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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
Q

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

A

False.

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26
Q

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

A

True

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27
Q

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

A

False.

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28
Q

When assessing SENTENCE COMPREHENSION, the results predicts the ability of patients to understand sentences in every day life. True or False

A

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.

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29
Q

Test batteries may assess this by having clinician READ OUT LOUD a paragraph and then ASK SPOKEN Qs about it

A

Comprehension of Spoken Discourse

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30
Q

What is one test that can assess Comprehension Spoken Discourse

A

The Discourse Comprehension Test

31
Q

Name the variables that may affect brain-injured adults comprehension of spoken discourse

A
  1. salience
  2. directness
  3. redundancy
  4. cohesion
  5. Rate and Emphatic Stress
32
Q

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

A

Salience

33
Q

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

A

Directness

34
Q

Redundancy refers to:

*variables that may affect brain-injured adults comprehension of spoken discourse

A

giving the information more than once through repetition.

35
Q

The degree to which semantic units relate to each other is called:

*variables that may affect brain-injured adults comprehension of spoken discourse

A

Cohesion

36
Q

Refers to the OVERALL units of discourse

*variables that may affect brain-injured adults comprehension of spoken discourse

A

coherence

37
Q

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

A

False

38
Q

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

A

True. Exaggeration helps pts to pick up more information.

39
Q

Mention the different ways for Assessing Reading

A
  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
Q

Give examples of Visual Matching

  • Assessing Reading
A

. Geometric forms, letters, or words are matched

41
Q

When pt. reads from a card the word or sentence printed on it, What type of reading assessment are we talking about?

A

Oral reading of Printed words/sentences

42
Q

Is the easiest to do in reading tests

A

Match printed words to pictures/objects

43
Q

It is assessed through the pt reading a paragraph and selecting phrases to complete it

A

Comprehension of printed texts

44
Q

Name reading tests for Non-Brain injured adults and children

A

Gates MacGinite Reading Test and Peabody Individual Achievement test or Nelson Denny Reading test

45
Q

When assessing reading rate and capacity, reading tests usually have time limits and norms. Why is READING RATE important?

A
  • to obtain information on how pt can read and understand under normal time constraints
  • allows comparison to normal readers.
46
Q

When MEASURING COMPONENT SKILLS, tests look into:

A

symbol-to-sound correspondence, following direction, getting main ideas.

47
Q

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

A

True. Answer sheets can cause difficulty for brain-injured pts.

48
Q

What does PASSAGE DEPENDENCY OF READING TEST refers to?

A

To the reliance of pts in images or printed information to correctly answer test questions.

49
Q

When Assessing SPEECH PRODUCTION, simple speech production tests assess moderate to severe speech impairments through:

A
  1. recitations, rhymes, and automatized sequence
  2. sentence completion
  3. speech repetition
50
Q

What does recitations, rhymes and automatized sequence consist of:

  • Assessing Speech Production
A

naming days of the week, counting, saying alphabet, Not hard for the brain, since it is automatic material.

51
Q

When Assessing Speech Production, asking patient: “I put peanut butter with my_____” is an example of:

A

sentence completion

52
Q

In assessing speech production, this test helps to categorize aphasias by asking pt to repeat words or sentences.

A

Speech Repetition

53
Q

It is assessed in ALL standardized test, consist of confrontational naming, response naming, and generative naming

A

NAMING

54
Q

Mention the different types of assessing naming:

A

confrontational naming, response naming, and generative (category) naming

55
Q

When patient is asked to name an object or picture is called:

  • Assessing naming
A

Confrontational naming

56
Q

When asked a question such as “What do you write with?” is called:

*Assessing naming

A

Response naming

57
Q

Naming as many items in a category as possible within a set time is called:

A

Generative/Category naming

58
Q

Word Fluency Naming and Boston Naming Test are FREE STANDING TESTS OF NAMING. T or F

A

True

59
Q

What are some variables that affect naming?

A
  1. Frequency of Occurence
  2. Length and Phonologic Complexity
  3. semantic categories
    form of visual stimuli
  4. tactile info
  5. context
60
Q

In frequency of occurence, more frequent words are easier to name. T or F

variables that affect naming

A

TRUE

61
Q

T or F. As the # of syllables increase the word becomes more phonologically complex. Therefore, naming becomes more easy.

variables that affect naming

A

False. Naming becomes difficult

62
Q

T or F. In semantic categories, naming objects is easier than naming letters.

variables that affect naming

A

False. Objects are harder to name.

63
Q

Can be in the form of objects, pictures, photographs, line drawings etc.

variables that affect naming

A

Visual Stimuli

64
Q

T or F. Being able to hold an object may help with naming task.

variables that affect naming

A

True

65
Q

When it comes to succesful naming, what is more importan? Context or Type of Stimuli.

variables that affect naming

A

Context.

66
Q

SENTENCE PRODUCTION is assessed through:

A
  1. word definition
  2. making sentences from a word
  3. expressing ideas
67
Q

DISCOURSE PRODUCTION is tested in most batteries through:

A
  1. Picture description
  2. Story retelling
  3. interviews and conversation
68
Q

What was found about assessing SPEECH FLUENCY?

A
  1. MOST USEFUL tool in classifying aphasia pts

2. Fluency vs. nonfluency is determined by speech tempo (words per min) and MLU

69
Q

When assessing intelligibility, what other tool can be used by clinicians since most speech of pts is intelligible

A

Assessing Intelligibility of Dysarthric Speech

70
Q

When assessing WRITTEN EXPRESSION what 4 areas are normally assessed?

A
  1. generating of automatized sequences,
  2. copying
  3. writing to dictation
  4. writing self-formulated sentences
71
Q

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

A

Generating automatized sequences

72
Q

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

A

Copying

73
Q

Usually starts with letter, then word, then sentence.

assessing WRITTEN expression

A

writing to dictation

74
Q

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.

A

Writing self-formulated sentences

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