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Communication and Science Disorders > Chapter 9 > Flashcards

Chapter 9 Flashcards

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Biology 101 flashcards
1
Q 
brain: 
?
weighs ?
how much percentage of our body weight 
3 major parts:
A

commander in chief of entire system

  • 3 pounds
  • 2.5% of entire body weight

brain system
cerebellum
cerebrum

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2
Q 
cerebrum aslo known as 
2 hemispheres:
corpus callosum: 
four lobes: 
cerebral?
A 
cerebral cortex 
left and right 
-band of fibers that connects the 2 hemispheres 
-frontal, parietal, temporal, occipital
-localization of function
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3
Q 
frontal lobe:
?
2 key functions: 
broca's area:
what part of frontal lobe 
responsible for
A

largets lobe

  1. activating and controlling motor movements
  2. controlling of executive function (problem solving, planning, creating, reasoning, decision making, social awareness, and rationalizing)

left part
fine coordination of speech output

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4
Q

parietal lobe:
where is it located
key function is perceiving and integrating ?
left parietal facilitates ?

A

behind frontal lobe and above the ears

sensory and perceptual information
ones ability to repeat

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5
Q 
temporal lobe: 
where is it located 
heschl's gyrus: 
-left ?
-interprets?

wernicke’s area:
left?
-critical site for

A

behind frontal lobe and below the parietal lobe

  • temporal lobe
  • auditory information received from both ears
  • temporal lobe
  • language comprehension
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6
Q

occipital lobe:

A

receives and processes visual information

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7
Q

aphasia definition:
communication disorder caused by ? that affects?
causes of aphasia

A

stroke or brain injury /a persons ability to process and use language
-stroke, severe brain injury, infection, tumor, brain degeneration

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8
Q

stroke: occurs when a cerebral artery is ? and the area of the brain it nourishes is?
also called
most common cause of ? how much percent of cases ?

how much percent have aphasia in the acute stage

  • how many people are diagnosed with aphasia every year
  • how many people may have aphasia in the US by 2020 ?
A

blocked/damaged or destroyed

cerebrovascular incident (CVA)

aphasia/ 85%

25-40%

  • 80,000
  • 2 million
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9
Q

2 main mechanisms of stroke:
ischemic stroke:
thrombotic:
embolic:

A

loss of blood circulation to parts of the brain

  • blood clot forms in and blocks a cerebral artery
  • piece of blood clot breaks off, is carried to cerebral artery, and blocks it
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10
Q

hemorrhagic stroke:

both mechanisms result in ?

A

cerebral artery bursts and blood can no longer flow through it to the areas of the brain it nourishes

rapid neural breakdown

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11
Q

language characteristics of aphasia:
varies according to

aphasia types are characterized by the following language characteristics

A

which area of brain has been damaged

speech output
auditory comprehension
repetition
naming

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12
Q

classification of aphasia:
several types of ?
traditional classification is based on ?
nonfluent aphasias:

fluent aphasias:

A

aphasia
fluency

broca’s
transcortical motor
global

wernicke’s
transcortical-sensory
conduction
anomic

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13
Q 
nonfluent aphasias 
characterized by
1.
2.
3.

lesions tend to found ?

A

slow, labored speech
struggle to retrieve words
struggle to form sentences

in or near frontal lobe

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14
Q

fluent aphasias

characterized by:
1.
2.
3.

lesions tend to be found

A

word substitutions
neologisms
verbose verbal output

posterior portion of the left hemisphere

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15
Q

no absolute 1:1 correspondence between ?

many indiv. with aphasia will have ? and present with symptoms that are ?

aphasia is a ? however cognitive impairment such as ? can be present

performance on non-verbal cognitive tasks will be better than?

