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10412 - MSD > Childhood MSD Intervention Principles > Flashcards

Childhood MSD Intervention Principles Flashcards

1
Q

What is comprehensibility/ comprehensibility evaluation?

A

Amount of information that is being exchanged by the speaker, what is being conveyed as a message

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2
Q

In the assessment, you want to know if they can contrast. This is a supplemental assessment that can be a part of your stimulability

A

Comprehensibility ax

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3
Q

Participation ax looks into:

A
  1. QOL
  2. Observation in Classroom and at Home
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4
Q

Focus: improving respiratory, phonatory, articulatory, and resonators performance for speech production

A

Impairment-Based Treatment

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5
Q

Outcome: improve speech production accuracy, speech rate and prosodic contours

A

Impairment-based Treatment

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6
Q

This focuses on improving the speech processes

A

Impairment-based treatment

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7
Q

Focus: developing compensatory strategies to obtain rapid or immediate improvements in speech intelligibility and communicative success

A

Activity/participation - based treatment

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8
Q

Compensations: ACC, hand gestures, alphabet cues, slow speech rate, overarticulation, strategic pause/breath, word emphasis

A

Activity/Participation- Based Treatment Approaches

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9
Q

Activity/Participation-based treatment is leaning more on

A

Comprehensibility than intelligibility

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10
Q

Motor speech treatment hierarchy, 1st order target

A

Respiration and resonation, for CAS: prosody

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11
Q

Motor Speech treatment hierarchy, 2nd order

A

Phonation

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12
Q

Motor speech treatment hierarchy, 3rd order:

A

Articulation and phonology

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13
Q

Components of NMTP:

A

○ Strength
○ Muscle tone
○ Stability and Coordination
○ Motor Planning and programming

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14
Q

We primarily use this for dysarthria.

A

NMTP

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15
Q

In overload (strength training) we…

A

Tap our muscles beyond our functioning. Dapat may hypertrophy.

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16
Q

We increase the ____ in overload (Strength training)

A

pagurin ang muscles para ma-increase ang recruitment ng motor units.

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17
Q

In progression (strength training) we…

A

Work on that load for a week or 2 then slowly progress.

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18
Q

In recovery we

A

Start the generalization

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19
Q

tongue strengthening exercises, the recommendation is

A

At least 3 times a week everyday.

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20
Q

respiratory muscle strengthening exercise recommendation

A

3 to 5 days a week and at least 2 days break na split (1:1)

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21
Q

If you don’t use the musculature or the structure, then you will lose the function to something else.

A

Reversibility

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22
Q

Specificity for lingual elevation

A

Strength, endurance, power and dynamics for lingual elevation

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23
Q

Specificity for dysphagia strategies

A

E ortful suck and swallow

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24
Q

No Specificity

A

○ Speed of lingual movement
○ Direction of lingual movement
○ Overall strength

25
Q

Muscle tone subsystems

A
  1. Slow stretch
  2. Quick stretch and tapping
  3. Massage
  4. Vibration
  5. Cold
26
Q
  • Pag slow you inhibit the stretch reflex, and helps reduce the rigidity
  • It can also increase the ROM, you can use it for speech: jaw closure
  • NOTE: it does not reduce the tone, you cannot do something about it
A

Slow stretch

27
Q
  • Intended to increase the contraction by stimulating the stretch reflex.
  • Good for the jaw
A

Quick stretch and tapping

28
Q
  • Targets the superficial and deep cutaneous receptors of the muscles
  • Intended to decrease rigidity and the muscle hyperfunction.
A

Massage

29
Q
  • Increases the agonist, the contraction of agonists muscle
  • And decreases the contraction of the antagonist muscles
  • We expect this on jaw musculature.
A

vibration

30
Q

Decrease the contraction and decrease the muscle contraction speed (maraming gumagamit)

A

Cold

31
Q

Motor learning principle says that

A

what we are teaching is not for the patient to produce the sounds. what we are AFTER is that we’re teaching motor movements.

32
Q

Motor learning

A

Processes associated with practice or experience leading to relatively permanent changes in the capability for movement

33
Q

Motor Learning (PLM)

A
  1. Level of stimuli
  2. Structure of practice
  3. Feedback
  4. Focus: long term learning
34
Q

Motor program is

A

An organized set of motor commands that can be specified before movement initiation

35
Q

generalized motor program

A

abstract movement pattern that specifies relative timing and relative force of muscle contractions

36
Q

It is observed within the session

A

Acquiistion

37
Q

It is when the child is able to remember it for a while

A

Retention

38
Q

It is when you are able to apply it in other scenarios

A

Transfer

39
Q

Precursors to motor learning

A

Establishes the readiness of the child

40
Q

The precursors to motor learning

A
  1. Establishing trust
  2. Motivation
  3. Focused attention
  4. Pre-practice
  5. Simple targets
41
Q

To be able to independently use the skill Gusto mo magamit niya na
So anong kailangan gawin: they need to follow the conditions of practice

A

Practice phase

42
Q

In goal / target setting

A

Motor program dapat yung target and parang ploy lang yung speech sound

43
Q

Repetitive drills are

A

Su cient trials within a practice session

44
Q

In strength training during session

A

machachallenge yung kid but at the same time hindi siya mafafatigue. Would give 10 repetition per set, having 3 sets, fo

45
Q

Massed practice is

A

more frequent sessions per week over a period.

46
Q

Distributed practice

A

refers to the length and frequency of the treatment session.

47
Q

all practice trials of a stimulus are done in one time block.

A

Blocked

48
Q

order of presentation of all stimuli is random.

A

Random

49
Q

3 kinds of feedback

A

● Knowledge of results (KR)
● Knowledge of performance (KP)
● Finely specified

50
Q

Gaano ba kadalas ang feedback?

A

would depend kung pre-practice or practice.
- In pre-practice you would want feedback as to every target. Provide feedback kahit na
tama and mali.

51
Q

In KR we do

A

sinasabi mo lang na “tama ba or
accurate ba ginawa mo” like “ah oo mali
yan, mali production mo”

52
Q

In KP we do

A

sinasabi mo ang performance, ano ang ginawa niyang mali, ano ginawa niyang tama.

53
Q

more useful sa early staged in the motor program.

A

KP

54
Q

supports more generalization.

A

KR

55
Q

more useful in pre-practice

A

KP

56
Q

more useful in practice

A

KR

57
Q

will work on adults as they like to know where specifically they went wrong and they have the language skills to back it up

A

Finely specified feedback

58
Q

What is neuroplasticity

A

capacity of the nervous
system for change

10412 - MSD (7 decks)

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