Basic Vocabulary

Question 1

Autism

Answer 1

In order for a child to be diagnosed with autism under the DSM-V, a child must meet criteria in these four broad categories: Persistent social deficits in social communication and social interaction across contexts, not accounted for by developmental delays; Restricted, repetitive patterns of behavior, interests, or activities; symptoms must be present in early childhood (but may not become fully manifest until social demands exceed capacities); and symptoms together must limit and impair everyday functioning.

Question 2

Aphasia

Answer 2

an acquired impairment of the cognitive system for comprehending and formulating language, leaving other cognitive capacities relatively intact.

Question 3

Wernicke’s Aphasia

Answer 3

Aphasia associated with damage to Wernicke’s area (typically left hemisphere located along the angular gyrus). This is a fluent aphasia, but the primary deficits are comprehension of spoken and written language.

Question 4

Broca’s Aphasia

Answer 4

Aphasia associated with damage to Broca’s area (located in the lower lateral portion of the frontal lobe of the left hemisphere typically). It is a non-fluent aphasia and is characterized by the loss of the ability to produce language (spoken or written).

Question 5

Anomic Aphasia

Answer 5

Caused by damage to various parts of the parietal lobe or the temporal lobe of the brain. This aphasia causing only a naming deficit.

Question 6

Global Aphasia

Answer 6

A type of aphasia that is commonly associated with a large lesion in the perisylvian area of the frontal, temporal, and parietal lobes of the brain causing an almost total reduction of all aspects of spoken and written language. Three types of global aphasia: acute, evolving, and chronic.

Question 7

Transcortical Mixed Aphasia

Answer 7

An aphasia caused by damage to the watershed area and characterized by severe speaking and comprehension impairment, but with preserved repetition.

Question 8

Transcortical Sensory Aphasia

Answer 8

An aphasia caused by damage to the posterior watershed area, it is characterized by poor comprehension and naming, fluent spontaneous speech and paraphasias with intact repetition and echolalia.

Question 9

Transcortical Motor Aphasia

Answer 9

an aphasia caused by damage to the anterior portion of the watershed area, the major characteristic of TM aphasia is significant apathy.

Question 10

Primary Progressive Aphasia

Answer 10

a language deficit of insidious onset, gradual progression, and prolonged course, in the absence of generalized cognitive impairments (at least for a substantial period of time), due to a degenerative condition, predominately and presumably involving the perisylvian region of the brain.

Question 11

Subcortical Aphasia

Answer 11

aphasia with damage to the basal ganglia or subcortical white matter.

Question 12

Apraxia

Answer 12

a phonetic-motoric disorder of speech production caused by inefficiencies in the translation of planned speech movements into actual movements, which cause distortion in timing, placement, and prosody.

Question 13

Head Injury

Answer 13

traumatic insult to the brain capable of producing physical, intellectual, emotional, social, and vocational changes. “brain damage” may compromise many functions, including movement coordination, speech, attention, memory, reasoning, executive function behavior control/modulation.

Question 14

Language

Answer 14

(behavior) a form of social behavior shaped and maintained by a verbal community. (linguistics) a code in which we make specific symbols stand for something else.

Question 15

Phonology (5 comp of lang)

Answer 15

The study of speech sounds, it describes the way sounds function within a given language or across languages to encode meaning.

Question 16

Morphology (5 comp of lang)

Answer 16

The study of word structures, it describes how words are formed out of more basic elements of language called morphemes.

Question 17

Syntax (5 comp of lang)

Answer 17

The study of sentence structures, it involves the arrangement of words to form meaningful sentences, word order and overall structure of a sentence, and a collection of rules that specify the ways and order in which words may be combined to form sentences in a particular language.

Question 18

Semantics (5 comp of lang)

Answer 18

The study of the meaning of language, meaning conveyed by words, phrases, and sentences.

Question 19

Pragmatics

Answer 19

The study of the rules that govern the use of language in social situations. Places greater emphasis on functions than on the structure of language.

Question 20

Articulation

Answer 20

The combination of the place the articulatory structures of the tongue, hard and soft palate, teeth and lips meet and the manner in which air flows through the vocal tract.

Question 21

AAC

Answer 21

augmentative and alternative communication. Augmentative communication meaning that is is nonverbal communication to supplement oral language. Alternative communication meaning that is is nonverbal communication to replace minimal or absent oral language.