A

type of aphasia and location of brain lesion

unclassified aphasia/difficult to assign to one specific aphasia type

language disorder/ attention, memory and execution function difficulties

better than verbal cognitive tasks

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16
Q

accompanying deficits:
hemiparesis:

hemiplegia:

dysphagia:

hemianopia:

alexia:

agraphia

A

weakness on one side of body

paralysis on one side of the body

swallowing disorder

loss of vision to right visual field in each eye

impairment of ability to read
intact ability to read has to precede the onset of alexia

impairment of ability to write

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17
Q

assessment
assess all?
-assess?
asses at which levels?

quality of life:

  • assess
  • how do they see aphasia affecting ?
  • what ?
A

language modalities

  • spnataneous speech, naming, repetition, auditory comprehension, reading and writing
  • single word level, sentence level, discourse level

patient and caregivers
participation in daily life

emotional and social effects/ depression? social isolation?

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18
Q 
aphasia treatment guidelines 
treat the person with aphasia in?
keep language?
use supports such as ?
work on what is ?
incorporate the patient and family into 
teach the patient to use their ?
A

age appropriate fashion

  • clear and simple
  • pictures and written language along with spoken language
  • goal setting
  • strengths to help compensate for weaknesses
19
Q

general treatment approaches:

RCS

A

restorative: aim to directly improve language abilities that are damaged
compensatory: target ways to work around language weaknesses; focus on teaching strategies and skills
social: focus on functional interaction and comm. with others

20
Q

right hemisphere deficits:

caused by?

group of deficits resulting from ?

some main characteristics: 
neglect 
unrealistic 
impaired
lack of 
attention
A

stroke, tumor, infection or other trauma

right cerebral hemisphere injury

info on left side 
denial 
judgment and self monitoring 
motivation 
difficulties
21
Q 
symptoms of right hemisphere damage 
varying degrees of involvement depending on site, nature, and extent of damage:
left-sided 
-left- sided
-
-left-sided 
-neglect of 
-
-
-communication
A
  • hemiparesis
  • sensory loss
  • amuscia
  • hermianopia
  • left visual field
  • prosopagnosia
  • anosognosia
  • problems
22
Q

amuscia

A

disturbance in the recognition and processing of music

23
Q 
left neglect symptoms 
fail to perceive 
copy only ?
read only the ? 
bump into 
deny the existence of ?
fail to correctly 
fail to start
A

left sided tactile or visual stimuli
right side of geometric design
right side of the page while complaining the material makes no sense
things on left side
paralyzed left arm or leg or say they belong to someone else
localize stimuli
at the left margin while writing

24
Q

neglect of left visual field
-person can see what is in the ?
damage to?

A

left visual field but does not focus attention in that area

-any lobe in any hemisphere may produce neglect

25
Q

facial recognition deficits (prosopagnosia)

  • difficulty ?
  • usually can recognize the person?
  • difficulty identifying a facial picture they were?
  • difficulty identifying pictures of ?
A

familiar faces
as soon as they speak
just shown from a group of pictures
famous persons

26
Q

denial of illness (anosognosia)

  • deny the existence of ?
  • underestimate the extent of?
  • be indifferent to the ?
A

major problems such as paralysis
effects of admitted problems
problems or their consequences

27
Q 
communication deficits:
-
-
-
-problems distinguishing
A

naming (abstract items)

auditory comprehension of complex material

speech prosodic problems

  • monotonous emotionally flat speech
  • impaired appreciation of meaning suggested by emotional cues in other people’s speech

significant from irrelevant info
-focus on irrelevant details when describing visual stimuli or talking

28
Q

comm. deficits cont.
- problems in ?
- focus on ?
- difficulty in interpreting?

pragmatic problems: 
difficulty in conversational 
difficulty in 
difficulty in maintaining 
excessive 
impulsive

logical problems

A
  • comprehending implied meanings
  • literal meaning of messages
  • idiomatic expressions, proverbs, figures of speech, and metaphors
  • turn taking
  • topic maintenance
  • eye contact
  • talking
  • responses

difficulty in identifying absurd statements

29
Q 
right hemisphere damage assessment 
-visual 
-auditory and visual 
-response to 
-
-
-what speech 
-can use portions of ?
A 
scanning and tracking 
comprehension 
emotion 
naming 
reading and writing 
spontaneous 
aphasia batteries, standardized measures for RHD, and informal tests
30
Q 
right hemisphere damage intervention: 
-
respond 
-comprehend 
-
-target 
-examples
A 
visual recognition 
appropriately in convo
increasingly complex information 
sequencing and explaining actions 
nonlinguistic markers 
-eye contact , body language, and gestures
31
Q

dementia:
cognitive?
an acquired ? associated with ?

