verbal expression
Reading comprehension
Name one assessment/checklist that could be used to obtain information about your client’s communication activities
Communication activities checklist
Provide two examples of different spoken discourse samples typically obtained in an informal language assessment
Conversational speech
Picture description
Provide two examples of different auditory comprehension tasks typically included in an informal language assessment
Following commands
Yes/No questions
Provide two examples of different verbal expression tasks typically included in an informal language assessment
Automatic speech
Repetition
Provide two examples of different reading comprehension tasks typically included in an informal language assessment
Single word level
Sentence level
Provide two examples of different written expression tasks typically included in an informal language assessment
Automatic writing
Writing to dictation
Name two commercially available language screening assessments used with people who have aphasia.
Frenchay Aphasia Screening test
Acute aphasia screening protocol
Provide two examples of functional communication tasks you could use in an acute hospital setting with a patient who has moderate or severe aphasia to informally gain an understanding of the patient’s language abilities
Check reading by having PWA read get well cards
Ask PWA to complete hospital meal menu and read what was selected
Ask PWA to name a few objects in the room
Follow a few commands and answer yes/no questions
Name four comprehensive formal language assessments commonly used with people who have aphasia that assess language impairments. Write the name of the assessments in full
Comprehensive Aphasia Test
Western Aphasia Battery - Revised
Boston Diagnostic Aphasia Examination
Boston Naming Test
Name four functional communication assessments commonly used with people who have aphasia
A. In-Patient Functional Communication Interview
B. Communication Activities of Daily Living
C. American Speech-Language-Hearing Association Functional Assessment of Communication Skills
D. The communicative effectiveness scale
The Communication Activities of Daily Living - Second Ed (CADL-2) assess communication activities in seven areas. List four of these areas
A. Reading, writing and Using numbers
B. Social interaction
C. Divergent communication
D. Contextual communication
Provide one example of a confrontation naming task
Name pictures
Provide one example of a responsive naming task
What do you drink with?
Provide one example of a verbal fluency task
Name as many animals as you can in 60 seconds
Provide one example of an automatic writing task
Have patient write name and address
Name two communication related Quality of Life (QoL) scales commonly used with people who have aphasia. Write the name of the scales in full
Stroke and Aphasia Quality of Life scale
Burden of Stroke scale
According to Murray & Clark (2006), informal measures of Quality of Life often take the form of an interview that focus on the person with Aphasia’s emotional responses to impairments, activity limitations. Provide two examples of relevant questions to include in an informal assessment on quality of life
A. How well are you able to perform your job?
B. Do you do the things you used to do for enjoyment?
List four overlapping domains in the Living With Aphasia: framework for Outcome Measurement (A-FROM)
A. Participations in life situations
B. Personal, identity, attitudes and feelings
C. Language and related impairments
D. Communication and language environment
What communication disorder frequently occurs with Broca’s aphasia and why
Apraxia of speech - both caused by damage to the motor area of the brain
List two pieces of information you will typically aim to access from the medical chart or family, prior to your initial patient interview and b) state why you require this information
History of previous strokes -> more than one stroke can affect their symptoms -> more lesions confuse things
Premorbid language abilities -> we need to know how much the stroke has changed their language
What is differential diagnosis?
A process of asking a series of questions aimed at reaching a diagnostic conclusion
List two ways you would differentially diagnose between dementia and aphasia
A. Dementia patients are unlikely to produce errors in language form
B. Dementia patients may be forgetful, disoriented for time, short and long term memory affected
List four places here you might typically report your findings after completing your initial evaluation of a stroke patient
A. Information for patient and family
B. Patient’s chart
C. Progress notes
D. Case conference
Provide four examples of questions you could ask a person with aphasia to prompt goal setting at the impairment level of the International classification of Functioning, Disability and Health.
A. How would you like your talking to improve?
B. What types of things are difficult for you to communicate?
C. How would you like your reading to improve?
D. How would you like your writing to improve
Provide four examples of questions you could ask a person with aphasia to prompt goal setting at the participation level of the International classification of Functioning, Disability and Health
A. What was a typical day like before your stroke?
B. What leisure activities were you involved in before your stroke? What do you do now? What do you miss?
C. What do you do during an average week?
D. Tell me about your role in…the golf club.
Provide four examples of questions you could ask a person with aphasia to prompt goal setting at the Activity level of the International classification of Functioning, Disability and Health.
A. Who do you like to talk to?
B. Who do you need to talk to during a day?
C. Do you need to use the telephone?
D. Do you need to read?
What does the acronym SMARTER stand for when describing the process of setting goals?
A. Shared B. Monitored C. Accessible D. Relevant E. Transparent F. Evolving G. Relationship-centred
List and briefly describe the five steps in the Functional Communication Therapy Planner
A. Information gathering -> use a questionnaire and an interview to gather information about the client
B. Collaborative goal setting -> uses the principle of shared decision making, inclusive view of the client, goals prioritised
C. Pre-treatment evaluation -> goals are broken down into activities, which are observed in real life or practiced in clinic
D. Treatment -> client oriented! relevant, tailored! holistic, empowering
E. Post-treatment evaluation -> reevaluate the same activities rated earlier
Provide the definition of description of the following abbreviations commonly used by speech-language pathologists and other members of the health care team A. HTN B. WFL C. h/o D. LOC
A. HTN - hypertension
B. WFL - within functional limits
C. h/o - history of
D. Loss of consciousness
Provide the definition of description of the following abbreviations commonly used by speech-language pathologists and other members of the health care team A. CVA B. Hx C. RUE D. RLE
A. CVA - Cerebrovascular accident
B. Hx - History
C. RUE - Right Upper Extremity
D. RLE - Right Lower Extremity