Question 22

Dysarthria

Answer 22

a collective name for a group of speech disorders resulting from disturbances in muscular control over the speech mechanism due to damage tot he CNS or PNS. It designates problems in oral communication due to paralysis, weakness, or incoordination of the speech muscles.

Question 23

Voice Disorder

Answer 23

a voice disorder exists when: 1. a person’s quality, pitch, and loudness differ from those of similar age, gender, cultural background, and geographic location 2. when the perceptual properties of voice are so deviant that they draw attention to the speaker 3. when the structure and/or function of the laryngeal mechanism no longer meet the voice requirements of the speaker.

Question 24

dysphonia

Answer 24

a disorder in which phonation is deviant but not absent.

Question 25

aphonia

Answer 25

a disorder in which no sound is prolonged by the vocal folds.

Question 26

reliability

Answer 26

the consistency of a given test

Question 27

Interobserver reliability

Answer 27

consistency of test scores recorded by two or more examiners.

Question 28

test-retest reliability

Answer 28

the consistency of scores the same individual obtains when the same examiner readministers the test or repeats a naturalistic observation.

Question 29

split-half reliability

Answer 29

measure of internal consistency of a test. The scores from one half of the test are correlated to the scores from the other half of the test. Calculates the coefficient of internal consistency.

Question 30

validity

Answer 30

the degree to which a test measures what it purports to measure.

Question 31

content validity

Answer 31

demonstrated by expert judgement that the test includes items that are related to assessing the purported skill: 1. appropriateness of the items included 2. Completeness of the items sampled-comprehensive 3. The manner of the assessment should fit the skill.

Question 32

construct validity

Answer 32

the test should produce test scores that reflect a theoretical statement known to be valid about the behavior being measured.

Question 33

Criterion Validity

Answer 33

the assurance that the test measures what it purports to measure because it is correlated with another meaningful variable.

Question 34

Concurrent validity

Answer 34

the degree to which a new test correlates with an established test that is already regarded as valid for measuring that skill.

Question 35

predictive validity

Answer 35

the degree to which a test predicts future performance on a related task

Question 36

Phonological disorders

Answer 36

difficulties learning the rules for phonemic usage and distribution in the first language sound system: class sound changes.

Question 37

Substitution processes (9)

Answer 37

one class is substituted for another: vocalization, gliding, fronting, stopping, depalatization affrication, deaffrication, backing, glottal replacement

Question 38

Assimilation Processes

Answer 38

sounds are changed by the influence of neighboring sounds: reduplication, regressive assimilation, progressive assimilation, voicing assimilation.

Question 39

Syllable Structures Processes

Answer 39

affect the structure of entire syllables, not just certain sounds: unstressed syllable deletion, final consonant deletion, initial consonant deletion, epenthesis, consonant cluster simplification, diminutinezation, metathesis, coalescence

Question 40

Manner, Place, Voicing

Answer 40

Place is the location of air constriction, manner is the degree or type of constriction in the vocal tract, voicing is the presence or absence or VF vibration.

Question 41

SLI (specific language impairment)

Answer 41

a language impairment in a child who is apparently typical in most if not all other aspects. This is not diagnosed until after age 4, has normal or near normal intelligence, the sequence of language development is generally the same while language development is slower, lower, or both. Pragmatics is usually unaffected, and this distinguishes SLI from Autism. In general, children with SLI exhibit a variety of symptoms in an infinite number of combinations within the area of language.

Question 42

Model

Answer 42

a correct production of a sound or part of language that the adult then requires repetition from the child.

Question 43

Prompt/Cue

Answer 43

A partial hint to help the client come up with the correct production.

Question 44

Shape

Answer 44

Accepting a partially correct response and gradually requiring more correct responses until production is completely correct.

Question 45

reinforcers

Answer 45

anything that causes a behavior to increase. Reinforcers can be positive or negative. Positive reinforcement is something that is given to a person that causes a behavior to increase. Negative reinforcement is something that is taken away that causes a behavior to increase.

Question 46

Baseline

Answer 46

a measurement of a behavior before any treatment begins.

Question 47

DRO/DRA/DRI

Answer 47

DRO:differential reinforcement of other behaviors–an indirect method of behavior reduction. Reinforcing any behavior other than the one that is being targeted for reduction.
DRA: Differential reinforcement of alternative behavior–an indirect method of behavior reduction. Reinforcing a specific behavior that is an alternative to the behavior targeted for reduction.