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Neurogenics > Ch. 5 Assessing Language > Flashcards

Ch. 5 Assessing Language Flashcards

1
Q

Mention the steps to assess language

A
  1. review med records
  2. pt and fam. interview
  3. bedside screening (if appropriate)
  4. standardized testing
  5. informal assessment
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2
Q

T or F. Testing should not be INDVIDUALIZED, FLEXIBLE and CLIENT SPECIFIC

A

False

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3
Q

Mentions some comprehensive tests

A
  1. MTDD minnesota test for differential diagnosis of aphasia
  2. PICA
  3. BDAE Boston diagnostic Aphasia Examination
  4. WAB Western aphasia battery
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4
Q

When assessing, there are 4 types of specific abilities. List them

A
  1. auditory comprehension R
  2. Reading R
  3. Speech production E
  4. Written expression E
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5
Q

Assessing ____________ includes both comprehension of spoken materials and the retention of them in memory

A

auditory comprehension

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6
Q

SOME comprehensive language test assess auditory comprehension. T or F

A

False

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7
Q

How can SINGLE WORD COMPREHENSION be tested?

A

by using items in environment, body parts etc.

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8
Q

Variables that may affect brain-injured adult’s single word comprehension

A
  1. Freq. of occurrence
  2. semantic or acoustic similarity
  3. part of speech
  4. referent ambiguity
  5. fidelity
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9
Q

frequency of occurence refers to:

*Variables that may affect brain-injured adult’s single word comprehension.

A

the patients that do better with fam. words

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10
Q

In SEMANTIC OR ACOUSTIC SIMILARITY patient tends to confuse items in similar semantic categories )ex. father for mother) T or F

*Variables that may affect brain-injured adult’s
single word comprehension.

A

true

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11
Q

When patients do better with nouns and some with verbs and some show no difference, we are talking about:

*Variables that may affect brain-injured adult’s single word comprehension.

A

parts of speech

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12
Q

REFERENT AMBIGUITY refers to:

*Variables that may affect brain-injured adult’s single word comprehension.

A

the pictures used as referents are unclear… pts cant figure out what picture represent

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13
Q

Refers to how easy it is to hear spoken message

*Variables that may affect brain-injured adult’s single word comprehension.

A

fidelity

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14
Q

It is included in ALL language tests for aphasia. Requires pt to perform some gesture or command. Can also be yes-no questions

A

Sentence Auditory Comprehension

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15
Q

Is an example of free standing tests of sentence auditory comprehension

A

Token Test

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16
Q

Variables that may affect brain-injured adult’s sentence comprehension

A
  1. length and complexity of sentence
  2. reversibility and plausibility
  3. predictability
  4. personal relevance
  5. semantic variables
  6. reasoning and inferences
  7. rate
  8. redundancy
  9. # and similarity of response
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17
Q

What is the variable that MOST affect brain-injured adult’s sentence comprehension

A

Length and complexity of sentence

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18
Q

T or F. Active sentences are harder than Passive sentences

*Variables that may affect brain-injured adult’s sentence comprehension

A

False. Active sentences are EASIER than Passive Sentences

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19
Q

Negative sentences, embedded clauses and comparative sentences are difficult. True or False

*Variables that may affect brain-injured adult’s sentence comprehension

A

True

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20
Q

When expectations are created in mind of pt is called:

Variables that may affect brain-injured adult’s sentence comprehension

A

Predictability

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21
Q

Pts with aphasia respond to questions that are personally relevant more accurately. T or F

A

True

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22
Q

When a word is substituted for a word that is in the same semantical category, pts get confused and make mistakes. This is called:

Variables that may affect brain-injured adult’s sentence comprehension

A

Semantic Variables

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23
Q

Speaking at a fast RATE helps patients to understand better. T or F

Variables that may affect brain-injured adult’s sentence comprehension

A

False

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24
Q

Patients do worse when there is SEMANTIC REDUNDANCY. T or F

Variables that may affect brain-injured adult’s sentence comprehension

A

False. Slowing down, and pausing helps patient to process information.

