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Speech Communications > Chapters 4-5 > Flashcards

Chapters 4-5 Flashcards

1
Q

SLI

A

Specific Language Impairment

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2
Q

Pragmatics

A

Adjusting language form and content to match social settings and conditions

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3
Q

Phonology

A

Speech sound system

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4
Q

Syntax

A

Grammatical structures

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5
Q

Morphology

A

Rule system governing the smallest grammatical units

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6
Q

Semantics

A

Vocabulary, word meaning

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7
Q

Pragmatic disorder

A

Adolescents who struggle with language use, forms of discourse, figurative language, and metapragmatics (humor, slang)

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8
Q

Phonological disorder

A

Impaired use of speech sounds

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9
Q

Morphological disorders

A

Difficulty understanding use of words (pronouns, plurals)

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10
Q

Semantic disorders

A

Difficulty understanding and coming up with meanings to words, difficulty with word retrieval, so they use a filler-word (thing, stuff, thing-a-ma-jig)
- Synonyms, antonyms

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11
Q

Etiologies of language disorders

A
  • Specific language impairment
  • Genetic factors resulting in cognitive and sensory impairment
  • Physical/social/environmental factors (neglect, abuse, drug exposure in uterus, malnourishment, disease)
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12
Q

Word-finding problems

A

Word retrieval problems

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13
Q

Autism Spectrum Disorder (including Asperger’s)

A
  • Neurodevelopment disorder
  • Deficits in social communication and social interactions
  • Restrictive, repetitive behaviors (repetitive speech, motor movements, use of objects)
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14
Q

Social Communication Disorder

A
  • Difficulty with social-interactive behaviors (making eye contact, understanding/using facial expressions/body language, using vocal tone and inflection
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15
Q

Attention-Deficit/Hyperactivity Disorder

A
  • Chronic neurodevelopment disorder

- Inattention, hyperactivity, impulsivity

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16
Q

Prelingual deafness

A

Hearing loss before a child begins acquiring language

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17
Q

Postlingual deafness

A

Hearing loss after a child begins acquiring language

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18
Q

Traumatic brain injury

A

Individual sustains any injury to the head

  • Penetrating injuries: affects areas of the head along the pathway of the penetrative object
  • Closed head injuries (concussions)
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19
Q

Two types of brain damage

A
  • Primary brain damage: occurs at time of impact )skull fracture, nerve damage, tearing of lobes/blood vessels, blood clots, bruising)
  • Secondary brain damage: occurs after trauma and over time (pressure inside skull, seizures, infection, fever, changes in bodily functions)
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20
Q

Standard English

A

National norm of English in the USA

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21
Q

Types of Assessments

A
  • Standardized assessment
  • Developmental scales
  • Criterion-referenced procedures
  • Observations or interviews
  • Dynamic assessment
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22
Q

Standardized assesment

A

Used to determine how individuals compare with their same aged peers on some aspect of language

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23
Q

Developmental scales

A

Offer clinicians a more thorough look at a specific area of an individual’s language abilities

24
Q

Criterion referenced procedures

A

Used to determine whether the child can attain a certain level of performance on a specific language target (prepositions and performance)

25
Q

Observations and Interviews

A

Used to learn about first time clients/ a client’s case history

26
Q

Dynamic assessment

A

Test-teach-retest approach

  1. Clinician using an informal method (checklist) to obtain a baseline measure of a particular language structure, content, or usage
  2. Clinician teaches lessons pertaining to that particular aspect
  3. Clinician tests client again to see if there is a change in that aspect of language
27
Q

Types of Intervention

A
  • Family based Intervention Programs
  • Individual and Group Therapy
  • Classroom based Intervention
  • Intervention with Adolescents
  • Augmentative and Alternative Communication
28
Q

Family based Intervention Programs

A

SLPs work directly with family members of a person with a severe language disorder

29
Q

Individual and Group Therapy

A

Receiving intervention is a group or alone setting

  • Need to decide which would be best for child
  • Can occur at home or school
30
Q

Classroom based Intervention

A

SLP providing language intervention in a classroom setting working with teachers to design and deliver intervention
- SLP and teacher work together or SLP teaches teacher how to implement intervention in class

31
Q

Intervention with Adolescents

A

Different than intervention with children due to developmental differences
GOALS WITH ADOLESCENTS AT DIFFERENT AGES
- Preteens/early: developing the language to succeed academically and be accepted by peers
- Middle: developing language for academic growth, interacting successfully with peers, beginning to think about future jobs
- Late: developing language needed for success in the workplace, establishing and maintaining one-to-one relationships

32
Q

Augmentative and Alternative Communication

A

Any form of communication other than speech used by people with little to no spoken language ability
- Picture and symbol communication boards, electronic devices, paper and pencil, communication books, speech generating devices, written output systems

33
Q

Syntactic disorders

A

Difficulty combining words and using them in sentences

Think Yoda

34
Q

Corpus callosum

A

Mass of fibers connecting the two hemispheres of the brain, allowing for communication

35
Q

Localization of function

A

The specialization of the nerve cells in the cerebral cortex

36
Q

Cerebellum

A

Regulates and coordinates motor function, assists in language processing

37
Q

Cerebral cortex

A

The outer layer of the brain

38
Q

Aphasia

A

A language disorder that affects the person’s ability to communicate

39
Q

Causes of aphasia

A

Damage to the areas of the brain responsible for language processing

  • tumors
  • TBI
  • brain surgery
  • brain infection
  • dementia
40
Q

Three conditions that can stop the flow of blood to the brain

A
  • Thrombotic stroke
  • Thromboembolic stroke
  • Hemorrhagic stroke
41
Q

Thrombotic stroke

A

A blood clot forms in a cerebral artery and blocks blood flow

42
Q

Thromboembolic stroke

A

A clot forms in an artery outside the brain, a piece of the clot (embolus) breaks off and travels to a cerebral artery, blocking in

43
Q

Embolus

A

A broken off piece of a blood clot

44
Q

Hemorrhagic stroke

A

A cerebral artery bursts and hemorrhages, causing the blood to flow

45
Q

Wernicke’s aphasia

A

A disturbance in the ability to comprehend speech

Caused by a lesion on the temporal lobe (hearing)

46
Q

Broca’s aphasia

A

Impairment of the ability to produce voluntary speech

Experience trouble moving their articulators in the required manner to produce speech sounds

47
Q

Anomic aphasia

A

A disturbance in word finding

Caused by a lesion in the temporal/parietal region

48
Q

Parietal lobe

A

Controls language and sensations (pressure and touch)

49
Q

Conductive aphasia

A

Impairment in comprehending speech and repeating speech

Damage to a group of fibers connecting Broca’s area to Wernicke’s area

50
Q

Broca’s area

A

Located in the frontal lobe, speech production

51
Q

Wernicke’s area

A

Located in the temporal lobe, comprehension of speech

52
Q

Transcortical aphasia

A

Caused by damage to the cerebral cortex surrounding Broca’s area or Wernicke’s area

53
Q

Global aphasia

A

Caused by extensive damage to the left hemisphere and its language functioning

54
Q

Characteristics of left hemisphere damage

A
  • extreme fatigue
  • seizures
  • visual field disturbances
  • perseveration (repeating the same word over and over)
  • abstract concrete imbalance (categorizing impairment)
  • depression
55
Q

Right hemisphere deficits

A
  • anosognosia (person isn’t aware of their condition)
  • left neglect (fail to notice the left side of things)
  • recognition impairments
  • auditory impairments
56
Q

Causes of right hemisphere deficits

A
  • dementia

- TBI

Speech Communications (4 decks)

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