A

degeneration of older age

neurologic syndrome/ persistent or progressive deterioration in intellectual functions

32
Q 
notable impairments in dementia 
-
-
-
-
-
-usually begins with ?
-progress to severe? lack of ? and ?
A
  • memory
  • emotion or personality
  • visuospatial skills
  • language
  • executive function
  • forgetfulness and disorientation
  • memory impairment, responsiveness to speech , and mutism
33
Q

Alzheimer’s disease
-initially ?
examples

later stages:

  • what errors
  • delayed
  • reduced
  • pronoun
  • topic
  • inability to ?
  • what errors

most severe form ?

A

mild difficulties
-name recall diff., occasional disorientation, memory loss

  • paraphasia errors
  • responsding
  • vocab and syntactic structure
  • confusion
  • digression
  • shift/return to topic
  • reading writing errors

frequent naming errors, using generic terms, syntactic errors, minimal comprehension, jargon, echolalia, mutism

34
Q

dementia progression:
early stages: often ?

as diseases progresses memory loss? and language abilities ?

most advanced stages:

  • all intellectual functions
  • inability to ?
  • many indiv. with dementia eventually reside in

currently

A

unaware or ignore early signs

increases/decreases

  • severely impaired
  • feed, bath, dress oneself
  • nursing homes

no known cures

35
Q

dementia assessment

  • definitive diagnosis is ?
  • SLP
  • help identify ?
  • observe in ?

tests can be used for

what assessment can be used

A

difficult early on

  • changes in lang. performance and behavior
  • diff. environments

rating and tracking abilities

aphasia

36
Q 
dementia intervention: 
goal:
emphasize 
help compensate for 
target 
use 
stimulating ?
A

maintain client at highest level of functioning and help others maximize clients participation

  • intact abilities
  • deficient abilities
  • memory or word retrieval
  • memory aids
  • cognitive exercises plus pharmacological treatment is usually best
37
Q 
Traumatic brain injury 
can occur whenever the head ?
some leading causes:
-who is at highest risk 
Males sustain?
A 
sustains a blow or wound 
-falls
-crashes 
-gun shot wound
-sports related head injury 
-assaults 
small children and teens
-TBI more often that females
38
Q

open head injuries:
skull has been
ex:

A

penetrated

-violent acts with guns, ice picks, etc.

39
Q

closed head injuries:
brain is ?
ex:

A

jostled within the skull

car accident, falls, physical assault, etc

40
Q 
TBI deficits can be related to 
-
-
-possible
-
-
-
A

bruising and laceration

edema: swelling and increased fluid
- infection
- hypoxia: reduced oxygen to brain
- infarction: death of tissue due to deprived blood supply
- hematoma: focal bleeding

41
Q 
TBI
? -like symptoms 
-may have ? difficulties - that negatively affect ?
-what may occur
-severity of injury is related to ? 
-what are often impaired to some degree
A

aphasia -like

  • sensory, motor, behavioral and affective/ comm. abilities
  • seizures, hemisensory impairment, and hemiparesis/hemiplegia
  • initial level of consciousness and post-traumatic amnesia
  • orientation, memory, attention and reasoning/problem solving
42
Q

classification of TBI
most disturbed aspect of language is?
-what are also typically apparent

deficits may also include

A

pragmatics
-anomia and impaired comprehension

motor speech
swallowing
psychosocial/personality changes

43
Q 
TBI assessment:
multi?
SLP: 
-
-
assessment varies with 
some ? exist 
essential to assess ?
A

disciplinary

  • cognitive comm. abilities
  • swallowing

stages of recovery
standardized comprehensive tools exist
-cognition and lang.

44
Q 
TBI intervention:
early stages focuses on?
middle : 
-more 
-goals are to ?

later:
goal is
-comprehension of

A

orientation, sensorimotor stimulation , recognition

structured and formal
-reduce confusion, improve memory and goal directed behavior

  • client independence
  • complex info and directions, conversational and social skills

Communication and Science Disorders (15 decks)

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