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25
Increasing the NUMBER of choices makes it easier for patients since they have more options to choose from. T or F Variables that may affect brain-injured adult's sentence comprehension
False.
26
Choices are more difficult if words are semantically related. (Eg. Point to knife. Options are spoon, and fork) T or F Variables that may affect brain-injured adult's sentence comprehension
True
27
Patients do better when the choices provided are NOT real object, like Tokens. T or F Variables that may affect brain-injured adult's sentence comprehension
False.
28
When assessing SENTENCE COMPREHENSION, the results predicts the ability of patients to understand sentences in every day life. True or False
False. Sentences in most tests are not related to every day life activities. In daily life, pt. relies on context which does not exist in tests.
29
Test batteries may assess this by having clinician READ OUT LOUD a paragraph and then ASK SPOKEN Qs about it
Comprehension of Spoken Discourse
30
What is one test that can assess Comprehension Spoken Discourse
The Discourse Comprehension Test
31
Name the variables that may affect brain-injured adults comprehension of spoken discourse
1. salience 2. directness 3. redundancy 4. cohesion 5. Rate and Emphatic Stress
32
It refers to when the clinician make main ideas STAND OUT by changing the intonation, emphasis, elaboration or repetition of words. *variables that may affect brain-injured adults comprehension of spoken discourse
Salience
33
When the information provided to patient is more direct, as opposed to inferred information is called: *variables that may affect brain-injured adults comprehension of spoken discourse
Directness
34
Redundancy refers to: *variables that may affect brain-injured adults comprehension of spoken discourse
giving the information more than once through repetition.
35
The degree to which semantic units relate to each other is called: *variables that may affect brain-injured adults comprehension of spoken discourse
Cohesion
36
Refers to the OVERALL units of discourse *variables that may affect brain-injured adults comprehension of spoken discourse
coherence
37
The more cohesive and coherent the harder info is understood by pts and non-brain injured. T or F *variables that may affect brain-injured adults comprehension of spoken discourse
False
38
Exaggerating the key words, or slowing down the speech rate helps the patient to understand better: T or F *variables that may affect brain-injured adults comprehension of spoken discourse
True. Exaggeration helps pts to pick up more information.
39
Mention the different ways for Assessing Reading
1. Visual Matching 2. Oral reading of printed words/sentences 3. match printed words to pictures/objects 4. match printed words to spoken words
40
Give examples of Visual Matching * Assessing Reading
. Geometric forms, letters, or words are matched
41
When pt. reads from a card the word or sentence printed on it, What type of reading assessment are we talking about?
Oral reading of Printed words/sentences
42
Is the easiest to do in reading tests
Match printed words to pictures/objects
43
It is assessed through the pt reading a paragraph and selecting phrases to complete it
Comprehension of printed texts
44
Name reading tests for Non-Brain injured adults and children
Gates MacGinite Reading Test and Peabody Individual Achievement test or Nelson Denny Reading test
45
When assessing reading rate and capacity, reading tests usually have time limits and norms. Why is READING RATE important?
- to obtain information on how pt can read and understand under normal time constraints - allows comparison to normal readers.
46
When MEASURING COMPONENT SKILLS, tests look into:
symbol-to-sound correspondence, following direction, getting main ideas.
47
On reading test formats... tests that have multiple choice options by circling, underlining etc, rather than answer sheets are better for brain-injured adults. T or F
True. Answer sheets can cause difficulty for brain-injured pts.
48
What does PASSAGE DEPENDENCY OF READING TEST refers to?
To the reliance of pts in images or printed information to correctly answer test questions.
49
When Assessing SPEECH PRODUCTION, simple speech production tests assess moderate to severe speech impairments through:
1. recitations, rhymes, and automatized sequence 2. sentence completion 3. speech repetition
50
What does recitations, rhymes and automatized sequence consist of: * Assessing Speech Production
naming days of the week, counting, saying alphabet, Not hard for the brain, since it is automatic material.
51
When Assessing Speech Production, asking patient: "I put peanut butter with my_____" is an example of:
sentence completion
52
In assessing speech production, this test helps to categorize aphasias by asking pt to repeat words or sentences.
Speech Repetition
53
It is assessed in ALL standardized test, consist of confrontational naming, response naming, and generative naming
NAMING
54
Mention the different types of assessing naming:
confrontational naming, response naming, and generative (category) naming
55
When patient is asked to name an object or picture is called: * Assessing naming
Confrontational naming
56
When asked a question such as "What do you write with?" is called: *Assessing naming
Response naming
57
Naming as many items in a category as possible within a set time is called:
Generative/Category naming
58
Word Fluency Naming and Boston Naming Test are FREE STANDING TESTS OF NAMING. T or F
True
59
What are some variables that affect naming?
1. Frequency of Occurence 2. Length and Phonologic Complexity 3. semantic categories form of visual stimuli 4. tactile info 5. context
60
In frequency of occurence, more frequent words are easier to name. T or F variables that affect naming
TRUE
61
T or F. As the # of syllables increase the word becomes more phonologically complex. Therefore, naming becomes more easy. variables that affect naming
False. Naming becomes difficult
62
T or F. In semantic categories, naming objects is easier than naming letters. variables that affect naming
False. Objects are harder to name.
63
Can be in the form of objects, pictures, photographs, line drawings etc. variables that affect naming
Visual Stimuli
64
T or F. Being able to hold an object may help with naming task. variables that affect naming
True
65
When it comes to succesful naming, what is more importan? Context or Type of Stimuli. variables that affect naming
Context.
66
SENTENCE PRODUCTION is assessed through:
1. word definition 2. making sentences from a word 3. expressing ideas
67
DISCOURSE PRODUCTION is tested in most batteries through:
1. Picture description 2. Story retelling 3. interviews and conversation
68
What was found about assessing SPEECH FLUENCY?
1. MOST USEFUL tool in classifying aphasia pts | 2. Fluency vs. nonfluency is determined by speech tempo (words per min) and MLU
69
When assessing intelligibility, what other tool can be used by clinicians since most speech of pts is intelligible
Assessing Intelligibility of Dysarthric Speech
70
When assessing WRITTEN EXPRESSION what 4 areas are normally assessed?
1. generating of automatized sequences, 2. copying 3. writing to dictation 4. writing self-formulated sentences
71
Is the easiest of written tests. It involves writing over learned material such as the alphabet, numbers, or the pt's name.... assessing WRITTEN EXPRESSION
Generating automatized sequences
72
Pt must copy geometric forms, symbols, letters, printed words or sentences. It may be difficult for pt if they have a posterior lesion. assessing WRITTEN expression
Copying
73
Usually starts with letter, then word, then sentence. assessing WRITTEN expression
writing to dictation
74
Its the most difficult task for pts when they are assessed for written expression. Therapist gives picture to pt, and asks him to make a sentence out of words.
Writing self-formulated sentences

Neurogenics (7 decks)

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